Preview the story, reading the Prereading information, the footnotes and Words for Everyday Use, and the author biography, and viewing the accompanying pictures. Then, write several “I wonder” statements about the story. Share your statements with the rest of the class.
1. Construct a three-column prediction chart with the following headings: Clues, Prediction, Adjustment. Follow along in the text as your teacher reads aloud the first page of the story. Then, identify clues in the text and record them in the first column of your chart. From these clues, form a prediction and record it in the second column. Keep in mind that you will return to the prediction to verify or adjust it. Have any parts of your “I wonder” statements been addressed? If so, record that information with your statement. You might add additional “I wonder” statements to your notebook.
2. Continue reading silently until you reach the fifth paragraph of the first column of page 266, ending with the words communication cord. Stop and record clues and make another prediction. Adjust previous predictions and address or add “I wonder” statements to your notebook. Continue reading on your own, stopping at the following points: page 266, column 2, ending with suddenly from his corner; page 267, column 1, ending with horribly good; page 267, the bottom of column 1; page 268, column 1, ending with pig for its supper. At each designated stopping point, record clues and predictions and make adjustments to previous predictions if necessary. Also, address and add to your “I wonder” statements.
If you have difficulty deciphering the text, try varying your reading rate. The text is presented in three ways: as narration, as dialogue between the characters, and as the man telling a story. Think about a time when you were younger and someone told you a story. How did the person use his or her voice to convey emphasis, suspense, and emotion? Try reading the narration at a normal speaking rate. The dialogue between the characters should be read at a rate appropriate to the content. And the story should be read as if you were telling it to small children.
When you finish the story, go back through your prediction chart and address any predictions that need adjustment. Also, address your “I wonder” statements, noting if your query was covered in the story. Meet with two or three other students and share your “I wonder” statements and prediction charts. Discuss the similarities and differences in content. Then, explain how you drew conclusions from the clues to form predictions.