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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.
Clothes: Bringing Cultures Together
DAY 4
ROUTINE
Suki’s Kimono
Group Time
Strategic Intervention
1
2
Practice Retelling
REVIEW STORY ELEMENTS Help students identify the main characters and the setting of Suki’s Kimono. Then guide them in using the Retelling Cards to tell the story events in sequence. Prompt students to include important details.
Retelling CardsRETELL Using the Retelling Cards, have students work in pairs to retell Suki’s Kimono. Monitor retelling and prompt students as needed. For example, ask:
  • What is Suki like?
  • What is the author trying to tell us or teach us?
If students struggle, model a fluent retelling.
Read “Clothes: Bringing Cultures Together”
BEFORE READING Read the genre information on p. 166. Explain that students might read expository nonfiction in a magazine article or a book. As we read “Clothes: Bringing Cultures Together,” look for interesting facts about clothing from other cultures that Americans may wear today.
Read the rest of the panel on p. 166. Read aloud the introductory paragraph and have students use it to determine what the article will be about. (clothes that we see today that were first made in other countries or by other cultures long ago) Then have students scan the pages, noting the map and the photographs. How can these photographs help us as we read? (They help us picture what the article is discussing.) How does the caption help you understand the photographs? (It tells what we’re looking at.)
DURING READING Have students read along with you while tracking the print or do a choral reading of the selection. Stop to discuss the captions and how they explain the past and present clothing in the photographs.
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.
  • Look closely at the picture of Suki’s kimono on page 151. In one sentence, tell what makes the kimono special.
  • On this week’s Concept Web of vocabulary words, what words can you add under Appearance that describe Suki’s kimono?
ROUTINE
DAY 4
1
2
Advanced
Read “Clothes: Bringing Cultures Together”
CRITICAL/CREATIVE THINKING Have students read pp. 166–169 independently. Encourage them to think critically and creatively. For example, ask:
  • Make a generalization about why ponchos, moccasins, and berets became part of modern American fashion.
  • Do you think that kimonos could become popular with Americans as something to wear every day? Explain.
  • Can you design a piece of clothing that would become
    popular?
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 look through age-appropriate science and social studies magazine articles to find examples of expository nonfiction on topics that interest them. Have them choose a photo or map to share with the group.
WRITE Have students cut out a photo of an item of clothing from a current catalog. Have them write a short article that describes the item or particular style and explains why it is popular.