What is the most impressive
man-made structure that you
have ever seen in person?
What made it so impressive?
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Page 1
RIGHT THERE:
What is the full name of this statue?
Who gave the statue to the United States?
THINK AND SEARCH:
What are some phrases we could use to help others
understand what the Statue of Liberty looks like?
AUTHOR AND ME:
What types of reactions do you think people have the first time
they see the Statue of Liberty?
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Page 2
Right There:
Who wrote The New Colossus?
What is Lazarus referring to when she says Colossus?
What other name does Lazarus give to the Statue of Liberty?
Think and Search:
What adjectives does Lazarus use to describe the Colossus?
What adjectives does Lazarus use to describe the Statue of Liberty?
Author and Me:
What do you see as major differences between the two statues:
Colossus and Lady Liberty?
How might the contrast of these two statues – Lady Liberty and Colossus
- affect the way people feel about the Statue of Liberty?
Explain the line, “Keep, ancient lands, your storied pomp!” cries she with
silent lips.
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Page 3
Prompt: How do you think Emma Lazarus wanted people
to feel about the Statue of Liberty?
Text Says
My Ideas
Help Me to See
brazen giant
conquering limbs
the words used to
describe Colossus
imply great power
I think the Colossus
might have been built
to frighten people
from other lands – or
to demonstrate how
strong Rhodes was
mighty woman
mild eyes
silent lips
these words that
describe Lady
Liberty are strong
but not as warlike
I think the author chose
these words to demonstrate
that the Statue of Liberty
represents America’s – the
qualities of the statue are
the qualities of the country:
mighty but also mild and
silent. We welcome people.
Lazarus wants us to love
the statue since it
represents America.
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Page 4
Question
Possible Prompts
Source of Answers
On My Own
do you think – have you ever
– how might you feel if –
what do you know about –
give your opinion – tell me
Right There
who is - where is - what is One right answer of a few
- when is- how many words can be found in the text
when did - name - what
kind of – define – which
Think &
Search
summarize - contrast, find Answers are in the text but
examples - why did - what require thinking and searching
caused - how did –
describe – explain – list –
find evidence – cause &
effect – compare &
contrast - sequence
Author & Me
what do you think - prove apply - what if - evaluate how might this be different if
– predict – demonstrate form a hypotheses – pretend
– why did the author
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All students can use their
background knowledge to
answer the question to some
degree
Reader is expected to evaluate
text-based information or apply
it to a situation or context.
Page 5
•
•
•
•
•
•
•
•
•
Instructional Tools
Book Bits
Build a Sentence
Could have said
Graphic Organizers
Opionnaire / questionnaire
QAR
Say something
Subordinator / conjunction list
S–W–B–S
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Page 6
An American Childhood – pp. 51 – 58
Prediction:
Annie Dillard
has written
about a
childhood
memory - a
chase. Let’s
make some
predictions
about Dillard’s
memoir?
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Page 7
Some boys taught me to play football. This was fine sport. You thought up a
new strategy for every play and whispered it to the others. You went out for a pass,
fooling everyone. Best, you got to throw yourself mightily at someone’s running legs.
Either you brought him down or you hit the ground flat out on your chin, with your arms
empty before you. It was all or nothing. If you hesitated in fear, you would miss and get
hurt: you would take a hard fall while the kid got away, or you would get kicked in the
face while the kid got away. But if you flung yourself wholeheartedly at the back of his
knees – if you gathered and joined body and soul and pointed them diving fearlessly –
then you likely wouldn’t get hurt, and you’d stop the ball. Your fate, and your team's
score, depended on your concentration and courage. Nothing girls did could compare
with it
Boys welcomed me at baseball, too, for I had, through enthusiastic practice,
what was weirdly known as a boy’s arm. In winter, in the snow, there was neither
baseball nor football, so the boys and I threw snowballs at passing cars. I got in trouble
throwing snowballs, and have seldom been happier since.
