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DURING READING
Reader Response
Open for Discussion Personal Response
Think Aloud MODEL I would make a list of people and events that have been important in my life, then paint everyone having fun and celebrating.
Comprehension Check Critical Response
  1. Students should read sentences that provide more information about a featured mural. Author's Purpose
  2. Possible response: Ask the
    muralists whether the facts
    are true or false. Clue word:
    best Target SkillFact and Opinion
  3. The book states that Paul and David Botello live in California.
    Target Skill Answer Questions
  4. Responses will vary but should
    show an understanding of the
    words and an explanation of
    the sentence. Target Skill Vocabulary
TEST PRACTICELook Back and Write For test practice, assign a 10–15 minute time limit. For assessment, see the Scoring Rubric at the right.
Retell
Have students retell Talking Walls: Art for the People.
SUCCESS PREDICTOR
Monitor Progress
then… use the Retelling Cards and the Scoring Rubric on p. 351 to assist fluent retelling.
If… students have difficulty retelling the selection,
Check Retelling Rubric
ELL
Check Retelling Have students use photographs and other text features to guide their retellings. Let students
listen to other retellings before attempting their own. See the ELL and Transition Handbook.
Write Now
Look at the Prompt Explain that each sentence in the prompt has a purpose.
  • Sentence 1 presents a topic.
  • Sentence 2 suggests students think about the topic.
  • Sentence 3 tells what to write—an informational paragraph.
Strategies to Develop Organization/Paragraphs
Have students
  • use clear supporting details.
  • use transitions such as first, because, and when to relate ideas.
Because Zoe wants a certain blue, she mixes two colors.
  • add a strong conclusion.
A blank canvas has become a work of art.
For additional suggestions and rubric,
see pp. 353g–353h.
Writer’s Checklist
  • Focus Does the topic stay the same through the entire paragraph?
  • Organization Does the paragraph have a strong beginning and a clear conclusion?
  • Support Do all details support the topic of the paragraph?
  • Conventions Is the first sentence of the paragraph indented?
Retelling: SUCCESS PREDICTOR
TEST PRACTICE
Look Back and Write Why did David Botello change his mural after 17 years? Look back at page 347. Use information from the selection to support your answer.
Meet author Katacha Diaz on page 416.
An author can help you look at art. Read sentences by Katacha Díaz
that help you understand and enjoy the art in this article. Think Like an Author
1.
This selection is full of facts. What could you do to prove that these
are true facts? Now look on page 338. What clue word signals an opinion on this page? Fact and Opinion
2.
This selection tells about two brothers who are both muralists.
Who are they and where do they live? Is the answer in the book
or in your head? Answer Questions
3.
Explain this statement: Murals are a public form of artistic expression. Use words from the Words to Know list and from the selection. Vocabulary
4.
Open for Discussion Look once more at the murals shown in
this article. Now it is your turn. Describe an important mural you
would plan and paint.
Reader Response
Write Now: Informational Paragraph
Prompt
Talking Walls describes special murals.
Think about a kind of art that you know well.
Now write an informational paragraph about this kind of art.
Writing Trait
Organize your writing by arranging your ideas in a paragraph.
Paragraph begins with sentence that grabs readers' attention.
Sequence words help organize steps in process.
Last sentence returns to topic of art mentioned in opening sentence.
Student Model
Use the model to help you write your own
informational paragraph.
 
   
Close  
Scoring Rubric
Look Back and Write
Top-Score Response A top-score response will use information from
p. 347 of the selection to explain why David Botello changed his mural after 17 years.
Example of a Top-Score Response David Botello saw that many things had changed. His mural was 17 years old. He changed the mural by making one of the children a girl rather than a boy. He did this to help children see that both boys and girls can dream of flying.
For additional rubrics, see p. WA10.
Scoring Rubric    Expository Retelling
Rubric 4 3 2 1
Connections
Makes connections and generalizes beyond the text
Makes connections to other events, texts, or experiences
Makes a limited connection to another event, text, or experience
Makes no
connection to
another event, text,
or experience
Author's
Purpose
Elaborates on author’s purpose
Tells author's purpose with some clarity
Makes some connection to author's purpose
Makes no
connection to
author's purpose
Topic
Describes the main topic
Identifies the main topic with some details early in retelling
Identifies the main topic
Retelling has no sense of topic
Important Ideas
Gives accurate information about events, steps, and ideas using details and key vocabulary
Gives accurate information about events, steps, and ideas with some detail and key vocabulary
Gives limited or inaccurate information about events, steps, and ideas
Gives no
information about events, steps, and ideas
Conclusions
Draws conclusions and makes inferences to generalize beyond the text
Draws conclusions about the text
Is able to draw few conclusions about the text
Is unable to draw conclusions or
make inferences about the text
Selection Test To assess with Talking Walls: Art for the People, use Selection Tests, pp. 109–112.
Fresh Reads for Differentiated Test Practice For weekly leveled practice, use pp. 163–168.
Retelling Plan
  • Week 1 Assess Strategic Intervention students.
  • Week 2 Assess Advanced students.
  • This week assess Strategic Intervention
    students.
  • Week 4 Assess On-level students.
  • Week 5 Assess any students you have not yet checked during this unit.
Use the Retelling Chart on
p. TR17 to record retelling.