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Monitor Progress
Word and
Story Reading
If… students have difficulty reading multisyllabic words in the selection,
then… have them look for and read meaningful parts in the words or have them chunk words with no recognizable parts.
If… students have difficulty reading along with the group,
then… have them follow along as they listen to the AudioText.
What About Me?
DAY 3
ROUTINE
What About Me?
Group Time
Strategic Intervention
1
2
Reinforce Comprehension
Target Skill SKILL SEQUENCE Have students tell what sequence is (it is
the order of events in a story) and what words we use when talking
about sequence (first, second, next, or last). If necessary, review the
meaning and provide a model. Knowing the sequence of events helps
me understand why the boy goes from one character to the next. The
boy’s goal is to get knowledge from the Grand Master. The sequence of
events shows what the boy does first, second, next, and so on.
Ask students to look for clue words that reveal the sequence. For example, ask: Which words or phrases in these sentences reveal the sequence? (on Saturday morning, before, after)
  Kayla went to the bank on Saturday morning.
Kayla counted her money before she left.
After she left the bank, she went to see a movie.
     
Read What About Me?, pp. 54–59
BEFORE READING Have students retell what has happened so far
in the story. Ask: Whose needs must the boy take care of before he
takes care of his own? Reread the second paragraph on p. 53 and
model how to summarize what you have read so far. First, the boy went
to the Grand Master, then the carpetmaker, the spinner woman, the
goatkeeper, the goatseller, and finally the carpenter. In this paragraph
the carpenter tells the boy that he will make him a pen if the boy helps
him find a wife. Remind students to occasionally stop to summarize as
they read the rest of What About Me? Target Skill STRATEGY Summarize
DURING READING Follow the Guiding Comprehension routine on
pp. 54–59. Have students read along with you while tracking print
or do a choral reading. Stop every two pages and ask students what
they have learned so far. Prompt as necessary.
  • Which clue word on page 54 tells you the boy is close to
    completing his journey?
  • Who will the boy go to after the goatkeeper?
AFTER READING How would you summarize the Grand Master’s
morals? Reread with students for comprehension as needed. Tell
them that tomorrow they will read “Ben Franklin’s Little Words to Live
By” about proverbs or wise sayings, some of which are about money
and saving.
ROUTINE
DAY 3
1
2
Advanced
Extend Comprehension
Target Skill SKILL SEQUENCE Have students track the sequence of events.
Have them predict what the sequence will be once the boy gets the
carpenter a wife.
Target Skill STRATEGY SUMMARIZE Have a volunteer read p. 53 while other
students list the characters the boy has encountered so far. Ask
questions such as:
  • What are some clue words in the story that indicate the sequence?
  • How can summarizing help you predict what is going to happen?
Read What About Me?, pp. 54–59
BEFORE READING Have students recall what has happened so far
in the story. Remind them to track the list of characters the boy has
encountered so far and what their needs are.
CRITICAL THINKING Have students read pp. 54–59 independently.
Encourage them to think critically. For example, ask:
  • What valuable things is the boy learning on his journey?
AFTER READING Have students complete the Strategy Response Log
activity (p. 58). Then have them discuss and list the kinds of things
in their own lives that are more valuable than money. Have students
present their findings to the class using visual aids.