1. Who is the narrator of this story?
2. When is this story taking place?
3. Where does the story take place?
4. What can we infer about the narrator? (What is the process to make an inference?)
5. Do we need to change any of our predictions?
6. Why do you
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think she says – I have seldom been happier since?
Page 8
Prompt: What can we infer about Annie Dillard as a
child?
Text Says
I think
Help
others to see
Boys taught her
to play football.
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Page 9
Barrio Boy – pp. 70 - 74
What type of question is #1?
1. What could you do to help a newcomer feel welcome and secure at your
school?
2. Think and Search: Please reread from paragraph 2 on page 72 to the middle
of page 73 and try to visualize the actions of Miss Ryan and Ernesto. Now
skim and scan the same section and list the actions of Miss Ryan and Ernesto.
Miss Ryan
Ernesto
How does the relationship between Miss Ryan and Ernesto change?
In what ways were the seeds of Galarza’s success planted in first grade?
What experiences in Lincoln School help Galarza realize his dream of “becoming
proud American??
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Page 10
Gr. 7 – All Summer in a Day – p. 92
On My Own
How do you feel after 3 or 4 days of non-stop rain?
Why do you think unending rain makes some people feel
sad or upset?
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Page 11
Gr. 7 – All Summer in a Day – p. 92
Right There
What is the setting of this story?
Where had Margot lived before?
When did she come to Venus?
What is the climate like on Venus?
What is the name of the boy who pushes Margot and says,
“Hey, everyone, let’s put her in a closet before teacher
comes!”
What are the scientists predicting will happen?
How often does this occur?
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Page 12
Gr. 7 – All Summer in a Day – p. 92
Think and Search
Skim and scan the story to make a list of things that Bradbury tells us about
Margot – focus on her actions and her appearance and her background.
Actions
stood apart from children
reads in a quiet voice
defends herself and tells William she
did write poem (teacher is there)
stands alone – this is mentioned often
doesn’t reply to William when looking
out the window– he shoves her
(teacher not there)
wouldn’t play games –
lips barely moved on songs about
happiness but she did sing about sun
talks about the sun
frightened of shower in school –
screaming – no water on head
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Appearance
frail – looked as if she had
been lost in the rain
washed out all color
old photograph – whitened
away
compared to a ghost
Background
moved to Venus from
Earth five years ago –
remembered the sun –
the sky – could talk
about what it looked
like
Page 13
Prompt:
Why do you think the children seem to dislike Margot?
Text Says
I think
Help
others to see
The author keeps
describing Margot
as pale:
looks like all of her
color has been
washed out
looks like an old
photograph
compares her to a
ghost.
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Page 14
Type of Relationship
Addition
Coordinating
Conjunctions
(pattern 19)
and
Contrast or
Contradiction
but
yet
Cause and Effect
(Reason and Result)
so
for
Alternatives
or
nor
Conjunctive Adverbs
(pattern 21)
likewise
moreover
then
besides
still
nevertheless
however
instead
consequently
hence
accordingly
thus
therefore
otherwise
Condition
Time
Place
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meanwhile
subsequently
then
now
thereafter
eventually
presently
Subordinating
Conjunctions
(patterns 7 & 8)
because
as
since
so that
in order that
if
as if
even if
unless
though
as though
although
even though
as
while
after
before
until
whenever
when
as soon as
since
where
wherever
Margot will not sing
along on happy
songs, therefore, she
does not seem to be
much fun.
Because Margot is
always standing apart
from other children,
they might think she
doesn’t like them.
The author keeps
describing Margot as
pale. For example, he
says she looks like all
of her color has been
washed out.
Moreover, he says she
looks like an old
photograph. Then he
compares her to a
ghost.
Page 15
Prompt: why do the children seem to dislike Margot?
