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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.
Hiking Safety Tips
DAY 4
ROUTINE
Two Bad Ants
Group Time
Strategic Intervention
1
2
Practice Retelling
REVIEW STORY ELEMENTS Help students identify the main characters and the setting of Two Bad Ants. 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 Two Bad Ants. Monitor retelling and prompt students as needed. For example, ask:
  • Where and when does this story take place?
  • What are the ants like?
  • What is the author trying to tell us or teach us?
If students struggle, model a fluent retelling.
Read "Hiking Safety Tips"
BEFORE READING Read the genre information on p. 378. Discuss with students why not all online sources can be trusted to have good or useful information. Even if a source has information you can trust, it may not be exactly the information you're looking for. To read an online source, you can click on a link to its site. A link is often underlined or in blue.
Read the rest of the panel on p. 378. Point out the Web site address and the key word on p. 379. Have students scan the first computer screen to find three sites and the extra information after each link.
DURING READING Have students read along with you while tracking the print or do a choral reading of the selection. Stop to point out each computer screen and the information it shows.
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.
  • What happened when the ants wanted a drink? How would having water with them have helped?
  • How would you tell the ants that they should carry their own snacks?
ROUTINE
DAY 4
1
2
Advanced
Read "Hiking Safety Tips"
PROBLEM SOLVING Have students read pp. 378–379 independently. Encourage them to problem solve. Ask "what if" questions. For example, ask:
  • What if you type in a keyword but no Web sites appear?
  • What if your topic has hundreds of links?
  • What if you are not sure that the facts you find are true?
AFTER READING Discuss Reading Across Texts. Have students do Writing Across Texts independently. Have them share their letters with you.
Extend Genre Study
RESEARCH Have students use the Internet to find more information on hiking safety tips. Tell them to skim the Web site names, noting the links that might be useful by reading the descriptions.
WRITE Have students create a Web site showing a list of kitchen safety tips for kids and parents who cook together. Encourage them to use a feature that will make the tips easy to read on the screen, such as different colored print (as in the selection), bullets, or numbers. Remind them to include a Web site address.