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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 3
ROUTINE
Wings
Group Time
Strategic Intervention
1
2
Reinforce Comprehension
Target Skill SKILL CAUSE AND EFFECT Have students tell what an effect is (something that happens) and then tell what a cause is (the reason something happened). Then list clue words that can signal a cause and effect relationship: because, so, result, and so on. If necessary, review meanings and provide a model. An effect is something that happens and a cause is what made something happen. Because of the rain our game was called off. The effect was our game was called off and the cause of the game being called off was rain. This example used the clue word because.
Have students work with a partner to identify causes and effects in the selection so far. If students have difficulty, remind them to ask themselves what happened to find the effects and why it happened to find the causes.
Read Wings, pp. 24–27
BEFORE READING Have students retell what happened in the story
so far. Ask: What happened to Ikarus at school? Reread the first
paragraph on p. 20, and model asking questions to determine
cause and effect. As I read, I ask myself why the teacher complained.
Because he said that Ikarus disrupted class. Teacher complaining is
the effect and Ikarus distracting students is the cause. Remind
students to ask and answer questions as they read the rest of
Wings. Target SkillSTRATEGY Answer Questions
DURING READING Follow the Guiding Comprehension routine on
pp. 24–27. 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 did the policeman call to Ikarus?
  • How did the narrator help Ikarus?
AFTER READING How does the story show what it’s like to be unique? Reread passages with students for comprehension as needed. Tell them that tomorrow they will read a story about another character like Ikarus whom others think is strange.
ROUTINE
DAY 3
1
2
Advanced
Extend Comprehension
Target Skill SKILL CAUSE AND EFFECT Read the first two paragraphs on
p. 21. What is the effect in paragraph two? (The teacher asked Ikarus
to leave.) These paragraphs give more than one cause for that effect.
What are they? Yes, his wings blocked others' views of the blackboard,
and other students were distracted. Discuss how one effect can have
more than one cause or one cause can have more than one effect.
Ask students to create sentences that demonstrate multiple causes
and effects.
Target Skill STRATEGY ANSWER QUESTIONS Suggest a cause such as an ice storm and have students generate questions to figure out what multiple effects an ice storm might have.
Read Wings, pp. 24–27
BEFORE READING Have students recall what has happened in the story
so far. Remind them to ask questions to find examples of causes and
effects as they read.
PROBLEM SOLVING Have students read pp. 24–27 independently.
Encourage them to think about how they might have helped Ikarus.
  • What would you have said to the pointing and laughing students
    to get them to see Ikarus's point of view?
AFTER READING Have students complete the Strategy Response
Log activity (p. 26). Then have them brainstorm other forms of
individual flight such as hang gliding or rocket packs. Have students
share their ideas and any information they might find using a
student-friendly search engine.