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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.
Night Letters
DAY 3
ROUTINE
Night Letters
Group Time
Strategic Intervention
1
2
Reinforce Comprehension
Target Skill SKILL DRAW CONCLUSIONS Have students tell what it means to draw conclusions. (to think about facts and details and decide something about them) If necessary, review the meaning and provide a model. To draw a conclusion, you use facts and ideas from what you read, as well as what you already know, to decide something is so. For example, suppose I read that the clouds look pink and supper dishes are done. I know that clouds may look pink at sunrise or sunset and that people usually eat supper late in the day. So I can draw the conclusion that the story takes place around sunset.
Ask students to consider the following:
Ants, a moth, and fireflies are out. What time of year can you conclude that it is? (summer) Why? (because I know these insects come out in the summertime)
Read Night Letters, pp. 344–349
BEFORE READING Have students retell what has happened in the
selection so far. Say: This story takes place in the evening. I wonder
what Lily does during the day. The ants “tell” Lily that they picnicked on
bread crumbs and sesame seeds she dropped from her lunch. I can tell
from these details that she must have eaten lunch outside. This helps
me draw the conclusion that she goes outdoors during the day too.
Point out that asking questions can help students draw conclusions
about characters and events. Remind students to ask questions as
they read the rest of Night Letters. Target Skill STRATEGY Ask Questions
DURING READING Follow the Guiding Comprehension routine on
pp. 344–349. Have students read along with you while tracking print,
or do a choral reading. Stop every two pages to ask students what
has happened so far. Prompt as necessary.
  • What did Lily come to after she saw the fireflies?
  • What did Lily do after she visited the sycamore?
AFTER READING What does this story tell us about observing nature? Reread with students as needed for comprehension. Tell them that tomorrow they will read “dear stars,” a poem about observing the night sky.
ROUTINE
DAY 3
1
2
Advanced
Extend Comprehension
Target Skill SKILL DRAW CONCLUSIONS Have students make T-charts with
the heads Conclusions and Support. Ask them to write at least five
conclusions they have drawn about the setting, the character, and the
events of the story and to list the details and facts they used to draw
those conclusions. Have students share their conclusions.
Target Skill STRATEGY ASK QUESTIONS Have students take turns rereading
pages of the first part of Night Letters aloud. Encourage listeners
to ask questions that come to mind. Have students look for and
discuss the answers to their questions.
Read Night Letters, pp. 344–349
BEFORE READING Have students recall what has happened in the
selection so far. Remind them to draw conclusions and ask questions
as they read the remainder of Night Letters.
CRITICAL THINKING Have students read pp. 344–349 independently.
Encourage them to think critically. For example, ask:
  • Do you think the animals and objects are really talking to Lily?
  • How is Lily learning from, as well as enjoying, nature?
AFTER READING Have students complete the Strategy Response Log
activity (p. 348). Meet with students to discuss their reaction to the
selection. Then ask them to write an essay on what they can learn or
enjoy as a result of observing nature.