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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.
The Story of the Statue of Liberty
DAY 2
ROUTINE
The Story of the Statue of Liberty
Group Time
Strategic Intervention
1
2
3
Reread for Fluency
 Use Decodable Reader 26.
Word Study/Phonics
LESSON VOCABULARY Use p. 286b to review the meanings of crown, liberty, models, symbol, tablet, torch, unforgettable, and unveiled. First, have students blend the decodable words: crown, liberty, models, tablet, torch, and unforgettable. Then say and spell the nondecodable words symbol and unveiled. Have individuals practice reading the words from word cards.
DECODING MULTISYLLABIC WORDS Write gleaming and model how to use meaningful word parts to read it. First I look for parts I know. I see the ending -ing. I also notice the base word gleam. I say the parts of the word: gleam ing. Then I read the word: gleaming.
Use the Multisyllabic Word Routine on p. DI•1 to help students read these other words from The Story of the Statue of Liberty: sculptor, monuments, remembrance, engineers, skeleton, constructed, and fascination. Be sure students understand the meanings of words such as remembrance and fascination.
Read The Story of the Statue of Liberty,
 pp. 288–295
BEFORE READING Yesterday we read about the Statue of Liberty.
Today we will read more about this important symbol of freedom.
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. 289. Together, set a purpose for reading.
pp. 290–291 Remind students that Bartholdi created the Statue of
Liberty. What is he doing on p. 290? (drawing a picture of the statue)
 What is he shown doing on p. 291? (making a model)
p. 293 Remind students that the statue was constructed in parts. This
is a fair in Paris, France. What are the people doing?
DURING READING Follow the Guiding Comprehension routine on
pp. 290–295. Have students read along with you while tracking the
print or do a choral reading of the selection. Stop every two pages
to ask students what they have learned so far. Prompt as necessary.
  • What was p. 292 about?
  • What happened when it was time to ship the statue to America?
AFTER READING What have you learned so far? What do you think you will learn about tomorrow? Reread passages as needed.
ROUTINE
DAY 2
1
2
Advanced
Extend Vocabulary
Target Skill WORD STRUCTURE Share a sentence containing a difficult word with a prefix, such as this sentence from p. 6 of French Roots in North America: "Many people are bilingual—they speak both English and French." What does the prefix bi- mean? (two) What does the word bilingual mean? (speaking two languages) How did you figure out the word's meaning? (I used the prefix bi- and the context of the sentence.) What other words with the prefix bi- do you know? (examples: bicycle, bicultural, bilateral, biathlon, biweekly) Discuss how looking for prefixes helps readers figure out the meanings of words. Remind students to use the strategy as they read The Story of the Statue of Liberty.
Read The Story of the Statue of Liberty,
pp. 288–295
BEFORE READING In "Uncle Sam," you heard about one of America's popular symbols. Today you will read a selection about an important symbol of freedom in our country, the Statue of Liberty.
Have students list facts they know about the Statue of Liberty in their Strategy Response Logs (p. 288). They can add to their list as they read the selection and note any facts or concepts they don't understand.
CREATIVE THINKING/PROBLEM SOLVING Have students read
pp. 288–295 independently. Encourage them to think creatively and solve problems. For example, ask:
  • What was Bartholdi's process in building the Statue of Liberty? Was it the best possible plan?
  • What are the benefits and drawbacks of having multiple people involved in the planning and building of a statue or other structure?
  • What problems could arise in the building of such a large statue?
  • How could these problems be solved?
AFTER READING Have partners discuss the selection and share their Strategy Response Log entries. Then have individuals create a chart that lists the problems they think would be most challenging to the people building a new monument. Have them write possible solutions next to each problem and then meet together with you to discuss the problems and solutions.