Scott Foresman Reading Street

Rocks in His Head
Group Time

for Fluency

Use Decodable Reader 18.

Word Study/Phonics

LESSON VOCABULARY Use p. 62b to review the meanings of attic,
board, chores, customer, labeled, spare, and stamps. Students can
blend all of the words. Have individuals practice reading the words
from the word cards.

DECODING MULTISYLLABIC WORDS Write station and model how to
chunk the word to read it. I see a chunk at the beginning of the word:
sta. I see a chunk at the end of the word: -tion. I know that -tion stands
for /sh

n/. I say each chunk slowly: sta tion. I say the chunks fast to
make a whole word: station. Is it a real word? Yes, I know the word station.

Use the Multisyllabic Word Routine on p. DI•1 to help students read
these other words from Rocks in His Head: quarries, usually,
automobiles, afford, science, college, and education. Be sure students
understand the meanings of words such as quarries and college.

Rocks in His Head, pp. 64–69

BEFORE READING Yesterday we read about Danny and Tina's
grandfather's unique interest in rocks. Today we will read about another
rock collector and where his hobby leads him.

Using the Picture Walk Routine on p. DI•1, guide students through
the text asking questions such as those listed below. Then read the
question on p. 65. Together, set a purpose for reading.

p. 67 What is the man doing? (picking up and looking at rocks on a shelf)
This selection is about a rock collector.

p. 68 What do you think these labels tell? (the names of the rocks) As
we read, let's find out where the collector keeps his rocks.

DURING READING Follow the Guiding Comprehension routine on
pp. 66–69. Have students read along with you while tracking print or
do a choral reading of the selection. Stop every two pages to ask
what has happened so far. Prompt as necessary.

Where does the narrator's father work?
What does the narrator, her father, and other kids do when business at the filling station is very slow?

AFTER READING What have you learned so far? What do you think you will read about tomorrow? Reread passages as needed.

Extend Vocabulary

CONTEXT CLUES Choose and read a sentence or passage containing a difficult word, such as the second paragraph on p. 16 of A Gem of a Tale! What does the word flicker mean? (To flicker means to shine with a wavering, unsteady light.) How did you determine the word’s meaning? (I used the context clues reflect, light, and star.) Discuss why context clues are helpful, and remind students to use the strategy as they read Rocks in His Head.

Rocks in His Head, pp. 64–69

BEFORE READING Today you will read a biography about a man who is interested in rocks. It shows how having unique interests can be valuable. As you read, think about rocks, rock collections, and hobbies.

Have students write what they know about biography as a genre in their Strategy Response Log (p. 69). Encourage them to add to it as they read.

CREATIVE THINKING Have students read pp. 66–69 independently. Encourage them to think critically and creatively. For example, ask:

What do you think it means to have rocks in your head? Why doesn’t the narrator’s father mind when people tell him this?

AFTER READING Have partners discuss the selection and share their Strategy Response Log entries. Encourage them to consider if their assumptions about biography apply to this selection. Then explain that an autobiography is a story of a person’s life written by that person. Have individuals rewrite passages from the selection as if it were an autobiography.