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BOOKSHOP MATERIALS
Titled chapters linked to table of contents
Photographs supported by captions
Timeline
Bibliography
Index
Multiple copies of Route 66: Main Street
of America
Bookshop Student Thesaurus
Sticky notes or notebook
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Assessment checklists and focus sheets
Building Essential Literacy With Bookshop
Managing Assessment and Instruction
SESSION
TEACHING
FOCUSES
1
5
M inute
INTRODUCING T H E T E X T
Text Selection: Pages 6–13 (Note: Students may
not read all of this selection during the session.)
in
To help students:
■ Use nonfiction text
patterns (chronology,
cause and effect, point
of view, intent) to
predict, construct
meaning, and deepen
understanding
■ Activate understandings
gained from sources
other than personal experience to make textto-world connections to
deepen understanding
of text
5
10
M ut
■ State the teaching focus, establishing the
expectation for students’ learning and their
understandings of the text type.
As we begin reading this report, we’re going to
find and use some nonfiction text patterns
M inute
to help us predict and construct meaning.
Chronology is one pattern—who will name
some others? (possible responses: cause & effect, point of view.) Tell us what we
mean by chronology. (possible response: events that happen in time order.)
Good! We’ll also think about what we already
know that might be helpful.
M inute
s
5
Written by Juddi Morris
Reproducible masters on pp. 7 and 8
s
Route 66: Main Street of America
This report presents lively and colorful information about Route 66, a famous and beloved
highway that stretched across America before superhighways passed it by, leading to its demise.
es
■ Encourage students to link information gained from the title and both covers to
their prior knowledge to make some predictions about the text.
M inute
s
1-60201-018-8
5
G U I D E D
SUMMARY
s
R E A D I N G
R E P O R T
LEVEL T
MONDO BOOKSHOP GRADE 5
1
Report Text Features
■ Table of contents
■ Photos and captions
■ Call-out quotations
■ Sidebars
■ Timeline
■ Bibliography
C O M P R E H E N S I O N TIP
■ Mention vocabulary that may prove challenging, along with any topic-specific
vocabulary students may not have encountered. Embed these words into
your dialogue as you prepare them to read.
You’re familiar with the word corridor as it applies to our school, but in
this book, Route 66 is described as a corridor stretching across the country.
On page 7 we see the phrases “destitute families” and “hordes of tourists”
e
M i n u t66.
describing people who used Route
Let’s discuss our understanding of
the words destitute and hordes.
s
Students can often
determine cause and
effect by first isolating
an event, and then
working forward to
find its effect(s) or
working backward to
find its cause(s).
■ Have students think about how they identify types of nonfiction text patterns.
You mentioned cause and effect earlier; how might you recognize that
text pattern? (possible responses: look for the word because, find an event
and then find either its cause or its effect.) What do you think the effect of
superslabs and progress may have been on Route 66 and the businesses
there? (possible responses: it was used less and less; stores shut down.)
5
T E A C H E R TIP
Looking at the cover and title, what do you think the author’s intent might
be in writing this book? (possible response: to tell about an American road
or highway.) Now read the back cover copy. What do you already know
that might help you as you read? (possible response: our town has a Main
Street.) Good thinking. How might that be helpful?
Vocabulary that may present a challenge for students in this
text selection includes destitute, hordes, hunker, barreling,
misshapen, thoroughfares, bucketing, and barraged.
VO C A B U L A R Y
es
10
M inut
READING T H E T E X T
s
5
5
s
Explain that students will read the next section independently. Monitor
their reading by moving around the
group and listening to each one
M inute
individually. Note their reading fluency, observe and listen for assessment
evidence on individual students, and record observations on your focus
sheet. Provide support to individual readers as necessary.
As you read silently for five minutes, think about the text patterns we
mentioned earlier. Focus on the chronology of the story, cause and effect,
ut
M i nhelp
you build meaning and deepen
and the author’s point of view to
understanding. Also think about connections you can make to things you
already know. I will come around and hear each of you read. Flag any sections
that seem confusing, and we will discuss these when we finish reading.
es
20
s
Provide ELL students
with a range of
resources on peculiarly
American topics such
as motels, diners, and
the Roaring Twenties to
increase their exposure
to content-specific
vocabulary and to build
their knowledge. Use a
variety of media sources
across a range of reading levels, selecting
materials that provide
strong visual and aural
support, such as online
photos and music.
■ Set a focus for reading pages 6–7 and then guide students through a reading
of this text, guiding them to ponder the author’s point of view or intent.
