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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.
Catch It and Run!
DAY 4
ROUTINE
Pushing Up the Sky
Group Time
Strategic Intervention
1
2
Practice Retelling
REVIEW STORY ELEMENTS Help students identify the main
characters and the setting of Pushing Up the Sky. 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 Pushing Up the
Sky. Monitor retelling and prompt students as
needed. For example, ask:
  • Where and when does this story take place?
  • What is the problem in this story?
  • How is the problem solved?
If students struggle, model a fluent retelling.
Read "Catch It and Run!"
BEFORE READING Read the first three bulleted points of genre information on p. 322. Recall the Leveled Reader The Elk Hunters, rereading portions of it as needed. We have read a myth that explains something in nature. What did The Elk Hunters explain? (how the Big Dipper formed) Look for ways in which things in nature are explained as we read "Catch It and Run!"
Read the last bulleted point of genre information. Have students scan the text to identify animals whose names are capitalized in the myth. Then read the rest of the panel on p. 322.
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 fierce, miserable, rumpus, and firebrand.
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 was the problem in Pushing Up the Sky? How was it solved?
  • What was the problem in "Catch It and Run!"? How was it solved?
ROUTINE
DAY 4
1
2
Advanced
Read “Catch It and Run!”
CRITICAL THINKING/CREATIVE THINKING Have students read
pp. 322–329 independently. Encourage them to think critically and creatively. For example, ask:
  • Why do you think the animals want to help humans get fire?
  • What words would you use to describe each animal?
  • Think of another animal that might live in a forest with those in the myth. How might you add the animal to the story and explain a physical feature it has?
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 use online and print resources to locate
other myths that explain why certain animals look the way they do—for
example, how the tiger got its stripes. Have them list the titles of the
myths and the animal each myth explains. Challenge students to
find two myths about the same animal that give different reasons
for that animal’s features.
WRITE Have students choose an animal and write a myth about how
it came to look the way it does. Encourage them to develop strong
animal characters and to include a problem and a solution.