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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.
A Nation of Immigrants
DAY 4
ROUTINE
The Story of the Statue of Liberty
Group Time
Strategic Intervention
1
2
Practice Retelling
REVIEW MAIN IDEAS Help students identify the main ideas in The Story of the Statue of Liberty. List the ideas that students mention. Then ask questions to help students differentiate between essential and nonessential information.
Retelling CardsRETELL Using the Retelling Cards, have students work with partners to retell the important ideas. Show partners how to summarize in as few words as possible. Monitor retelling and prompt students as needed. For example, ask:
  • What is this selection mostly about?
  • Tell me about the major events in order.
If students struggle, model a fluent retelling.
Read "A Nation of Immigrants"
BEFORE READING Read the genre information on p. 302. Have students name some subjects that are included in their textbooks.
Read the rest of the panel on p. 302. Have students scan the pages, pointing out the photos and captions. Then read the title and headings in the chart on p. 303. Model for students how to find specific information on the chart. Explain that a chart makes information in a textbook easy to read.
DURING READING Have students read along with you while tracking the print or do a choral reading of the selection. Stop to discuss difficult language, such as the names of the places where immigrants entered the United States and the countries on the chart where many immigrants were from. You may wish to point out the places on a United States and/or world map.
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.
  • Reread p. 297. In what year was the Statue of Liberty finished? (1886)
  • Look at the chart on p. 303. What time period includes the year 1886? (1861–1890)
  • Look at the picture on p. 298. What would an immigrant arriving in New York City on this ship have seen and felt?
ROUTINE
DAY 4
1
2
Advanced
Read “A Nation of Immigrants”
CRITICAL THINKING/PROBLEM SOLVING Have students read
pp. 302–303 independently. Encourage them to think critically
and solve problems. For example, ask:
  • In what way were all immigrants similar? In what ways were they different? In what ways were Ellis Island and Angel Island similar and different?
  • Suppose you are a third-grade teacher. What questions would you ask your students to find out whether they understand how to read the chart on p. 303?
AFTER READING Have students meet with you to discuss Reading Across Texts. Have students do Writing Across Texts independently.
Extend Genre Study
RESEARCH Have students ask older and younger elementary students
about the textbooks they use. Encourage them to ask middle school,
high school, and college students they know about their textbooks. Ask students to make a list of subject areas the books cover and special text features. Have them meet with you to compare their lists.
WRITE Have students write a short textbook passage for younger students based on information they have learned about American immigrants. Encourage them to include drawings and captions to make information clear or make a chart with additional information.