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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.
Purple Coyote
DAY 4
ROUTINE
Fly, Eagle, Fly!
Group Time
 
Strategic Intervention
1
2
Practice Retelling
REVIEW STORY ELEMENTS Help students identify the main characters and the setting of Fly, Eagle, Fly! Then guide them in using the Retelling Cards to list story events in sequence. Prompt students to include important details.
RETELL Using the Retelling Cards, have students work in pairs to retell Fly, Eagle, Fly! Monitor retelling and prompt students as needed. For example, ask:
  • Tell me what this story is about in a few sentences.
  • How was the problem solved?
If students struggle, model a fluent retelling.
Read “Purple Coyote,” pp. 132–137
BEFORE READING Read the genre information on p. 132. Look at the picture on this page. What are two things in the picture that could never happen. (The coyote is purple and is standing on one paw.) Time travel, imaginary creatures, talking animals, and other things that can’t really happen are all elements of fantasy. What are some elements of fantasy that you like in books, comics, and movies? Allow students to name some fantastic elements of familiar tales. Yes, these are all elements of fantasy. Sometimes, a fantasy has many realistic details, but events or characters are impossible.
Tell students to watch, as they read, for the things in the story that are realistic and the elements that are fantasy.
DURING READING Have students read along with you while tracking the print, or do a choral reading of the selection. Stop to discuss difficult language, such as coyote, curiosity, discovered, and disappeared. You may also want to help students sound out the strange cry of the coyote.
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.
  • Which animal could talk?
  • What problem does each animal face?
ROUTINE
DAY 4
1
2
Advanced
Read “Purple Coyote,” pp. 132–137
PROBLEM SOLVING Have students read pp. 132–137 independently. Encourage them to think about the problems faced by Jim and the coyote and how they might solve them.
  • Why do you think the coyote might consider being purple a problem?
  • How does the coyote solve its problem?
  • What are some things Jim might do to solve his problem?
AFTER READING Discuss Reading Across Texts. Have students do Writing Across Texts independently.
Extend Genre Study
RESEARCH Supply students with illustrated books and short stories that contain fantasy elements. Have students identify the elements that they like best in these fantasies—or in others with which they are familiar—such as the fabulous creatures, the mythical beings, the talking animals, the bravery, the friendships, and so on. Ask students why they think people enjoy stories that include these elements.
WRITE Have students write a short story using two or three favorite elements from the fantasy stories discussed above. Have students share their ideas and, if there is time, their stories.