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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.
Mike’s Teaching T-shirts
DAY 4
ROUTINE
Boom Town
Group Time
Strategic Intervention
1
2
Practice Retelling
REVIEW STORY ELEMENTS Help students identify the main characters and the setting of Boom Town. Then guide them in using the Retelling Cards to list story events in sequence. Prompt students to include important details.
Retelling CardsRETELL Using the Retelling Cards, have students work in pairs to retell Boom Town. Monitor retelling and prompt students as needed. For example, ask:
  • When and where does this story take place?
  • What is Amanda like?
  • What is the problem in this story?
If students struggle, model a fluent retelling.
Read “Mike’s Teaching T-shirts”
BEFORE READING Read the genre information on p. 38. Expository nonfiction tells us about the lives of real people. Recall the Leveled Reader The California Gold Rush. This story has photographs of real people, but it is a made-up story. How do you know? (illustrations on first and last pages)
Read the rest of the panel on p. 38. Have students scan the pages, pointing out photographs and quotations.
DURING READING Have students read along with you while tracking
the print or do a choral reading of the selection. Stop to discuss any
difficult language and how the quotes from Mike are helpful to
understanding.
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 is a go-getter?
  • How would you describe Amanda and Mike?
ROUTINE
DAY 4
1
2
Advanced
Read “Mike’s Teaching T-shirts”
CRITICAL THINKING Have students read pp. 38–41 independently.
Encourage them to think critically. For example, ask:
  • Would selling “Teaching T-shirts” be profitable in our
    community? Why or why not?
  • What other ways can young people earn money?
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
a variety of businesses developed by young people. Have them make
a list of businesses and write short descriptions of what they do.
WRITE Have students choose their favorite business and write a
short expository nonfiction selection describing how the business
was developed and how it helps the community. Encourage children
to include quotes to add details.