Read Prereading page 649. Discuss as a class the clues you gathered about the content of the poem. Then, write two “I Wonder” statements about the poem and its content. As you read the poem and gather information, you can deal with your “I Wonder” statements.
1. Follow along in the text as your teacher reads aloud the first three stanzas. Then, in your notebook draw a three-column chart with the following headings: Clues, Predictions, Adjustments. Review the first three stanzas as a class and work to identify hints of events to come. Then, jot down these hints in the Clues column of your chart. Discuss with the class logical predictions that can be made from the clues given. Then, record your predictions in the second column of your chart. As you read further, you will revisit your predictions and verify or adjust them as needed. Before you begin reading again, review your “I Wonder” statements from the Before Reading activity. If you have enough information to answer any of your statements, do so now.
2. Read the remainder of the selection on your own. Stop at least four times to make predictions. Record in your chart the clues on which you based your predictions. When you encounter information that applies to a previous prediction, stop and adjust or verify the prediction as necessary. Also, continue to address your “I Wonder” statements.
If you have difficulty applying the reading strategy, reread the text. Begin by reading a section and thinking about the events to come. If you have difficulty identifying clues in the section, reread the section focusing on relevant clues that hint at future events. Record the clues and make a prediction. Continue using this Fix-Up Idea throughout the text as needed.
After reading, review your predictions and make any final adjustments. Then, summarize the events in the text in a narrative paragraph. Share your summary with a partner and discuss any differences between your summaries.