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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.
Foods of Mexico
DAY 4
ROUTINE
Jalapeño Bagels
Group Time
Strategic Intervention
1
2
Practice Retelling
REVIEW STORY ELEMENTS Help students identify the main characters and setting of Jalapeño Bagels. 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 Jalapeño Bagels. Monitor retelling and prompt students as needed. For example, ask:
  • Where and when does this story take place?
  • Tell me what this story is about in a few sentences.
  • Why do you think the author wrote this story?
If students struggle, model a fluent retelling.
Read “Foods of Mexico: A Delicious Blend”
BEFORE READING Read the genre information on p. 240. Recall the Leveled Reader The World of Bread, rereading portions of the text as needed. This book was also expository nonfiction. How did The World of Bread give information about bread? (It provided a photograph and a paragraph or two about each kind of bread. It also set off in colored boxes some interesting facts.) As we read the article “Foods of Mexico: A Delicious Blend,” think about how it gives information.
Read the rest of the panel on p. 240. Then have students scan the pages for headings and photographs and their labels.
DURING READING Have students read along with you while tracking the print or do a choral reading of the selection. Stop to discuss difficult language, such as Spanish food words, other unfamiliar food words, and proper nouns.
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.
  • What foods from different cultures did Pablo’s family blend together to make something new?
  • What foods or meals have you eaten that have ingredients from more than one culture? If you need help, think about native foods, such as corn, and European or Asian foods.
ROUTINE
DAY 4
1
2
Advanced
Read “Foods of Mexico: A
Delicious Blend”
CRITICAL THINKING Have students read pp. 240–243 independently. Encourage them to think critically and creatively. For example, ask:
  • What main point do you think the author wants you to understand?
  • Which of the native foods and Spanish foods would you choose for a blended meal for yourself?
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 or print resources to find other expository nonfiction articles or books about ethnic foods. Have them make a list of titles, noting the types of food each article or book tells about.
WRITE Have students choose a popular ethnic food and write an expository article about it, using information they researched. Encourage students to include the food’s country or countries of origin, history, preparation, and a picture. Have them show and explain their articles to you, and provide a place for students to display them.