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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.
Country to City
DAY 4
ROUTINE
Me and Uncle Romie
Group Time
 
Strategic Intervention
1
2
Practice Retelling
REVIEW STORY ELEMENTS Help students identify the main characters and the setting of Me and Uncle Romie. 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 Me and Uncle Romie. Monitor retelling and prompt students as needed. For example, ask:
  • What is James like? What is Uncle Romie like?
  • What is the author trying to tell us or teach us?
If students struggle, model a fluent retelling.
Read “Country to City”
BEFORE READING Read the genre information on p. 272. Discuss how students will find a great deal of information on the Internet about almost any topic. Remind students that the character Uncle Romie in Me and Uncle Romie was based on a real artist named Romare Bearden. What would you want to find out about Romare Bearden on the Internet?
Read the rest of the panel on p. 272. Then have students note the different online reference sources reprinted in the article. (encyclopedia, atlas, almanac)
DURING READING Have students read along with you while tracking the print or do a choral reading of the selection. Stop to discuss concepts and terms such as the Harlem Renaissance and destination.
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 did you learn about James’s home in North Carolina from the story?
  • What did you learn about North Carolina from the Web site?
  • What did you learn about New York City from the story?
  • What did you learn about New York City from the Web site?
ROUTINE
DAY 4
1
2
Advanced
Read “Country to City”
CREATIVE THINKING Have students read pp. 272–275 independently. Encourage them to think creatively and solve problems. For example ask:
  • What are three ways in which North Carolina and New York are different?
  • Let’s say you wanted to find out more about the Harlem Renaissance. What online reference sources would you use?
  • Why is it a good idea to use a combination of print and online sources when researching?
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 resources to find pictures of some of Romare Bearden’s famous paintings. Have them list their titles.
WRITE Have students write copy for a page on a Web site about Romare Bearden. They may do research and write about his life or his artwork.