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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.
Everybody Needs a Rock
DAY 4
ROUTINE
Rocks in His Head
Group Time
Strategic Intervention
1
2
Practice Retelling
REVIEW MAIN IDEAS Help students identify the main ideas in
Rocks in His Head. List the ideas the students mention. Then ask questions to help students differentiate between essential and nonessential information.
RETELL 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 was this selection mostly about?
  • What did you learn from reading this selection?
If students struggle, model a fluent retelling.
Read “Everybody Needs a Rock”
BEFORE READING Read the genre information on p. 78. Have students share what they know about poetry, and then explain that although many poems have lines that end in words that rhyme, “Everybody Needs a Rock” does not. Do you think the narrator’s father from Rocks in His Head would agree with the title of this poem? (responses will vary) As we read “Everybody Needs a Rock,” think about the author’s unique interest.
DURING READING Have students read along with you while tracking
the print or do a choral reading of the selection. Stop to discuss
irregular line length, pointing out that sentences may sound choppy
because of the way they’re broken up into a column.
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.
  • Why do you think the author wrote this poem?
  • Are these rules useful to you?
  • Would these rules be useful to the narrator’s father in Rocks in His Head?
ROUTINE
DAY 4
1
2
Advanced
Read “Everybody Needs a Rock”
CREATIVE THINKING Have students read pp. 78–85 independently. Encourage them to think creatively. For example, ask:
  • What emotions do you feel as you read this poem? Are these typical emotions you feel when you think about rocks?
  • Why do you think the author wrote this poem in columns, rather than in rows? How does the way it looks help you read it?
AFTER READING Discuss Reading Across Texts. Have students do Writing Across Texts independently.
Extend Genre Study
RESEARCH Have students use online or print resources to find other poems. Have them try to memorize short poems and recite them to a partner or to you.
WRITE Have students write their own poems about rocks. Discuss poetry form (p. 80) and encourage students to be creative as they decide how to set up the verses.