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Monitor Progress
Word and
Selection 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.
It's a Small World
DAY 4
ROUTINE
Good-Bye, 382 Shin Dang Dong
Group Time
Strategic Intervention
1
2
Practice Retelling
REVIEW STORY ELEMENTS Help students identify the main characters and setting in Good-Bye, 382 Shin Dang Dong. 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 Good-Bye, 382 Shin Dang Dong. Monitor retelling and prompt students as needed. For example, ask:
  • Where does this story take place?
  • What is the problem in this story?
  • What is the author trying to tell us or teach us?
If students struggle, model a fluent retelling.
Read “It’s a Small World”
BEFORE READING Read the first bulleted item under Genre on p. 218. Ask students to sing a song that they like and write the first few lines on the board. Then have students read the words aloud. How are these lines like a poem?
Read the second and third bulleted items under Genre. Have students note the two verses and the refrain on p. 219. Be sure they understand that the refrain should be read twice—after the first verse and again after the second verse. You might want to point out and discuss the unfamiliar contraction ev’ry and have students offer the missing letter.
DURING READING Have students read along with you while tracking the print or do a choral reading of the selection.
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.
  • When did Jangmi mention laughing in the story?
  • When did Jangmi mention crying?
ROUTINE
DAY 4
1
2
Advanced
Read “It’s a Small World”
CREATIVE THINKING Have students read pp. 218–219 independently. Encourage them to think critically and creatively. For example, say:
  • How is it a small world? How is it also a big world?
  • What examples could you add to the poem to show that it is a small world?
AFTER READING Have students meet with you to discuss Reading Across Texts. Have students do Writing Across Texts independently.
Extend Genre Study
RESEARCH Have students use online and print resources to find the
lyrics to songs they like. Have them list three songs and write the refrain for each.
WRITE Have students write a song in their favorite music genre and read or sing it, explaining the features they included.