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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.
Boom Town
DAY 3
ROUTINE
Boom Town
Group Time
Strategic Intervention
1
2
Reinforce Comprehension
Target Skill SKILL REALISM AND FANTASY Have students tell the difference
between a realistic story and a fantasy. (A realistic story tells about
something that could happen; a fantasy tells about something that
could not happen.) If necessary, review the meaning and provide a
model. Realistic stories and fantasies are both made-up stories.
A realistic story, such as Boom Town, tells about things that could
really happen, and a fantasy, such as “Pecos Bill and the Tornado,”
tells about events that could not really happen.
Ask students to review stories they have read and determine whether
they are realistic stories or fantasies. For example, ask: Could this really happen? Why or why not?
Read Boom Town, pp. 28–35
BEFORE READING Have students retell what happened in the
selection so far. Then have them make connections between what
they are reading and what they already know. Reread p. 34 and model
how to use prior knowledge. This part of the book reminds me of the
selection The California Gold Rush that we read earlier this week. Both
Pa and Zach went to California hoping to find gold, but they were not
successful. Remind students to use what they know to help them
better understand the story as they read the rest of Boom Town.
DURING READING Follow the Guiding Comprehension routine on
pp. 28–35. Have students read along with you while tracking print
or do a choral reading of the selection. Stop every two pages to ask
what they’ve learned so far. Prompt as necessary.
  • Why did the prospector start a laundry in town?
  • What does Pa decide to do at the end of the story?
AFTER READING How does this selection describe how a community
develops? Reread with students for comprehension as needed. Tell
them that tomorrow they will read “Mike’s Teaching T-shirts,” which
tells how a twelve-year-old created his own business.
ROUTINE
DAY 3
1
2
Advanced
Extend Comprehension
Target Skill SKILL REALISM AND FANTASY Have students create a list of
realistic stories and a list of fantasies that they have read. Have
them include short descriptions indicating how they determined
which selections were realistic and which were fantasies.
Target Skill STRATEGY PRIOR KNOWLEDGE Remind students that they can
use what they already know to help them understand what they have
read. Have a volunteer reread p. 24. Then have students explain how
what they already know about hitting a very hard, burnt pie with a
stick helped them understand why it crumbled and flew all over. Ask
if anything like this has ever happened to them.
Read Boom Town, pp. 28–35
BEFORE READING Have students recall what has happened so far.
Remind them to look for details that are realistic and to use what
they already know as they read the remainder of the story.
CRITICAL THINKING Have students reread pp. 28–35 independently.
Encourage them to think critically. For example, ask:
  • How did Amanda’s pie business help the town develop?
  • Why did Amanda’s father join her in the pie-making business?
AFTER READING Have students complete the Strategy Response Log activity (p. 34). Have students choose a business from the selection in which they are most interested and write a short paragraph describing how the business was developed. Encourage students to make up details to add to their descriptions.