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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.
Plants: Fitting into Their World
DAY 4
ROUTINE
Penguin Chick
Group Time
Strategic Intervention
1
2
Practice Retelling
REVIEW MAIN IDEAS Help students identify the main ideas in
Penguin Chick. List the ideas students mention. Then ask questions
to help students differentiate between essential and nonessential information.
Retelling CardsRETELL Using the Retelling Cards, have
students work with partners to retell the
important ideas. Show partners how to
summarize in as few words as possible.
Monitor retelling and prompt students as
needed. For example, ask:
  • What did you learn from reading this selection?
  • Tell me in order the major events from the time a mother penguin lays an egg to the time the young penguin is about five years old.
If students struggle, model a fluent retelling.
Read “Plants: Fitting into Their World”
BEFORE READING Read the genre information on p. 170. Point out that students can use photo essays to find information and learn new things. As we read “Plants: Fitting into Their World,” study the photos and look for interesting facts in the text about how plants survive in their environments.
Read the rest of the panel on p. 170. Have students read the title and main headings in the selection. Then have them use their fingers to move from each arrow/text section to the photo that accompanies it. Look at each photo. Is it a close-up view? Then ask: How do reading the headings and studying the photos help you prepare for reading the text?
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 photosynthesis, bromeliad, and nutrients.
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 do penguin chicks depend on for food and shelter?
  • How do the plants in this selection get what they need to survive?
  • What kinds of dangers do the penguin chicks face? How do these dangers compare with dangers the plants in this selection face?
ROUTINE
DAY 4
1
2
Advanced
Read “Plants: Fitting into Their
World”
CRITICAL THINKING Have students read pp. 170–173
independently. Encourage them to think critically. For example, ask:
  • Compare and contrast the ways in which plants get as much sunlight as possible.
  • The terminalia tree and the floss-silk tree have physical features that protect them from harmful plants and animals. What other plants can you think of that have physical features that protect them?
AFTER READING Have students meet with you to discuss the selection and Reading Across Texts. Have students do Writing Across Texts independently.
Extend Genre Study
RESEARCH Have students locate other photo essays about plants or animals and how they survive. They should look in children’s science magazines, their own textbooks, and library books, as well as on the Internet. Have them list the titles and subjects of the photo essays.
WRITE Have students choose a plant or an animal that interests them and create a photo essay about it. They may photocopy photos they find in print, download images from online sources, or draw their own illustrations. Ask them to focus on how the plant or animal survives. Remind them to write headings and text to go with the photos. Encourage them to present their photo essays in an eye-catching manner, using this selection as an example. Invite them to share their work.