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Monitor Progress
Word and
Selection 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.
Meeting the Challenge of Collecting
DAY 4
ROUTINE
Prudy’s Problem
Group Time
Strategic Intervention
1
2
Practice Retelling
REVIEW STORY ELEMENTS Help students identify the main
characters and setting of Prudy’s Problem. 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 Prudy’s Problem. Monitor retelling and prompt students as needed. For example, ask:
  • Tell me what this story is about in a
    few sentences.
  • What else happened in this story?
  • What is the character in this story like?
If students struggle, model a fluent retelling.
Read “Meeting the Challenge of Collecting”
BEFORE READING Read the genre information on p. 220. Point out that in an interview, one person asks questions of another person to gain information. Often the person being interviewed is an expert on a topic. As we read “Meeting the Challenge of Collecting,” look for expert information about a museum’s collections that the person being interviewed provides.
Read the rest of the panel on p. 220. Have students study the photographs and their captions. Call attention to the boldfaced names of the interviewer and interviewee. Point out that these tell which person is speaking and that, after the first mention, only initials are used. Ask: What else is in bold type in the interview?
DURING READING Have students read along with you while tracking the print or do a choral reading of the selection. Stop to discuss difficult vocabulary, such as anthropology, tapestries, and sculpture.
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 things are displayed at the Field Museum of Natural History? Where did they come from? What were they used for?
  • What kinds of things did Prudy display in her museum?
  • How are the objects in the Field Museum organized?
  • How are the objects in Prudy’s museum organized?
  • What kind of a chart do you think would best help you to compare the two museums? Explain.
ROUTINE
DAY 4
1
2
Advanced
Read “Meeting the Challenge of Collecting”
CREATIVE THINKING/PROBLEM SOLVING Have students read
pp. 220–223 independently. Encourage them to think creatively and in terms of problems and solutions. For example, ask:
  • Can you think of a way that the museum might be able to display more of the items it has?
  • What other questions would you like to ask Dr. Feinman?
AFTER READING Have students meet with you to discuss Reading Across Texts. Have students do Writing Across Texts independently.
Extend Genre Study
RESEARCH Have students choose someone to interview who works
with a collection, such as the school or local librarian or an employee
of a local museum. Ask students to write questions they would like to
ask the person. Then help students interview the person they chose,
either in person, on the telephone, or through e-mail. Explain that they
should take notes on the person’s answers.
WRITE Have students write their interviews in a question-and-answer
format. Encourage them to draw pictures to accompany their interviews.