Unit 19 - Voyager Learning

STORY READING 5 • Flat Stanley, Chapter 4, pages 46–49WITH THE TEACHERSTORY READING INSTRUCTIONSStudents read pages 46–49 with the teacher and pages 49–53 ontheir own. Page 49 is split between reading sections.COMPREHENSION PROCESSESRemember, Understand, ApplyPROCEDURES1. Reviewing Chapter 4, pages 35–45Summarizing; Explaining—Problem, Solution; Identifying—What,Where; Using Vocabulary—disguise; Making Connections• Have students quickly review what has happened so far in Chapter 4.Say something like:In the first part of Chapter 4, what was Mr. Dart’s problem?(Thieves were stealing paintings from his museum.)What was Stanley’s plan to catch the thieves? (Stanley’s plan was to disguisehimself as a painting and catch the thieves in the act.)• Discuss the questions from the previous Setting a Purpose.Yesterday, you read pages 39–45 on your own. Let’s see what you found out.What disguise did Stanley want to wear?(He wanted to wear a cowboy disguise.)What disguise did Mr. Dart have for Stanley?(Mr. Dart had a shepherdess disguise for Stanley.)Why did Mr. Dart pick that disguise for Stanley? (Stanley needed to looklike a painting in the main hall. There were no cowboy paintings in themain hall.)Where did Stanley hide? (Stanley hid in a frame on the wall near the mostexpensive painting in the world.)PREP NOTEStudents will stop andstart reading in the middleof pages 39, 49, and 60.Mark those places instudents’ books with asticker, an arrow, or stickynote.CorrectingDecodingErrorsDuring story reading,gently correct any error,then have students rereadthe sentence.If you had to wear a disguise, what would you have chosen?(a ballerina, a show dog . . . )2. Introducing Chapter 4, pages 46–49PredictingHave students predict what they think will happen next.3. First Reading• Ask questions and discuss the story as indicated by the blue text in this guide.• Mix group and individual turns, independent of your voice.Have students work toward a group accuracy goal of 0–5 errors.• After reading the story, practice any difficult words.Repeat if students have not reached the accuracy goal.784. Second Reading, Short Passage Practice: Developing Prosody• Demonstrate expressive, fluent reading on the first paragraph. Read at a rate slightlyfaster than the students’ rate.• Guide practice with your voice.• Provide individual turns while others track with their fingers and whisper read.• Repeat with one paragraph or one page at a time.