Text Says
My Ideas
Margot will not
sing along on
happy songs.
not much fun
Always standing
apart from others
acts like she
doesn’t like them
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Help Me to See
visualization pouty and moping
- no one wants to
be around
someone like that
the children
probably assume
Margot doesn’t
like them – she
makes no effort to
be friendly
Page 16
Gr. 7 – All Summer in a Day – p. 92
Author and Me
Do you think the children regret locking
Margot in the closet? Reading process –
reread from middle of 99 to the end – notice
the actions and words of students
What lesson does Bradbury want us to learn
from this story?
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Page 17
Prompt: Do you think the children regret locking Margot in
the closet during the sunshine?
Text Says
My Ideas
Help Me to See
What is the Think and Search question that supports this
question?
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Page 18
Grade 7 – Suzy and Leah – p. 103 – On My Own Questions
What words would you use to describe a
friend?
What character traits do you look for in a
friend?
What might cause you to dislike a total
stranger?
What are some things you might do to help a
new student feel welcome in your school?
What would you do if a new student refused to
accept any of your friendly gestures?
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Page 19
After Twenty Years by O. Henry - 324
We are preparing to read a short story
about two friends who go their separate
ways. One of the friends (Jimmy) stayed
in New York; the other one moved out
West to make his fortune. Right before the
one friend moves West, the two men meet
at a restaurant in New York to say goodbye. During this meeting, they agree that
in 20 years they will meet at this same
restaurant on a certain day at 10:00 p.m.
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Page 20
officer - stalwart – swagger – guardian - peace
Jimmy – meet – here - world
when – glare – simultaneously - gaze
man – unfolded – little - paper
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Page 21
Title:
Characters:
Objects:
Setting:
Events:
Timeframe:
Problem:
Resolution:
Motif:
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Page 22
Say Something Circle
What does
it look like?
What does
it sound
like?
What does
it feel like?
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Page 23
Say Something Circle
What
should it
never look
like?
What
should it
never
sound like?
How should
it never
feel?
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Page 24
Squeaky
Raymond
takes care of Raymond
doesn’t do much housework
practices breathing exercises
keeps Raymond away from street for
safety
never walks – always practices running
stays up all night studying for spelling
bee
won’t pretend things come easy
gets in the face of Gretchen and others
defends Raymond
puts Raymond in swings before race
corrects Mr. Pearson – gives him a hard
look when he suggests she throw the
race
....
flights of fancy
goes everywhere with Squeaky
practices with her
runs outside the fence during Squeaky’s
race
hangs on fence – calls and yells to
Squeaky
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Page 25
Prompt: What aspects of Squeaky’s personality would
make you want – or not want – to be her friend?
Text Says
I think
Help
others to see
Use information explain why this compare / contrast
analyze
from the think
is important
make connection
and search
visualize
infer / imply
draw a conclusion
symbolism
author’s word
choice
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Page 26
Gentleman of Rio en Medio – p. 58
What do we learn in the first meeting between Don Anselmo and the
American bankers?
DA owns more land than they realized
Bankers agree to give more money
DA refuses the additional money
What do we learn in the second meeting between Don Anselmo and
the Americans?
The children are climbing the trees
DA says the trees belong to the children
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Page 27
Gentleman of Rio en Medio – p. 58
Author and Me:
Is Don Alsemo a person to be admired?
Was Don Alsemo foolish to refuse the extra money?
What character traits do you most admire in Don Alsemo?
Does Don Alsemo remind you of anyone you know?
Does Don Alsemo remind you of any other characters we
have met?
Is the conflict in this story internal or external?
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Page 28
Internal Conflict
• Inner conflict occurs when someone is confronted with a problem that
presents difficult choices. One must make a decision one way or another.
• Think about events in your life and try to recall a time when you
experienced an inner conflict.
• What was the problem?
• You had to choose between what two difficult choices?
• _______________ or _______________
• What decision did you make?
• What happened as a result of your decision?
External Conflict
• External conflict occurs when someone faces someone else or a
situation that is working against the person’s desires or goals.
• What does the character want?
• What is working against the character?
• What stands in the way of reaching the goal?
