Scott Foresman Reading Street

How My Family Lives in America
Group Time

for Fluency

Use Decodable Reader 22.

Word Study/Phonics

LESSON VOCABULARY Use p. 172b to review the meanings of admire, custom, famous, mention, overnight, popular, public, and twist. Students can blend all of the words. Have individuals practice reading the words from word cards.

DECODING MULTISYLLABIC WORDS Write regular and model how to decode when there are no meaningful word parts. I see a chunk at the beginning of the word: reg. I see a small chunk in the middle: u. I see a chunk at the end of the word: lar. I say each chunk slowly: reg u lar. I say the chunk fast to make a whole word: regular. If I change the vowel sound in the last chunk a little, I can see the word is regular.

Use the Multisyllabic Word Routine on p. DI•1 to help students read these other words from How My Family Lives in America: warrior, apartment, healing, stereo, calligraphy, explorer, and discovered. Be sure students understand the meaning of words such as calligraphy.

How My Family Lives in America, pp. 174–183

BEFORE READING Yesterday we read why immigrants come to the
United States. Today we will read about three American children
whose parents came from other countries.

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. 175. Together, set a purpose for reading.

p. 180 How is this family's meal like meals you eat with your family?
How is it different? In this selection we'll read how some customs of
immigrant families are both like and different from American customs.

pp. 182–183 What are the family members doing together? As we read,
let's pay attention to the things all families do together.

DURING READING Follow the Guiding Comprehension routine on
pp. 176–183. Have students read along with you while tracking the
print or do a choral reading of the selection. Stop every two pages to
ask what students have learned so far. Prompt as necessary.

Think about Sanu's family meal. What happened first, next, and last?
What did you learn that you didn't already know about Puerto Rico?

AFTER READING What have you learned so far? What do you think you will learn about tomorrow? Reread passages as needed.

Extend Vocabulary

CONTEXT CLUES Choose and read a sentence or passage
containing a difficult word with an antonym as a context clue, such as this statement from p. 13 of Living Abroad: “… college students live in dormitories with other students instead of in homes with host families.” What does the word dormitories mean? (Dormitories are buildings where students live together.) How did you figure out the word’s meaning? (I looked at the words around it and used the context clue homes because it seemed to have the opposite meaning.) A context clue that is an antonym is helpful because it can help you figure out the meaning of an unknown word. Remind students to use the strategy as they read How My Family Lives in America.

How My Family Lives in America,
pp. 174–183

BEFORE READING In "Under Our Skin," we read about Chinese customs
that make Jenny feel special. Today you will read a selection about other
families who keep their homeland cultures alive in the United States.
As you read, think about other cultural customs that you have read about.

Have students write a description of a family they know who has
brought their heritage to the United States in their Strategy Response
Logs (p. 174).

CRITICAL THINKING Have students read pp. 174–183 independently. Encourage them to think critically. For example, ask:

How is your family similar to a family you read about in the selection?

AFTER READING Have partners discuss the selection and share their Strategy Response Log entries. Have them record similarities between the family they know and Sanu's and Eric's families in their Strategy Response Log (p. 183). Then have students list ways they could help someone from another country understand what their life is like. Encourage them to use the same categories as in the selection. Have them use the list to make a book with their ideas, such as explaining certain important words or names, describing a special family meal, or writing about a favorite family activity. Give students an opportunity to share their books with you.