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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.
He Listens to Whales
DAY 4
ROUTINE
A Symphony of Whales
Group Time
Strategic Intervention
1
2
Practice Retelling
REVIEW STORY ELEMENTS Help students identify the main
characters and the setting of A Symphony of Whales. 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 A Symphony
of Whales. Monitor retelling and prompt
students as needed. For example, ask:
  • Where and when did this story take place?
  • What is the problem in this story?
  • How was the problem solved?
If students struggle, model a fluent retelling.
Read “He Listens to Whales”
BEFORE READING Read the genre information on p. 376. Point out that students read expository nonfiction in magazine and newspaper articles to find up-to-date information and learn new things. As we read “He Listens to Whales,” look for interesting facts about the sounds that whales make.
Read the rest of the panel on p. 376. Have students scan the article for quotation marks and captions to illustrations and photographs.
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 humpback, krill, and signaling.
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.
  • Where do both types of whales live?
  • What kinds of sounds do both kinds of whales make?
ROUTINE
DAY 4
1
2
Advanced
Read “He Listens to Whales”
CRITICAL THINKING Have students read pp. 376–379 independently.
Encourage them to think critically. For example, ask:
  • How would you characterize the kinds of sounds humpback whales make?
  • How do you think Joe Mobley feels about his job?
AFTER READING Have students meet with you to discuss “He Listens to Whales” and Reading Across Texts. Have students do Writing Across Texts independently.
Extend Genre Study
RESEARCH Have students locate expository nonfiction pieces about animal communication online or in print. Have them list the titles of articles or books they find and which animals are discussed.
WRITE Have students choose an animal and write a short nonfiction expository piece about how it communicates. Suggest that they download or draw pictures of the animal and write captions. Encourage them to include quotations from experts if possible. Invite students to share their articles with the class.