Text Type: Fiction/Realistic
Page Count: 16
Word Count: 220

Book Summary
Nami has a problem: She must make the perfect gift for each person in her family. It is her family tradition. She cannot think of the perfect gift for Aunt Hoshi. What will she make for her aunt? Nami's Gifts provides the opportunity to introduce the story elements of problem and solution to emergent readers. Pictures support the text.

About the Lesson

Targeted Reading Strategy

• Retell

Objectives

• Use the reading strategy of retelling to understand and remember story events
• Identify problem and solution
• Discriminate final consonant blend /st/
• Identify final consonant blend st
• Identify and use past-tense verbs
• Recognize and write the high-frequency word them

Materials

• Book -- Nami's Gifts (copy for each student)
• Chalkboard or dry erase board
• Problem and solution, consonant blend st, past-tense verbs worksheets
• Discussion cards

      Indicates an opportunity for students to mark in the book. (All activities may be completed with paper and pencil if books are reused.)

Vocabulary

• High-frequency words: here, know, next, made, put, saw, then, went, were
• Content words: clues, collects, gift, tradition

Build Background

• Ask students whether they have ever made and given gifts to family members. Discuss the types of gifts students have made and the people to whom they have given them.
• Ask students whether they have ever had trouble deciding what type of gift to give someone. Discuss what they did to find the right gift.

Book Walk

Introduce the Book

• Show students the front and back covers of the book and read the title with them. Ask what they think they might read about in a book called Nami's Gifts. (Accept any answers that students can justify.)
• Show students the title page. Discuss the information on the page (title of book, author's name, illustrator's name).

Introduce the Reading Strategy: Retell

• Explain that good readers stop now and then during reading to retell in their mind what is happening in the story. Stopping to retell the events of the story helps readers remember and understand what they are reading.
• Explain that when people retell a story or event, they explain the details in order. Point out that people retell stories as part of their daily lives, such as sharing what happened at school or the events on a television show.
• Model retelling a familiar story in detail, such as Little Red Riding Hood.
  Think-aloud: In Little Red Riding Hood, Little Red Riding Hood finds out that her grandmother is not feeling well, so she decides to go visit her. First, she packs a basket full of food and begins her trip down the path through the woods. Next, she stops to pick some flowers for her grandmother. A wolf sees her and stops to talk with her. When Little Red Riding Hood says that she is on her way to visit her grandmother, the wolf leaves her to go to the grandmother's house. Then, the wolf swallows the grandmother and waits to swallow Little Red Riding Hood.
• Continue retelling in detail to the end of the story. Invite students to suggest information for the retelling of this story.
• Have students place sticky notes on pages 6, 9, 12, and 15. Explain that as they read, they should stop on these pages to think about what has happened so far in the story. Encourage students to retell in their mind what happens in the story as they read.
• As students read, encourage them to use other reading strategies in addition to the targeted strategy presented in this section. For tips on additional reading strategies, click here.

Introduce the Comprehension Skill: Problem and solution

• Explain that most stories have common parts. Most stories have a problem that the main character needs to solve or fix by finding a solution.
• Model how to identify a problem and solution using a familiar story.
  Think-aloud: In the story Little Red Riding Hood, Little Red Riding Hood could not escape   the wolf at her grandmother's house. This was a problem for her because the wolf was able to swallow her up. However, when a woodsman saw the wolf in the grandmother's house, he knew something was wrong. He rescued Little Red Riding Hood and her grandmother from the wolf.
• Have students think of familiar stories to share. Discuss the problems and solutions of other familiar stories.

Introduce the Vocabulary

• While previewing the book, reinforce the vocabulary words students will encounter in the story. For example, while looking at the picture on page 4, you might say: It looks as though Nami might make some special gifts for everyone. It is a family tradition for each person to make gifts for other family members.
• Remind students to look at the pictures and the letters with which a word begins or ends to figure out a difficult word. For example, point to the word plants on page 5 and say: I am going to check the picture and think about what would make sense to figure out this word. The picture shows Grandma Kato watering her flowers. When I look at the first part of the word, it starts like /p/. However, the word flowers starts with the /f/ sound, so this can't be the word. I know that some people call flowers plants. The word plants starts with the /p/ sound. The sentence makes sense with this word. The word must be plants.
• For additional tips on teaching high-frequency words and word-attack strategies, click here.

Set the Purpose

• Have students read to identify Nami's problem and how she solves it. Remind them to stop reading at the end of each page with a sticky note to retell quickly in their mind the details of the story so far.

Student Reading

• Guide the reading: Give students their copy of the book. Have them read to the end of page 6 and then stop to think about what has happened so far in the story. Encourage students who finish before others to reread the text.
• Model retelling and identifying the problem and solution.
  Think-aloud: I stopped after a few pages to retell in my mind what I had read so far. I learned that Nami had the job of making special gifts for everyone in her family according to their tradition. Her problem was finding the perfect gift for each person. She made a flowerpot for Grandma Kato and sugar cookies for Grandpa Kato. So far, Nami has chosen things that her family loves. I can keep reading to find out the solution to Nami's problem.
• Introduce the problem and solution worksheet. Have students write information they know so far about the problem and solution on their worksheet.
• Check for understanding: Have students read to the end of page 9. Have them retell what they have read and write any additional problem and solution information on their worksheet.
• Have students read the remainder of the book. Remind them to retell what they have read so far and think about the problem and solution to help them understand information as they read.

