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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 3
ROUTINE
The Story of the Statue of Liberty
Group Time
Strategic Intervention
1
2
Reinforce Comprehension
Target Skill SKILL MAIN IDEA AND DETAILS Have students tell what the main idea of a selection is (the most important idea) and what supporting details are (bits of information that tell more about the main idea). If necessary, review the meaning and provide a model. The main idea is the most important idea in a selection or a paragraph. The small pieces of information that tell about the main idea are supporting details. Reread the third paragraph on p. 292 of The Story of the Statue of Liberty. Point out the main idea and supporting details. Main idea: Many people worked on the Statue of Liberty. Details: Some people worked on Liberty's head and crown. Others worked on her right hand.
Read this paragraph and have students determine which is the main idea and which are details. Taking the Statue of Liberty apart to be shipped was hard work. (main idea) Each piece was marked and packed into a crate. (detail) There were 214 crates in all. (detail) The crates were carried by train and then put on a ship to America. (detail)
Read The Story of the Statue of Liberty, pp. 296–299
BEFORE READING Have students retell what they have learned from
the selection so far. Ask: How did the authors organize the information
in this selection? Review pp. 290–291 and model how to determine
the text structure. The main idea of the second paragraph on p. 290 is
that Bartholdi visited America in 1871 and saw where he wanted to
build his statue. The paragraph on p. 291 tells me he started the statue
when he got back to Paris. In 1871 and when he got back are clues
that the writing is in sequence, or in the order in which the events
happened. Remind students to use text structure as they read the rest
of The Story of the Statue of Liberty. Target Skill STRATEGY Text Structure
DURING READING Follow the Guiding Comprehension routine on
pp. 296–299. Have students read along with you while tracking print or do a choral reading. Ask what they've learned so far.
  • What was the first paragraph on p. 296 about?
  • What happened in 1886 when at last the Statue of Liberty was standing where she belonged?
AFTER READING Why does the Statue of Liberty symbolize freedom? Reread as needed. Tell them that tomorrow they will read "A Nation of Immigrants," a textbook passage about American immigrants, many of whom saw the Statue of Liberty as they first entered this country.
ROUTINE
DAY 3
1
2
Advanced
Extend Comprehension
Target Skill SKILL MAIN IDEA AND DETAILS Have students reread p. 291
of The Story of the Statue of Liberty. Have them design a graphic organizer to show the main idea and supporting details of the text passage. Meet with students and have them compare their organizers.
Target Skill STRATEGY TEXT STRUCTURE Have students look for words in the selection that show time order, such as first, then, as, and finally. Have them use the words to sequence the main events of the first part of the selection.
Read The Story of the Statue of Liberty,
pp. 296–299
BEFORE READING Have students recall what they have learned so far. Remind them to look for main ideas and details and to use text structure as they read the remainder of the story.
CRITICAL THINKING Have students read pp. 296–299 independently. Encourage them to think creatively and critically. For example, ask:
  • Imagine you were at the unveiling of the Statue of Liberty. What would you see and hear? How would you feel?
  • Why does the Statue of Liberty still have such meaning for Americans as well as immigrants today?
AFTER READING Have students complete the Strategy Response Log activity (p. 298). Then have them select their favorite American landmark or monument and find out about the person who designed it, its construction, and its unveiling. Have students write a short report that tells the main events in sequence.