Re-read the main selection text while noting the stopping points for the Text Dependent Questions and teaching Vocabulary.
Students read the entire main selection text independently (or a portion of the text).
Teacher reads the main selection text (or a portion of the text) aloud with students following along. (Depending on how complex the text is and the amount of support needed by students, the teacher may choose to reverse the order of steps 1 and 2.)
Students and teacher re-read the text while stopping to respond to and discuss the questions and returning to the text. A variety of methods can be used to structure the reading and discussion (i.e.: whole class discussion, think-pair-share, independent written response, group work, etc.)
Generate Text-Dependent Questions:
Generate text dependent questions to scaffold students thinking about the text.
p. 16: What is the meaning of strolled as it is used on page 16? Support your answer with evidence from the text.
p. 16: Fine is a multiple meaning word. What is the meaning of fine on page 16?
p. 18: What do Mr. Keene’s words and actions reveal about how he feels about his school?
p. 19: How are Tillie’s weekends different than her week days? Use text evidence to support your answer.
p. 19: Why are Bean’s and Tillie’s brother sad when she goes to school? Support your answer with evidence from the text.
p. 21: Why did Mr. Keene decide to have school on Saturdays and Sundays?
p. 21: Why didn’t the teachers and students tell Mr. Keene that they didn’t want to go to school on Saturdays and Sundays?
p. 22: How does the illustration on page 22 help the reader understand how the children feel about year round school? Use text evidence to support your answer.
p. 23: What is the main problem in the story?
p. 24: Why does Tillie go to see Mr. Keene?
p. 25: How do you think Mr. Keene feels about what Tillie says? How do you know? Use text evidence to support your answer.
p. 27: Illustrations can help show mood in a story. How do the illustrations on p. 26-27 help the reader to understand the mood of the characters?
p. 29: Why is everyone worried when Mr. Keene is speaking?
p. 30-31: What is the mood of the characters on p. 30 and 31? What does it reveal about the students’ point of view?
p. 33: Explain how Tillie’s actions led to solving the main problem in the story. Use text evidence to support your answer.
p. 33: How does Mr. Keene’s point of view change from the beginning to the end of the story? Support your answer with evidence from the text.
p. 33: What is the theme of the story?
The teacher may want to do some additional work with determining the theme of a text. The theme of a piece of literature is a message about people, life, and the world we live in that the author wants the reader to understand. This short video might help with the discussion: http://learnzillion.com/lessons/924-determine-the-theme-of-a-story