M i n u t e for the group.
Ensure that the text is a good match
As you read this introduction, think about what the author’s point of
view might be, as well as her intention in writing the book. Skim these
first two pages to locate some key words, and be ready to share your
ideas. (possible response: she wants
M i n u t e to explain why the road is so famous;
I think she’s sad that progress passed it by because it was a fun road.)
Good thinking. Will you show us in the text where you got that idea?
5
ELL S U P P O R T
Consider the Echo Reading strategy for students who struggle
inut
with fluency. It helpsMstudents
who read without expression or
attention to cues, such as punctuation. The procedure is as follows: 1)
Teacher models reading of one sentence of text aloud. 2) Student imitates
reading. 3) Teacher adds on sentences as student makes progress.
M inute
5
ROUTE 66: MAIN STREET OF AMERICA
s
2
es
15
FL U E N C Y
s
5
M inute
DISCUSSING T H E T E X T
COMPREHENSION SHARE
5
5
s
s
5
s
■ Facilitate a discussion about nonfiction text patterns and how students
inute
used them to deepen understanding.MMaintain
a focus as well on text-toworld connections students were able to make.
As you were reading, you were focusing on locating some nonfiction text
patterns and on making connections to things you knew. Let’s share
what we found. (possible responses: for cause and effect, there were few
e
M i n u tto
auto repair places, which caused drivers
have to carry a lot of extra
parts; roads weren’t in good shape which caused cars to break down.)
Excellent! Any connections? (possible response: I learned in social studies
u t e assembly line to make the Model T and that’s
that Henry Ford invented
M i nthe
how he could make a cheap car.)
20
10
es
15
es
inu
s
5
5
s
te
M
Providing a graphic organizer
to chart cause and effect is one way of
i n u t e relationships. The reproducible
supporting students with identifying Mthese
master on page 8 provides an opportunity for students to chart some
cause-and-effect relationships in the text.
s
5
M inute
FOLLOW UP
Readers often focus on
nonfiction text patterns
they encounter as they
read. For example, fo- 1 0
t
cusing on the author’s M i n u
intent or point of view
can help put information in perspective.
Focusing on cause and
effect can help establish1 5
Minut
relationships within
the text.
WORD W O R K
5
20
s
15
Minute
s
Minute
s
Minute
s
es
es
Following their reading of this text selection, provide students with
opportunities to practice responding to the types of questions frequently
found on standardized tests.
M inut
A standardized text might ask you to identify a cause and effect
relationship. Here’s an example: “The effect was that more people could
afford to buy an automobile. What was the cause? Explain your
response.”
M inute
15
Minute
s
■ Explicitly link your previous discussion to the teaching focuses and
remind students that youi nexpect
them to apply these skills when reading
M ute
independently. Students may need more time to complete the selection.
Today we thought about some nonfiction text patterns we can focus on to
help us construct meaning. Let’s share how they help us do that. (possible
responses: tracking chronology helps us understand a sequence of events
in history; cause and effect helps us understand how events relate to other
M i n uus
t keep opinions in perspective.) Remember to
events; point of view helps
use these strategies as you read on your own, and to make connections
to things you already know to deepen your understanding.
20
Minut
The suffix -or or -er can
mean “one who.” For
example, a runner is
one who runs.Words
you can find on pp. 10–112
5
include teacher, wipers, M i n u t
driver, self-starter, cus5
tomers, passenger.
M i n u t e s However, the -er suffix has
another meaning, as in
the word later. In this
comparative case, -er
means more.
10
20
25
s
5
Minute
es
inut
■ Invite students to bring up any wordsMor
phrases that presented a
challenge. Invite them to either articulate successful problem-solving or to
receive corrective feedback for unresolved concerns.
ut
M i nchallenging
Some of you have flagged
words. Let’s hear how you worked
out the meaning of one of them. (possible response: linear, p. 13: used the
line.) Terrific! Often we can
context (it was windy) and the base word,
M inut
look for word parts we know to help us figure out a new word. Let’s use
this strategy to solve someone else’s problem.
TEST
PREP
5
■ If assessment evidence gathered from this session indicates a sound
understanding of the text, proceed to Session 2. If understanding is only at
the literal level of comprehension, use the reciprocal reading strategy for
future sessions.
MONDO BOOKSHOP GRADE 5
3
SESSION
2
Text Selection: Pages 14–33 (Note: Text for this session is sequential to the
text for Session 1.)
