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Samantha Sampson

September 2016
Practicum 501B
Text: Gus Wanders Off (by: Alice Schertle)
Standards of Learning:
2.8 The student will read and demonstrate comprehension of fictional texts. a) Make
and confirm predictions. d) Locate information to answer questions. e) Describe
characters, setting, and important events in fiction and poetry.
Instructional Goals: Help students achieve reading literature based on Standards of
Learning on key ideas and details by practicing and gaining reading comprehension
skills.
Essential Questions/Instructional Strategies and Activities:
Pre-reading:
Ask and discuss with the students,
-

What are some things they know about main characters in stories, TV, or

movies?
- Who are their favorite characters?
- Ask the students if they have ever wandered off before. Why wandering off
and not listening to directions is a bad thing to do. What should the main
character done instead of wandering off?
- Discuss the different types the different things the main character might
see if we wanders off. (2.8 e)
Reading Time: 20 minutes
Reading Comprehension of the Characters:
-

Who are the main characters of the story?

TEXT TO TEXT Have students fill out the questions on a character comprehension form
to practice their abilities and so you can assess where they are in their comprehension.
Compare their favorite character to Gus.
Reading Comprehension of the Setting:
-

Discuss the setting for Gus Wanders Off. (2.8e)


Talk about how the author use adjectives to help the readers better

visualize the setting in a story. Why do they do this? Ask them to reference parts
of the text. Go back and search with them.
Optional Activity: Think-Aloud Reading Comprehension Skill Development:
-

Think-aloud strategies can help students comprehension on tests. By

verbalizing their thoughts with this process, students have to occasionally stop
and reflect upon what theyre reading or hearing as I read, which helps them
develop their comprehension skills.
- To conduct this activity, I will read Gus Wanders Off to the students, and
wont show them the pictures until I have:
- Read the text on the page
- Asked the students the questions listed below associated with the pages
specified
- Given the students a chance to respond out loud to the questions
Questions for the students
-

Predicting (2.8a): page with the dog and Gus - what do you think Gus is

going to do? Will it be what his mother asked him to do or not?


- Page with the basketball players - where are they walking to? Are they
supposed to be doing this? Have you ever done something you were told not to?
- Page with Mrs. Bundy, Gus, and the dog in front of the fish store - do you
think Gus will remember? Do you remember, would you be able to help Gus?
Follow up questions:
-

Can the setting change during a story? Share examples and discuss.

Instructional Materials:
-

Gus Wanders Off (by: Alice Schertle)

Comparing Characters worksheet

Assessment:
Evaluate students based on their answers to the discussion questions. Compare their
predictions and the predictions made throughout the reading to each other. Were they
right or wrong, how did they correct themselves. Did they comprehend the questions
and form valid answers based on standards previously written.

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