      Have students make a small question mark in their book beside any word they do not understand or cannot pronounce. These can be addressed in the discussion that follows.

• Ask students what words, if any, they marked in their book. Use this opportunity to model how they can read these words using decoding strategies and context clues.

Reflect on the Reading Strategy

• Retell in detail the events of the story after Nami decided to look for clues.
  Think-aloud: Nami saw her aunt's baseball key ring. Then she noticed her aunt's socks with tiny baseball players on them. Finally, she saw her aunt reading a book about baseball. Then Nami knew exactly what to do. The family began to open their gifts, and they all smiled when they opened the gift made just for them. Aunt Hoshi jumped up and said "Let's play ball!" Then the family took Aunt Hoshi's baseball and bat to the basement. They played ball late into the night.
• Have students retell the story from the beginning to a partner. Listen for whether they include the following: correct events in detail, events in order, main characters, problem, and solution.

Reflect on the Comprehension Skill

• Discussion: Discuss with students the problem and solution in the story.
• Independent practice: Have students complete the problem and solution worksheet. If time allows, discuss their answers.
• Enduring understanding: In the story, Nami has a problem. She must choose the perfect gift for each member of her family. She thinks about the things that each family member loves and then makes a gift for them. She uses clues about her family members to choose the perfect gifts. Now that you know this information, why is it important to think about what people like when choosing gifts for them?

Phonological Awareness: Discriminate final consonant blend /st/

• Say the word first aloud to students, emphasizing the final /st/ sound. Have students say the words aloud and then say the /st/ sound.
• Read page 13 aloud to students. Have them give the thumbs-up signal when they hear a word that ends with the /st/ sound.
• Check for understanding: Say the following words one at a time and have students give the thumbs-up signal if the word ends with the /st/ sound: just, fast, best, clay, plants, rest.

Phonics: Final consonant blend st

• Write the words first, mast, and post on the board and say them aloud with students.
• Have students say the /st/ sound aloud. Then run your finger under the letters in the words as students say each whole word aloud. Ask students which two letters together stand for the /st/ sound in the words first, mast, and post.
• Check for understanding: Write the following words that end with the /st/ sound on the board, leaving off the final blend: rust, chest, last, boast. Say each word, one at a time, and have volunteers come to the board and add the final st blend in each word. Have students practice blending the sounds together to say each word.
• Independent practice: Introduce, explain, and have students complete the consonant blend st worksheet. If time allows, discuss their responses.

Grammar and Mechanics: Past-tense verbs

• Have students turn to page 13. Read the sentences aloud with students. Point to the word smiled. Explain that the word smiled is a verb and that it refers to an action that happened in the past.
• Invite students to tell the present-tense form of the word (smile). Point out the -ed ending on the word smile. Explain that the ed letter combination on the end of a verb tells readers that the action happened in the past.
• Have students reread page 13. Point to the word opened. Invite students to tell the present-tense form of the word (open).
• Check for understanding: Write the words jump, like, and love on the board. Have students write each word in its past tense on a separate piece of paper.
• Independent practice: Introduce, explain, and have students complete the past-tense verbs worksheet. If time allows, discuss their responses.

Word Work: High-frequency word them

• Tell students they are going to learn a word that they will often see in books they read. Write the word them on the board and read the word aloud. Have students read the word with you.
• Have students write the word on a sheet of paper. Encourage them to practice writing the word several more times on the paper.
• Read page 11 aloud to students. Point to the picture of the socks. Ask students to identify how many socks are in the picture (two). Point to the word them in the sentence. Explain that the word them is used to refer to more than one person or thing.
• Check for understanding: Have students use the word them in oral sentences to identify two or more things in the classroom.

Independent Reading

• Allow students to read their book independently. Additionally, partners can take turns reading parts of the book to each other.

Home Connection

• Give students their book to take home to read with parents, caregivers, siblings, or friends. Have students retell the story to someone at home. Remind them to focus on the problem and solution in the retelling.

Realistic Fiction Writing Connection
Have students draw a picture of a gift they would like to give and the person to whom they would like to give it. Have them write sentences to tell about their picture.

Visit Writing A–Z for a lesson and leveled materials on realistic fiction writing.

Social Studies Connection
Discuss the family traditions that students have around the holidays. Provide Internet and other resources about the holiday traditions of countries around the world and discuss them with students.

Skill Review
Discussion cards covering comprehension skills and strategies not explicitly taught with the book are provided as an extension activity. The following is a list of some ways these cards can be used with students:

• Use as discussion starters for literature circles.
• Have students choose one or more cards and write a response, either as an essay or a journal entry.
• Distribute before reading the book and have students use one of the questions as a purpose for reading.
• Cut apart and use the cards as game cards with a board game.
• Conduct a class discussion as a review before the book quiz.

Comprehension Checks

• Book Quiz
• Retelling Rubric