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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.
Talking Walls: Art for the People
DAY 3
ROUTINE
Talking Walls: Art for the People
Group Time
Strategic Intervention
1
2
Reinforce Comprehension
Target Skill SKILL FACT AND OPINION Have students tell what a statement of fact is (something that can be proved true or false) and what a statement of opinion is (an idea or feeling about something). Have them list clue words that can signal statements of opinion. (great, best, worst) If necessary, review the meaning and provide a model. A statement of fact can be proved true or false. For example, There are different kinds of murals is a statement of fact. It can be proved by looking in a reference or art book. Murals are the best kind of art is an opinion. It cannot be proved; it is just someone's judgment. The word best helps me see that it is an opinion.
Read these statements and have students decide whether they are statements of fact or opinion.
  • Murals that show festivals are more fun to see than those that show history. (opinion)
  • Hector Ponce came from El Salvador to the United States. (fact)
Read Talking Walls: Art for the People,
pp. 344–349
BEFORE READING Have students retell what they have learned from
the selection so far. Ask: What does Joshua Sarantitis do before he
creates a mural? Model how to answer the question. I skim the selection
until I find the name Joshua Sarantitis on p. 342. Then I reread the first
paragraph on p. 342 and summarize what it says. Then ask: What
makes the mural on p. 343 so beautiful? Solicit some answers, and
then model using the Answer Questions strategy. To answer this
question, you need to combine what is in the text with your own ideas.
I reread the second paragraph on p. 342 and study the mural. The text
helps me notice details I might have missed. Then I think about what
I like best about the mural. I must use my own judgment to decide what
is most beautiful about it. Remind students to use the Answer
Questions strategy as you read and discuss the rest of Talking Walls.
Target Skill STRATEGY Answer Questions
DURING READING Follow the Guiding Comprehension routine on
pp. 344–349. Have students read along with you while tracking print
or do a choral reading.
  • What are pp. 344–345 about?
  • What did you learn about muralists?
AFTER READING How do muralists express their feelings? Reread with students as needed. Tell them that tomorrow they will read "Nathaniel's Rap," a poem in which a boy expresses his feelings.
ROUTINE
DAY 3
1
2
Advanced
Extend Comprehension
Target Skill SKILL FACT AND OPINION Have students write a short paragraph about the mural "Community of Music" on p. 339 that includes both facts and opinions. Ask students to use a yellow marker to highlight the statements of fact in their writing. Invite students to meet with you to discuss what they could do to prove the facts. Encourage them to explain their opinions and tell why they cannot be proved true or false.
Target Skill STRATEGY ANSWER QUESTIONS Remind students that some questions can be answered by finding information right there in the text. Other questions require students to combine what is in the text with their own knowledge or judgment. Ask students to write one question that can be answered using information in the text on
pp. 336–343 and one question that would require combining that text with their own ideas or judgment. Have students share their questions and discuss how they would go about answering them.
Read Talking Walls: Art for the People,
pp. 344–349
BEFORE READING Have students recall what they have learned so far. Remind them to look for facts and opinions as they read the remainder of the selection.
CRITICAL AND CREATIVE THINKING Have students read
pp. 344–349 independently. Then ask questions to encourage critical and creative thinking. For example ask:
  • What do the symbols in "A Shared Hope" represent?
  • How are all the murals in this selection similar? What do they have in common?
  • How do these murals show the importance of freedom of expression?
  • What would life be like without freedom of expression?
Remind students to use the Answer Questions strategy as they answer these questions. As they answer a question, ask: How did you find an answer to this question?
AFTER READING Have students complete the Strategy Response Log activity (p. 348). Then have them compile a list of the things they read, the art they saw, and the movies they watched during the past week. Have them use the list to write a description of what their life would be like if there was no freedom of expression. Allow time for students to share their descriptions with you and the class.