10
M inut
■ Revisit the prior session, restating the teaching
focus and linking students’
prior work to your expectations for this session.
In the last session we located and discussed a variety of nonfiction text
patterns. We’ll do this again today in order to predict, construct
meaning, and deepen our understanding
of this book.
M inute
es
5
s
es
s
inut
10
To help students:
■ Use nonfiction text
patterns (chronology,
cause and effect, point
of view, intent) to
predict, construct
meaning, and deepen
understanding
INTRODUCING T H E T E X T
5
T E A C H I N G FOCUS
s
5
M inute
s
5
s
5
s
5
e
■ Guide students to link their knowledgeMof the
topic (gained from the
previous session and prior knowledge) to the next text section. Refer them
to pages 14–15 and ask them to predict what they might read about in
Chapter 2.
t e you think Chapter 2 might
M i n udo
Take a look at this opening spread.
M i n u t What
be about? Skim pages 14–15 and see what you learn. (possible responses:
the quote in the corner of page 14 says the Bunion Derby was an athletic
contest, so maybe it’s about a race. Page 15 mentions the Great Transus your sources. Good
continental Foot Race.) Thank you for showing
M inute
n
u
i
work. As you read Chapters 2,M3, and
4 today, think about the nonfiction
te
text patterns we’ve used to help you predict and deepen your understanding
of the information. Let’s review those patterns once more.
5
s
es
20
5
s
■ As you continue introducing the text, provide opportunities for students to
te
both hear and use any vocabulary
may
be unfamiliar or challenging.
M i n uthat
M inut
Chapter 2 is entitled “The Bunion Derby Road.” We know this was a long
race, so what might a bunion be? (possible response: like a blister.) Very
close—it is a painful foot condition. The idea of publicity is important
here—the Bunion Derby provided
publicity for the new road. Tell your
M inute
partner what publicity might mean, and then we’ll share ideas.
in
15
5
20
s
READING T H E T E X T
ROUTE 66: MAIN STREET OF AMERICA
15
5
s
■ When you are sure that students are well matched to the text and control
the strategies necessary to deal with the reading challenges, send them off
to read independently for 20 minutes.
M inut
Please read quietly for the next 20 minutes, until I ask you to return. As
you read, use the nonfiction text patterns we’ve discussed to help you
understand the content. When we reconvene, we’ll discuss the ones you
found most helpful.
M inute
es
4
M inute
M inut
es
Students find it helpful
to engage with new vocabulary on more than
one occasion.This author
uses a great deal of
colorful language in the
text. Provide opportunities for students to hear,
read, say, and write descriptive words such as
bizarre, grueling, agonizing, blistering, plummeted,
and whimpering.
V
es
V O C A B U L A R Y TIP
t
Preview the text to check Mforuany
vocabulary students may
OCABULARY
need support with. Target vocabulary in this section may
include absurd, promotion, publicity, gimmick, concessionaire, mortgage,
and promissary note.
1
es
es
15
M inut
DISCUSSING T H E T E X T
inut
5
s
5
5
5
s
s
s
e
M
■ Bring students back and
guide
a conversation that will deepen their
inu
understanding of the text through theM uset e of nonfiction text patterns.
Let’s discuss the text pattern of chronology as it applies to this book.
What did you notice? (possible responses: each chapter is a new decade;
M i n u t e the story of life in the United States.)
the story of the road mirrors
Excellent observations! How does this help you make some predictions?
(possible response: if we think about what we know about life in the U.S.,
we can predict what happens to the road.) Well done. What do you think
the author’s intent might
be here? (possible response: to show how Route
M inute
66 reflects U.S. history in some ways; to show how what happened in the
U.S. affected the road.)
20
Good readers
always
5
s
nute
think aboutM iwhether
or not a text is making
sense as they read. If
something is confusing,
they need to be able to
strategy
select a good
10
s
te
M i n uunderto repair their
standing. Making and
then revising their predictions is a good way
for students to monitor
their comprehension.
15
s
Minute
es
■ Continue the discussion, building students’ comprehension of the text and
providing opportunities for them to share either how they successfully
problem-solved challenging
words or phrases, or what they attempted but
M inut
were unable to resolve.
Some of you have flagged some words you were unsure of. Could you
work out the meaning? Let’s work on one together. You couldn’t
understand “cruel joke” (p. 26) because you don’t see how a joke can be
cruel. This is a figure of speech. Let’s reread the last paragraph of page
u t might mean. (possible responses: a joke
26 and think about what
M i nit
usually makes people happy, so a cruel joke might make people sad.) How
did rereading help here? Yes, it put this phrase in context, and we can
understand these people’s disappointment. Well done.
es
15
25
C O M P R E H E N S I O N TIP
20
Minute
s
Refer to the Word Work
section of page 6
for more vocabulary and
word study activities.
