We open the discussion today and I complete a running record with another student in the group. Read more about how I use running records in Guided Reading Groups in the previous lesson.
I then ask students to think about the main idea of the story? I introduce this as the central problem of the story and explain that all throughout their trip or emigration they are trying to solve this problem by making it to America. Just like many of our vacation adventures have problems that occur, problems happen in this story that they need to solve to make it to where they are going.
I share a connection about getting a flat tire on the way to Disneyland with our children and what we did to solve it. I ask students to share problems they have faced and how they were solved.
I then get back to the book examples because now students have created connections to the story events. I share that on page six dad stated they could not take anything with them. Mom asked some questions which showed her concern and sadness. They both faced problems - Dad said that he had to move his family out of the country to keep them safe; Mom that she didn't want to leave her things that were important to her. Dad solved the problem by deciding to have the family emigrate to America. Mom had some choices - to argue with him, to take the things anyway, or to leave them - I ask students - What did she decide to do? Why? Who was she thinking of when she made this choice?
I have students read the next couple pages with the goal of finding a problem and the way they solved it in the text. Before students share these aloud I tell them that we can keep track of the problems and solutions in a sequence of events chart.Sequence of Events Chart Students share these aloud and we write some on the chart.
In this video I explain my purpose for having students create their own chart and then continue with the examples in the second half of the video in the Take Away Assignment section.
Today we conduct a short vocabulary lesson on both a meaning and a text structure question. I do this because I want to focus today on ways the author helps readers build understanding and adaptations they can place in text to do this. This will also help students to improve comprehension by learning how to use context clues in words and pictures to understand the vocabulary and structures used teaching them how to be more active readers.
I begin by having them turn to page 12 and asking why the author italicized the word "time".I take responses and share that the author did this to emphasize the way we say the word and the importance of the word in the context of what was being said. I read it with emphasis on the word and ask them to do so as well. I ask how saying this way made a difference to the dialogue. What did you infer the brother was feeling? Why would he say this? I have them practice saying something similar about their brother or sister to apply the knowledge.
Here's a video of a short clip from this lesson
I then have them turn back to page 10 and read the first sentence. I share that when we began we did not understand what the word quay was. I share that when this happens and we read words we don't know we can use context clues, or clues within the sentence or picture that help us build understanding of unfamiliar words. I ask students to identify three things that helped them find meaning in the sentence. (I'm looking for them to identify - boats bobbed, dark waters, picture clues). I then ask them what word they would call the quay and take their answers as synonyms. We decided upon the word "dock" and replaced the word in the sentence with this one and felt the meaning stayed the same. I have students write the word quay in their journals and then write all the synonyms we came up with below it. This strategy helps them build meaning and apply a test-taking strategy to their reading.
I now explain to my students that they will get the opportunity to create a problem solution chart to explain the development of the events in the story. I ask students what are some other ways we could make a problem-solution chart. They share ideas and I tell them that they will get the opportunity to create a chart in their take-away assignment.
We review the chart we created and the worksheet with follow-up questions. In this second half of the video I show examples of our two most common forms of student-created charts and how they use them. I also attached a few pictures of student work samples - chart 1 and chart 2.