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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.
Back to the Wild
DAY 4
ROUTINE
Happy Birthday Mr. Kang
Group Time
Strategic Intervention
1
2
Practice Retelling
REVIEW STORY ELEMENTS Help students identify the main
characters and the setting of Happy Birthday Mr. Kang. 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 Happy Birthday Mr. Kang. Monitor retelling and prompt students as needed. For example, ask:
  • 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 "Back to the Wild"
BEFORE READING Read the genre information on p. 328. Explain that an interviewer will ask an expert questions and take notes on the answers or even tape-record them, and then write down each question and its answer.
Read the rest of the panel on p. 328. Point out examples of different colored print. Show students that the interviewer's initials are in green and the expert's initials are in red after their first appearance. Call attention to the questions in dark print. Then have students scan the pages and examine the photographs for details.
DURING READING Have students read along with you while tracking the print or do a choral reading of the selection. Discuss the opening page to be certain that students understand why Molly Jean Carpenter is considered an expert. Stop to discuss difficult language, such as recover and aggressive.
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.
  • Why was Mr. Kang's hua mei away from its natural home? Why was Copernicus?
  • How did Mr. Kang's hua mei react to being set free? How did Copernicus react?
  • Should all animals be set free? When might animals be better off in homes or clinics?
ROUTINE
DAY 4
1
2
Advanced
Read "Back to the Wild"
CRITICAL THINKING/CREATIVE THINKING Have students read
pp. 328–331 independently. Encourage them to think critically and creatively. For example, ask:
  • What steps are taken before an animal is released back into the wild? Why?
  • Do you think it was hard for Molly Jean Carpenter to see Copernicus fly away? Explain.
  • Why might it be hard for parents to see their older children "fly away," or leave home?
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 or print resources to find other examples of interviews. Have them make a list of the experts who were interviewed and note their areas of expertise.
WRITE Have students conduct an interview with an animal expert (a veterinarian, a zoo animal caretaker, a pet shelter worker) either in person, by phone, or by e-mail. Help them find out about the expert and politely request the interview. Tell students to prepare a list of interview questions beforehand. Encourage them to use initials and dark or otherwise special print when they write the final interview. Meet with students as they share their interviews.