How My Family Lives in America
Group Time
Reinforce Comprehension
SKILL FACT AND OPINION Have students define a statement of
fact (a statement that can be proved true or false) and a statement of
opinion (a statement that gives someone’s thoughts or feelings about
something) and list clue words that signal opinions (favorite, best,
wonderful). If necessary, review the meaning and provide a model. A
statement of fact can be proved true. Sanu was a princess in Africa is
a fact. We can check this fact in a book or on the Internet. A statement of
opinion gives someone’s thoughts or feelings about something.
Baseball is the best sport is an opinion. The word best helps me know
it is someone’s thought or feeling.
Have students distinguish fact and opinion by reading the statements
below. Have students decide if each is a fact or an opinion. Ask them to
explain their reasoning.
Sanu, Eric, and April are American children. (fact because it can be proved)
A Senegalese twist is prettier than a regular braid. (opinion because the
word prettier is someone’s feeling)
BEFORE READING Have students retell what they read about in the
selection so far. Ask: How does the author organize the kinds of facts
presented about each child? Reread pp. 180 and 183. Model how to
recognize text structure. As I read, I notice a pattern in the kinds of
facts that the author presents about each child. The author presents
facts about Sanu’s and Eric’s special family meals. Remind students
to look for this text structure as they read the rest of How My Family
Lives in America. STRATEGY Text Structure
DURING READING Follow the Guiding Comprehension routine on pp.184–189. Have students read along with you while tracking print or do a choral reading. Stop every two pages to ask students what has happened so far. Prompt as necessary.
- What did you learn about Spanish dances?
- What did you learn that you didn’t already know about the Chinese language?
- What was page 187 about?
AFTER READING How does this selection show that families are similar around the world? Reread with students for comprehension as needed. Tell them that tomorrow they will read “Communities Celebrate Cultures,” a textbook passage that tells how different groups of people celebrate cultural holidays in the United States.
Extend Comprehension
SKILL FACT AND OPINION Ask students how one sentence might contain both a statement of fact and a statement of opinion. Have them distinguish fact and opinion in this sentence from the selection: “Here’s the best part: we get to eat with our hands, not with forks and spoons.” Ask students to think of other examples of sentences that contain both.
STRATEGY TEXT STRUCTURE Have students suppose that the author of How My Family Lives in America wants to revise the selection to include more facts about the children. Ask:
- What additional categories of information would you suggest?
BEFORE READING Have students recall what they have learned about in the selection so far. Remind them to distinguish between statements of fact and opinion and to be aware of the text structure as they read the remainder of How My Family Lives in America.
CRITICAL THINKING Have students read
pp. 184–189 independently. Encourage them to think critically. For example, ask students if they agree or disagree with this statement and why:
- Around the world, families’ cultures are more similar than different.
AFTER READING Have students complete the Strategy Response Log activity (p. 188). Then have them research another culture and write a fact sheet. Tell students to include the same categories of information that were presented in How My Family Lives in America. Give students an opportunity to meet with you as they plan their fact sheets.
AudioText
How My Family Lives in America,
How My Family Lives in America,