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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.
Worms at Work
DAY 4
ROUTINE
The Gardener
Group Time
Strategic Intervention
1
2
Practice Retelling
REVIEW STORY ELEMENTS Help students identify the main characters and the setting of The Gardener. Then guide them in using the Retelling Cards to list story events in sequence.
Retelling CardsRETELL Using the Retelling Cards, have students work in pairs to retell The Gardener. Monitor retelling and prompt students as needed. For example, ask:
  • Where and when does this story
    take place?
  • What is Lydia Grace like?
  • What is the author trying to tell us or teach us?
If students struggle, model a fluent retelling.
Read “Worms at Work”
BEFORE READING Read the genre information on p. 300. Point out that how-to articles and books are very popular because people often want to learn how to do or make new things. Ask students if they have ever read a how-to article before. If so, what did the article explain? As we read “Worms at Work,” think about what it is explaining how to do.
Read the rest of the panel on p. 300. Have students read the title and identify the sections in the article. (You will need, Making Your Worm Bin, Maintaining Your Worm Bin) Which sections have numbered lists? (Making Your Worm Bin, Maintaining Your Worm Bin)
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 compost, environment, and recycling.
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 did you learn from Lydia Grace about what a garden needs to grow?
  • What did you learn from this article about worms and gardens?
ROUTINE
DAY 4
1
2
Advanced
Read “Worms at Work”
CRITICAL THINKING/PROBLEM SOLVING Have students read
pp. 300–303 independently. Encourage them to think critically and in terms of problems and solutions. For example, ask:
  • Where else could you find worms?
  • How could you regularly collect food for the worms? What would you keep it in?
  • What might happen if not enough air can move into and around the bin?
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 locate several how-to articles in magazines or on Web sites. Have them list the titles of the articles, what each article explains, and whether there are sections or numbered lists.
WRITE Have students write a how-to article about something they know how to do, such as making a sandwich, playing a game, or caring for a pet. Encourage them to use numbered steps and section heads, if necessary, and to include illustrations.