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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.
Ben Franklin’s Little Words to Live By
DAY 4
ROUTINE
What About Me?
 Group Time
Strategic Intervention
1
2
Practice Retelling
REVIEW STORY ELEMENTS Help students identify the main
characters in What About Me? Then guide them in using the
Retelling Cards to list the story events in sequence. Prompt
students to include important details.
Retelling CardsRETELL Using the Retelling Cards, have students work with partners to retell What
About Me? Monitor retelling and prompt
students as needed. For example, ask:
  • What is the problem in the story?
  • How was the problem solved?
If students struggle, model a fluent retelling.
Read “Ben Franklin’s Little Words to Live By”
BEFORE READING Read the genre information on p. 62. Recall what the boy learned in the story What About Me? How could what the boy learned be written as a proverb? As we read "Ben Franklin’s Little Words to Live By,” think about how his proverbs could also be written as a fable.
Read the rest of the panel on p. 62. Then have students scan the proverbs noting the shortness of each and its old-fashioned language.
DURING READING Have students read along with you while tracking
the print or do a choral reading of the selection. Stop to discuss
difficult or old-fashioned language. Ask students how they might
reword a proverb in more modern language.
AFTER READING Have students share their reactions to the
selection. Then guide them through the Reading Across Texts and
Writing Across Texts activities, prompting if necessary.
  • What kinds of topics does Ben Franklin write about?
  • Why is it important that proverbs be short?
ROUTINE
DAY 4
1
2
Advanced
Read “Ben Franklin’s Little Words
to Live By”
CRITICAL THINKING Have students read pp. 62–63 independently.
Encourage them to think critically. For example, ask:
  • Why were Franklin’s lessons about money important for a new nation?
  • Why do you think Franklin chose to write proverbs rather than
    fables or stories?
AFTER READING Discuss Reading Across Texts. Have students do
Writing Across Texts independently.
Extend Genre Study
RESEARCH Have students use online or print resources to research
proverbs written by famous people. Have them list what the topics of
these proverbs are about.
WRITE Have students think about valuable life experiences in their
own lives. Then have them write their own proverbs that reflect the
lessons they learned.