Go to page
Audio CD AudioText
Monitor Progress
Word and
Story 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.
Two Bad Ants
DAY 3
ROUTINE
Two Bad Ants
Group Time
Strategic Intervention
1
2
Reinforce Comprehension
Target Skill SKILL PLOT AND THEME Ask students what the story's plot tells. (the beginning, middle, and end of the story) Have them tell what the theme of a story is. (the big idea) If necessary, review the meaning and provide a model. The important events in a story make up the plot. The plot has a beginning, a middle, and an end. The "big idea" of a story is the theme. The theme can be stated in one sentence. Share the plot and theme of a familiar story, such as "The Wizard of Oz," with the class.
Guide students to identify the plot and theme of Leo and the School of Fish. What is the plot of Leo and the School of Fish? What happens at the beginning? (Leo is bored so he leaves his school and swims alone to a sunken ship.) What happens in the middle? (Leo meets dangers, such as an anglerfish, a fork, a moray eel, and a net.) What happens at the end? (Leo is happy to swim in safety with his school of fish.) What is the theme, or "big idea," of the story? (Be happy with what you have.)
Read Two Bad Ants, pp. 368–375
BEFORE READING Have students retell what happened in the story so far. Ask: What happens when the ants are scooped up from the crystals? Reread p. 367 and model how to visualize the scene. As I read this page, I try to picture in my mind how the ants see things. To them a spoon looks like a giant silver scoop. They can feel each crystal of sugar. When the sugar is dropped into coffee, look out for the ants! In my mind I can see them falling down, down, down into a boiling brown lake. Remind students to visualize as they read the rest of Two Bad Ants. Target Skill STRATEGY Visualize
DURING READING Follow the Guiding Comprehension routine on
pp. 368–375. Have students read along with you while tracking print or do a choral reading. Stop every two pages to ask students what has happened so far. Prompt as necessary.
  • Where did the ants go after they left the "lake" in the cup?
  • What happened after the ants went into the holes in the wall?
AFTER READING How did having too much freedom become a problem for the ants? Reread with students for comprehension as needed. Tell them that tomorrow they will read "Hiking Safety Tips," a list of rules that can help hikers safely enjoy the freedom of walking in natural places.
ROUTINE
DAY 3
1
2
Advanced
Extend Comprehension
Target Skill SKILL PLOT AND THEME Have students explain the problem that all the ants were trying to solve at the beginning. Then have them identify the event in the middle that changes the main problem in the story. Ask students how they will recognize the theme of this story.
Target Skill STRATEGY VISUALIZE Have a volunteer reread p. 367 while others close their eyes. Then ask questions such as:
  • How did you use your senses to visualize this story event? What could you see, hear, smell, taste, and touch in your mind?
  • Would you like to live in an ant's world? Why or why not?
Read Two Bad Ants, pp. 368–375
BEFORE READING Have students recall what has happened in the story so far. Remind them to think about the plot and theme and to visualize as they read the remainder of the story.
CRITICAL THINKING Have students read pp. 368–375 independently. Encourage them to think critically. For example, ask:
  • Why do you think the author wrote this story?
  • What story details did you use to figure out the "big idea"?
AFTER READING Have students complete the Strategy Response Log activity (p. 374). Then have them select a major story event that would make a good preview, or trailer, for a movie. Have students write a description of the scene that would catch people's attention and make them want to see the movie. Have them meet with you to discuss why they chose this scene.