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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.
Rocks in His Head
DAY 3
ROUTINE
Rocks in His Head
Group Time
Strategic Intervention
1
2
Reinforce Comprehension
Target Skill SKILL GENERALIZE Have students tell what a generalization is
(a broad statement or rule that applies to many examples) and list clue words that often signal generalizations (all, most, always, usually, never, everyone). If necessary, review the meaning and provide a model. A generalization is a broad statement or rule that applies to many examples. All rocks are beautiful is a generalization. It is a statement that refers to all rocks. The word all helps me identify it as a generalization.
Ask students to make generalizations about rocks or have them choose a generalization from a group of statements. For example, ask: Which of the following is a generalization? (Everybody likes to collect rocks.) What clue word helped you? (everybody)
 
Sandstone is one kind of rock.
Rocks form on Earth’s crust.
Everybody likes to collect rocks.
Read Rocks in His Head, pp. 70–74
BEFORE READING Have students retell what happened in the selection
so far. Ask: Why does the narrator’s father build shelves for and
carefully label his rocks? Reread the third paragraph on p. 67. Model
how to activate and use prior knowledge. I know that people who collect
things often display them in an organized way. I have a toy car
collection and I have the cars neatly lined up on my dresser. The
narrator’s father builds shelves for and labels his rocks because
he’s proud of his collection and wants it to look organized and
appealing. Remind students to use prior knowledge as they read
the rest of Rocks in His Head. Target Skill STRATEGY Activate/Use Prior Knowledge
DURING READING Follow the Guiding Comprehension routine on
pp. 70–74. 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.
  • Why do people stop coming for gas?
  • What is the first job Mrs. Johnson gives to the narrator’s father?
AFTER READING How does this selection show that it can be valuable to have unique interests? Reread with students for comprehension as needed. Tell them that tomorrow they will read “Everybody Needs a Rock,” a poem that lists rules for rock collecting.
ROUTINE
DAY 3
1
2
Advanced
Extend Comprehension
Target Skill SKILL GENERALIZE Have students imagine what it would be like if everyone collected rocks. Have them suggest generalizations about hobbies and collectors if this were the case. Ask: Would having an interest in rocks be considered a unique interest?
Target Skill STRATEGY ACTIVATE AND USE PRIOR KNOWLEDGE Have a volunteer reread the last two paragraphs on p. 67. Ask students to use their prior knowledge about cars to explain how they know that this selection took place in past times. Ask questions such as:
  • Why do you think only rich people had automobiles then?
  • What do you think inspired Henry Ford to come out with a car that more people could afford?
Read Rocks in His Head, pp. 70–74
BEFORE READING Have students recall what has happened in the selection so far. Remind them to look for generalizations and to activate and use prior knowledge as they read the remainder of the selection.
CRITICAL THINKING Have students read pp. 70–74 independently. Encourage them to think critically. For example, ask:
  • Why do you think the narrator and her family had to move?
AFTER READING Have students complete the Strategy Response Log activity (p. 72). Then have them read biographical accounts of scientists they know, such as Thomas Edison, Albert Einstein, and Charles Darwin. If possible, have them record interests these scientists had.