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Page 29
Somebody
Wanted
But
So
(Characters)
(Plot)
(Conflict)
(Resolution)
the surveyor
learns there is
more land
than they first
realized
he finds the
offer of more
money
insulting
they offer Don
more money
The
Americans
to purchase
the land
Don Anselmo
to be
respected
Don Anselmo
the children to the Americans
enjoy the trees purchased the
land and don’t
want the
children there
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he finally signs
the deed at
the original
price
they bought
each tree
during the
winter
Page 30
Characters
Don Anselmo
Don Anselmo
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Goal /
Desire
Obstacles
Internal or
External
Conflict
to be
respected
Americans
offer more
money and he
is insulted
the children to the Americans
enjoy the trees purchased the
land and don’t
want the
children there
Page 31
Cub Pilot on the Mississippi – pp. 61 - 70
1. Read the story – this can be done individually, in pairs,
or in small groups.
2. Put students into teams of 4. Two students will reread
just the lines of the Cub Pilot (Twain) and the Master
Pilot (Brown)
3. Team now goes back to chart the actions of the two
characters
4. Ask questions 3B and 5A on page 70
• Is Brown’s treatment of Twain the result of a personal
dislike for him or an overall attitude?
• Do you think Twain should have hit Brown?
5. Remind students to use their Think and Search to
support the Author and Me – Reading Process
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Page 32
Cub Pilot on the Mississippi – pp. 61 - 70
Master Pilot
ignores some people
when they speak to him
asks direct questions like
an interrogation
yells and shrieks
furtive glances
Cub Pilot
does not interrupt
sits on bench and waits
closed his mouth –
according to instructions
• Is Brown’s treatment of Twain the result of a personal dislike for him or an overall
attitude?
• Do you think Twain should have hit Brown?
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Page 33
Characters
Goal /
Desire
Obstacles
Internal or
External
Conflict
Brown
Twain
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Page 34
An Hour with Abuelo – pp. 208 – 216 – Opinionnaire / Questionnaire
What words best describe a grandparent?
_____ old
_____ feeble
_____ old-fashioned
_____ boring
_____ wise
_____ interesting
What would you do if you had a goal you wanted to reach such as getting a
starting position on a sports team, or the lead chair in a band:
_____ spend extra time practicing
_____ go to all the practices and then see who is selected
_____ ask someone to help me get better at my goal
_____ try to do special favors for the person in charge so they like me
_____ just hope things turn out the way I want them to
_____ say bad things about my competitors
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Page 35
An Hour with Abuelo – pp. 208 – 216 – Internal / External Conflict?
Somebody
Wanted
Arturo
to read
books for
AP
Abuelo
to be a
teacher
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But
his mother
wants him
to visit
Abuelo
he ended
up in the
army and
life changed
So
he visits
he came
back to
Puerto Rico
and helped
his parents
Page 36
An Hour with Abuelo – pp. 208 - 216
Prompt: Select either Arturo or Abuelo and discuss
Is this a character to be admired?
Text Says
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I Say
Help
others to see
Page 37
Greyling – pp. 8 – 14 –
COULD HAVE SAID
She would cry and rock the cradle that stood by the hearth.
The sky was nearly black.
The waters covered the little hut on the beach.
The people of the town went to their houses and shut their doors.
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Page 38
Prompt: Does Greyling belong in the sea?
Text Says
I think
Help others to see
He often stood by the shore
looking and longing and
grieving in his heart . . .(p.10)
he never went into the sea
(p.10) – I will save him,
Mother. (p.11)
even his skin seemed to
slough off till he swam, free at
last, in the sleek grey coat . .
.(p.12)
Gone where his heart calls,
gone to the great wide sea.
And though my heart grieves
at his leaving, it tells me this
way is best. (p.12)
And she never cried again.
