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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.
America's Champion Swimmer: Gertrude Ederle
DAY 3
ROUTINE
America’s Champion Swimmer: Gertrude Ederle
Group Time
Strategic Intervention
1
2
Reinforce Comprehension
Target Skill SKILL FACT AND OPINION Have students explain the difference
between a statement of fact and a statement of opinion. (A statement of fact can be proved to be true or false. A statement of opinion tells someone’s beliefs.) If necessary, review the distinction and provide examples. Gertrude Ederle won three Olympic medals. That sentence is a statement of fact. I can prove if it is true or false. Women should not be athletes is a statement of opinion. It states someone’s belief.
Ask students to identify statements of fact and statements of opinion. For example, ask: Which of the following are statements of fact? (1, 4) Which are statements of opinion? What words help you identify the opinions?
(2, 3; best, more fun than)
  1. Gertrude Ederle almost drowned.
2. Swimming is the best exercise.
3. Golf is more fun than tennis.
4. The English Channel separates France and England.
Read America’s Champion Swimmer: Gertrude Ederle, pp. 98–105
BEFORE READING Have students retell what has happened in the selection so far. Reread the last two paragraphs on p. 96 and model how to monitor and fix up your understanding of the selection. As I reread these paragraphs, I realize that Gertrude Ederle changed trainers. She must not have agreed with the first trainer’s decision to pull her out of the sea. Remind students to go back and reread to clarify their understanding as they read the rest of America’s Champion Swimmer: Gertrude Ederle. Target Skill STRATEGY MONITOR AND FIX UP
DURING READING Follow the Guiding Comprehension routine on
pp. 98–105. Have students read along with you while tracking print or do a choral reading. Stop every two pages to ask students what has happened so far. Prompt as necessary.
  • How did people on the tugboat help Gertrude accomplish her goal?
  • How did the weather change from the morning to the afternoon?
AFTER READING How does this selection demonstrate the concept of being first? Reread with students for comprehension as needed. Tell them that tomorrow they will read “Women Athletes” and learn how to use online directories.
ROUTINE
DAY 3
1
2
Advanced
Extend Comprehension
Target Skill SKILL FACT AND OPINION Reread the first paragraph of
p. 96. Explain that an editorial usually expresses an opinion. What is the opinion of this editorial writer? (Women must admit that they are the weaker sex.) You could make a generalization restating the opinion: All women are weaker than men. What fact did you learn about Gertrude Ederle on p. 94 that disproves this generalization? (Gertrude beat the men’s record in the swim from Manhattan to Sandy Hook.)
Target Skill STRATEGY MONITOR AND FIX UP Ask students if they understand the selection up to this point. Ask questions such as:
  • Why did Gertrude think she was qualified to swim the English
    Channel?
  • Why did Gertrude get a new trainer?
If students cannot answer the questions, remind them of these fix-up strategies: they can reread, they can ask a partner, or they can check a reference source.
Read America’s Champion Swimmer: Gertrude Ederle, pp. 98–105
BEFORE READING Have students recall what has happened in the selection so far. Remind them to distinguish between statements of fact and statements of opinion as they read. If they do not understand something in the selection, students should reread that part or ask someone for clarification.
CREATIVE THINKING Have students read pp. 98–105 independently. Encourage them to think creatively. For example, ask:
  • Is being first at something the same as being best at something? How do you think Gertrude Ederle would answer that question?
AFTER READING Have students complete the Strategy Response Log activity (p. 104). Then have them write a newspaper article describing Gertrude Ederle’s achievement of Friday, April 6, 1926. Remind students that good newspaper stories catch the reader’s attention and also include answers to the questions Who? What? Where? Why? When? and How?