Go to page
Audio CD AudioText
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.
Beauty and the Beast
DAY 4
ROUTINE
Wings
Group Time
Strategic Intervention
1
2
Practice Retelling
REVIEW STORY ELEMENTS Help students identify the main characters and the setting of Wings. It may be necessary to help them understand the narrator who has no name. Then guide them in using the Retelling Cards to list story events in sequence. Prompt students to include important details.
Retelling CardsRETELL Using the Retelling Cards, have students work in pairs 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:
  • Who is the main character?
  • How was Ikarus unique?
  • How did the narrator help him?
Read “Beauty and the Beast,”
pp. 30–35
BEFORE READING Read the genre information on p. 30. Have children name some other fairy tales they know. If necessary, prompt them with titles such as “Sleeping Beauty” or “Cinderella.” What are some special features we often find in fairy tales? (magical characters, “once upon a time,” happy ending)
DURING READING Have students read along with you while tracking the print or do a choral reading of the selection. Stop to discuss troublesome vocabulary: merchant, hearth, gruesome, repelled.
AFTER READING Have students share their reactions to the selection. Then guide them through the Reading Across Test and Writing Across Texts activities, prompting as needed.
  • Who are the main characters in each selection?
  • What problem do the main characters in each selection share?
ROUTINE
DAY 4
1
2
Advanced
Read “Beauty and the Beast”
CRITICAL THINKING Have students read pp. 30–35 independently. Encourage them to think critically. For example, ask:
  • Why was the Beast kind to the Merchant? Why do you think as you do?
  • Why did Beauty volunteer to take her father’s place in the Beast’s castle? If you had been Beauty’s father, would you have allowed her to go?
Extend Genre Study
RESEARCH Have students use online or print sources to create a list of fairy tales with a sentence giving the gist of each story.
WRITE Have students choose one of the fairy tales and rewrite it changing the setting to modern times. Encourage them to keep a traditional beginning and end in their tale.