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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.
Wings
DAY 2
ROUTINE
Wings
Group Time
Strategic Intervention
1
2
2
Word Study/Phonics
LESSON VOCABULARY Use p. 14b to review the meanings of attention, complained, drifting, giggle, glaring, looping, struggled, and swooping. Students can blend all of the words. Have individuals practice reading the words from word cards.
DECODING MULTISYLLABIC WORDS Write schoolyard, saying the word as you write it. Then model how to use meaningful parts to read longer words. First I ask myself if I see any parts that I know. I see school at the beginning of the word, and yard at the end. I know school means "a place where groups learn together," and I think a yard means "open space around a building." So I think a schoolyard means "the space around a school."
Use the multisyllabic Word Routine on p. DI•1 to help students read these other words from Wings: everyone, rooftops, basketball, somebody, policeman, and impressed. Be sure that students understand the meanings of words such as rooftops and impressed.
Read Wings, pp. 16–23
BEFORE READING The Lesson of Icarus introduced us to a character
named Icarus. Think about how the Ikarus in Wings is like Icarus in
the book we read yesterday. 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. 17. Together set a purpose
for reading.
p. 18 How is the boy at the top of the picture different from the other
boys and girls? (He has wings. He can fly.)
pp. 19–23 What is the narrator (girl in the yellow dress) doing?
(following, watching Ikarus)
DURING READING Follow the Guiding Comprehension routine on
pp. 18–23. Have students read along with you while tracking the print
or do a choral reading. Stop every two pages to ask what has happened
so far. Prompt as needed.
  • Why do the kids in the schoolyard think Ikarus is a show-off?
  • What is the narrator (girl in the yellow dress) thinking about doing?
AFTER READING What has happened in the story so far? What do
you think will happen next? Reread passages with students for
comprehension as needed.
ROUTINE
DAY 2
1
2
Advanced
Extend Vocabulary
Target Skill WORD STRUCTURE Choose and read a sentence that contains a word (or more) with endings, such as this passage from p. 15 of Special Talents, Extraordinary Lives: He is a musical pioneer and one of the world’s most important musicians. What is the base word of the fourth word? (music) How does the ending -al change the meaning of music? Yes, musical means “of music.” Find another word in the sentence that has the base word music. Yes, musician means “someone skilled in music.” Discuss how finding an ending or a suffix before decoding the base word might make reading easier.
Read Wings, pp. 16–23
BEFORE READING Today you will read about a boy with special talent. As you read think about whether any experiences Ikarus has might be like the experiences of someone you read about in Special Talents, Extraordinary Lives.
Have students generate questions for their Strategy Response Log
(p. 16). Encourage them to add to it as they read.
CREATIVE THINKING Have students read pp. 16–23 independently. Encourage them to think creatively about what the outcome of the story will be.
  • How will Ikarus solve his problem? Will the narrator be able to help him?
AFTER READING Have partners discuss the selection and share their Strategy Response Log entries. Encourage them to generate questions they would like to have answered by the last part of Wings.