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Monitor Progress
Word and
Story 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.
Great and Small
DAY 4
ROUTINE
Hottest, Coldest, Highest, Deepest
Group Time
Strategic Intervention
1
2
Practice Retelling
REVIEW MAIN IDEAS Help students identify the main ideas in Hottest, Coldest, Highest, Deepest. List the ideas the students mention. Then ask questions to help students differentiate between essential and non-essential 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 is this selection mostly about?
  • What did you learn from reading this
    selection?
  • Why do you think the author wrote this selection?
If students struggle, model a fluent retelling.
Read “Great and Small”
BEFORE READING Read the genre information on p. 56. Have
students tell when it might be helpful to use a picture encyclopedia.
Read the rest of the panel on p. 56. Recall the selection Hottest,
Coldest, Highest, Deepest, rereading portions as needed. We have
read several selections with photographs and captions this week. Have students scan the pages, pointing out photographs and captions.
DURING READING Have students read along with you while tracking
the print or do a choral reading of the selection. Stop to discuss
difficult language, such as proper nouns.
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 facts did you learn about in the selection?
  • When might it be helpful to know these facts?
ROUTINE
DAY 4
1
2
Advanced
Read “Great and Small”
PROBLEM SOLVING Have students review the selection to find two or three unfamiliar animals. Tell them to determine where each animal lives by consulting an encyclopedia. Then have students write a short paragraph describing each animal’s natural habitat. Students can trade papers with a partner to learn about the habitats of different animals.
AFTER READING Discuss Reading Across Texts. Have students do Writing Across Texts independently.
Extend Genre Study
RESEARCH Have students use online resources or go to the library to find other picture encyclopedias. Have them make a list of titles, noting when it might be helpful to use each.
WRITE Have students create their own picture encyclopedias using photographs from magazines. Encourage them to use an encyclopedia to research fun facts to include in their captions.