Scott Foresman Reading Street

Talking Walls: Art for the People
Group Time

for Fluency

Use Decodable Reader 28.

Word Study/Phonics

LESSON VOCABULARY Use p. 334b to review the meanings of encourages, expression, local, native, settled, social, and support. Have students blend decodable words: encourages, expression, local, native, settled, and support. Then say and spell the nondecodable word social. Have individuals practice with word cards.

DECODING MULTISYLLABIC WORDS Write festivals and model how to chunk the word. I see a chunk at the beginning of the word: fes. I see a part in the middle: ti. I see a chunk at the end of the word: vals. I say each chunk slowly: fes ti vals. I say the chunks fast to make a whole word: festivals. Is it a real word? Yes, I know festivals.

Use the Multisyllabic Word Routine on p. DI•1 to help students read these other words from Talking Walls: Art for the People: artistic, muralists, depict, democracy, seamstress, interprets, fashioned, extending, graduated, accomplished and residents. Be sure students understand the meanings of words such as depict and fashioned.

Talking Walls: Art for the People,
pp. 336–343

BEFORE READING Yesterday we read about a girl who expressed
herself through art. Today we will read about artists called muralists
who are free to express themselves by creating huge paintings
on walls.

Using the Picture Walk Routine on p. DI•1, guide students through
the text, asking questions such as those listed below. Then read
the question on p. 337. Together, set a purpose for reading.

pp. 340–341 On p. 340 is a mural. On p. 341, you can see two
sections of that mural close up. What do you notice about the mural?

p. 343 This mural is painted on the side of a building. What do
you notice about the top of it? (It goes above the building.)

DURING READING Follow the Guiding Comprehension routine on
pp. 338–343. Have students read along with you while tracking the
print or do a choral reading of the selection. Stop every two pages
to ask what students have learned so far. Prompt as necessary.

What did you learn about the mural "Immigrant" by Hector Ponce?
What are pp. 342 and 343 about?

AFTER READING What have you learned so far? What do you think you
will learn about tomorrow? Reread passages as needed.

Extend Vocabulary

GLOSSARY Choose and read a sentence or passage containing a word from the glossary, such as this sentence from p. 9 of The Huge Paintings of Thomas Hart Benton: "When World War I began, Thomas enlisted in the navy." Look up the word enlisted in the glossary. What does it mean? ("joined" or "signed on") How did you find the word's meaning? (I found the glossary in the back of the book and used the first letters of the word to help me find it in alphabetical order. I read the meaning, and then I tried it in the sentence to see if it made sense.) A glossary is helpful because it gives the meanings of important words in the book. Remind students to use the strategy as they read Talking Walls: Art for the People.

Talking Walls: Art for the People,
pp. 336–343

BEFORE READING In The Huge Paintings of Thomas Hart Benton
you read about the enormous murals that the artist created.
Today you will read a selection about other famous muralists
who express themselves by painting on walls. As you read, think
about the different ways people can express themselves.

In their Strategy Response Logs (p. 336), have students write two
questions that they would like to have answered as they read. As
they read, they can record answers to their questions in their
Strategy Response Logs (p. 343).

CRITICAL THINKING AND PROBLEM SOLVING Have students
read pp. 336–343 independently. Encourage them to think critically
and solve problems. For example, ask:

Why do you think Hector Ponce decided to paint on the walls
of a meat market in Los Angeles?
Joshua Sarantitis encourages people to reach for the future
through education. What does this mean? How might a
person accomplish this goal?

AFTER READING Have partners discuss the selection. Tell them
to share their Strategy Response Log questions and answers.
Then have students draw pictures that show how they would express
the meaning of reaching for the future through education. Meet with
them to discuss their art. Display their paintings horizontally on a
wall of the classroom. Encourage them to compose a title for the mural.