1. to provide a context for literature responses.
   
   
2. to implement the use of "Say Something" as a technique that promotes social learning.
   
   
3. to reinforce the role of talk in meaning making.
   
   
4. to examine with participants how they might apply the 5 wand h questions and story grammar as a framework for enhancing their comprehension of Sarah. Plain and Tall.
   
   
5. to show how the meaning of a word may be inferred from context.
   
   
6. to help participants realize that knowing the meaning of some words may be incidental to obtaining the overall meaning of a text.
   
   
7. to make connections between the story grammar elements contained in the stories being read and story grammar elements present in the stories the participants themselves are composing in Writing Workshop.

1. Establishes a purpose for continuing to read by:
   
   a) recapping what has been read so far in Sarah. Plain and Tall:
   
   b) writing the words Who, Where, When and Main Problem/Goal on the chalkboard or chart paper and
   
   c) eliciting corresponding answers as they apply to Sarah. Plain and Tall as shown next. This reinforces the reading comprehension strategies introduced previously (Self-Questioning, Directed Inquiry, Story Grammar categories).
   
   Who - Anna, Caleb, Papa (Jacob), and Sarah
   
   Where - Prairies
   
   When - In pioneer times
   
   Main Problem/Goal:
   The children need a mother
   Jacob needs a wife
   Sarah needs a place to live
   
   
2. Directs participants and volunteers to finish reading the story using "Say Something".
   
   
3. Reminds the participants to put a light pencil mark or check on words or phrases they are not sure of and to keep reading instead of stopping:
   
   Some words are not important to the overall meaning of a story and so you can skip them. Knowing the meaning of other words is essential. Sometimes you need to go back and reread to figure out what these essential words mean. In other cases, the meaning may become clear as you continue to read.
   
   
4. Demonstrates this point in a mini-lesson with the words "hearthstones "
   and "feisty" by:
   
   a) showing the italicized quotes (Box 14) from Sarah. Plain and Tall which were prepared earlier on chart paper and
   
   b) using the suggested "think-alouds" to model how to infer word meanings from context.

NOTE: Words selected for teaching this strategy should be words which cause participants difficulty.. "Hearthstones" and "feisty" were words participants found troublesome in a previous session when reading Sarah Plain and Tall.

The clues for some words are concrete and give a clear visual image such as those for "hearthstones". Other clue words are more abstract and may depend on prior experience with the words - "rascal", for example.