(p.12)
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Page 39
The Drive-in Movies – pp. 45 - 48
Somebody
Wanted
But
So
(character)
(goals /
motivation)
(conflict)
(solution)
Gary
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to go to the
movies
Mom had to he did lots
wake up
of chores
happy
without
being told
Page 40
The Case of the Monkeys that Fell from the Trees – pp. 72 - 78
Generate Questions based on the title
WHO:
WHAT:
WHEN:
WHERE:
WHY:
HOW:
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Page 41
The Case of the Monkeys that Fell from the Trees – pp. 72 – 78 – Problem/Solution
monkeys – feeding - trees - poisonous
recorded – 1,699 – trees – slept - ate
data – showed – cautious – eaters - forest
when - edible – scarce – choose
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Page 42
The Case of the Monkeys that Fell from the Trees – pp. 72 - 78
Problem Solution
__________________________________ encountered a serious problem:
____________________________________________________________
Because of this problem _________________________________________ .
Another situation that resulted was __________________________________ .
One thing that began to help solve this problem was
___________________________________________________________ .
Finally, significant steps were made toward the solution when
_____________________________________________________________ .
All of this data is important because _________________________________
_______________________________________________________________
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Page 43
Dragon, Dragon – pp. 191 – 200 – Book Bits
Every time there was a full moon the dragon came out of his lair and ravaged the
countryside.
If you change her into a rattlesnake we’ll have to chop her head off.
Suddenly a great shadow fell over him, and the eldest son looked up.
When he came in sight of the dragon’s lair, the middle son spurred his horse to a
gallop and thundered into the entrance swinging his sword with all his might.
At sight of the dragon, the cobbler’s youngest son began to tremble so violently that
his armor rattled like a house caving in.
She glared at the king.
“Oh, dear,” said the king, hurrying toward the door.
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Page 44
Characters:
Setting:
Problem:
Solution:
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Page 45
Zlateh the Goat – pp 206 – 215 -
Somebody
Wanted
But
So
Character
Goal / Desire
Obstacles / Conflict
Internal or External
Events / Resolution
Revven
money for
Hanukkah
harvest was poor
he told Aaron to
sell the goat in
town
Aaron
to keep Zlateh
he had to obey his
father
he started the walk
to town with Zlateh
Aaron
to reach town
a blizzard hit
Aaron and Zlateh
found shelter in a
hay stack
Aaron’s family
to find Aaron safe
they could not find
him in the blizzard
they feared that
harm had come to
Aaron
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Page 46
Zlateh the Goat – pp 206 – 215
Prompt: What details in the story support the inference
that Aaron is quick-thinking and brave?
Text Says
I Say
Help
others to see
Aaron is quickthinking
Aaron is brave
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Page 47
Becky and the Wheels-and-Brake Boys by James Berry – pp. 232 - 239
Over and over I told my mum I wanted a bike. Over and over she
looked at me as if I was crazy. “Becky, d’you think you’re a boy? Eh? D’you
think you’re a boy? In any case, where’s the money to come from? Eh?”
Of course I know I’m not a boy. Of course I know I’m not crazy. Of
course I know all that’s no reason why I can’t have a bike. No reason! As soon
as I get indoors I’ll just have to ask again – ask Mum once more.
Close read to study the author’s craft
Notice how Berry repeats the words over and over.
Notice how Berry repeats the words of course – of course – of course.
What is the author trying to imply by using this repetition of words?
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Page 48
Think and Search:
Skim and scan the story to make a list of details we know about Becky
• She owned a scorpion and a centipede
• She dreamed about a bike
• Her hair is always a mess.
• Her father is dead.
• She notices her Mum and younger sister working and knows they will not be
happy if she isn’t helping so she brings her Granny-Liz cold ice water.
• She says she is trying to stay calm and always answers “Yes, mam”
• She spends a lot of time watching the boys and then she walks right up to them
and asks the boys to teach her how to ride.
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Page 49
Prompt: How would you describe Becky’s personality?
Text Says
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I think
Help others to see
Page 50
Instructional Tool
Skill / Strategy
Book Bits
Build a Sentence
Could Have Said
ER G. O.
Say Something
S–W–B–S
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Page 51