25
Minute
s
s
5
M inute
FOLLOW UP
Ask students to articulate the strategies they used to locate and utilize
nonfiction text patterns for comprehension. Remind them that they will
need to use these strategies when reading other texts as well. Provide the
reproducible organizer on page 8 to support their efforts.
We identified a number of nonfiction text patterns that we can use to
help deepen our understanding of what we are reading. Share with a
partner which one you found most helpful in this book and why. Who
wants to tell what they discussed? Remember to apply these to other
nonfiction reading as well. You won’t always find them all, so be
selective as you practice locating and analyzing them.
TEST
PREP
Establishing the chronology of events is a task that may be required on a
standardized test.
You might find a question such as the following on a standardized test:
Put the following events in chronological order: World War II, the Great
Depression, the invention of the Model T Ford, the Bunion Derby. Then
add one event from the text, maintaining the chronological order. What
strategy would you use to answer? (possible response: skim the text for
names and dates and note them on scrap paper.)
COMPREHENSION SHARE
Tracking and reviewing
the chronology of nonfiction text helps you
understand the big picture as well as enabling
you to make some predictions about what
might occur next.This
big-picture understanding is important to
comprehension.
MONDO BOOKSHOP GRADE 5
5
Minut
W O R D
V O C A B U L A RY
W O R K
Help students develop vocabulary by providing
opportunities to consider a variety of colorful
adjectives and adverbs.
We can expand our supply of useful descriptive vocabulary by
thinking about synonyms for some of the interesting words in this
text. We can start with misshapen on page 8. Let’s name first an
ordinary, tired synonym, and then some interesting ones. (possible
responses: bent, crooked, distorted, zig-zagging, craggedy.). Excellent.
Now work with a partner to find another word and try it together.
VO C A B U L A R Y
Possible words to explore in this way may
include tooth-jarring,
p. 9, and pitifully, p. 23.
Encourage students to continue to seek colorful and interesting
descriptive language when they write. The blackline master on page
7 provides an opportunity to work on this skill.
WORD S T U D Y
Suffixes: Help students understand the function
of the suffixes -ful and -ful+ly. Explain that these
suffixes usually change a noun to an adjective (full of) or adverb
(in a way that is full of). Help them locate some examples.
The suffixes -ful and -fully change a noun into an adjective or an
adverb. We can see an example on page 23: pitifully. It includes
the base word, pity, plus -ful plus -ly, meaning “in a way that
is full of pity.” Let’s look for another example and analyze the
meaning.
WO R D
Possible words to
explore this way
include resentful, p. 24;
beautiful, p. 27; and
carefully, p. 29.
STUDY
P R A C T I C E
&
E X T E N S I O N
WRITING
■ Have students write a journal as if they were participants in the
Bunion Derby. For background, suggest that they use information
from Chapter 2 as well as the Internet.
■ Ask students to collect information and write a historical account
of a local road in your community.
■ Students can write about an automobile trip they took with family
or friends.
OTHER CURRICULUM AREAS
■ Have students research a state-specific portion of Route 66 and
create an illustrated map that details the road’s history and special
attractions.
■ Ask interested students to research and perform the songs of
Woody Guthrie that describe the migration of the dust bowl
refugees or Bobby Troup’s song about Route 66.
■ Invite students to plan and map a bike trip of Route 66, detailing
where they would begin and end each day, supplies they would
need, and so on.
6
ROUTE 66: MAIN STREET OF AMERICA
Choosing Colorful Vocabulary
Name:
Date:
Title:
Pages:
In each box, write a standard, over-used verb or adjective, along with its
definition. In the surrounding boxes, write colorful and interesting synonyms
for the words in the boxes.
Synonym
Synonym
Synonym
Synonym
WORD/DEFINITION
Synonym
Synonym
Synonym
Copyright ©2007 Mondo Publishing
Synonym
Synonym
WORD/DEFINITION
Synonym
Synonym
Synonym
Synonym
MONDO BOOKSHOP GRADE 5
Synonym
WORD/DEFINITION
Synonym
Route 66: Main Street of America / Choosing Colorful Vocabulary
7
Documenting Cause and Effect
Name:
Date:
Title:
Pages:
Select and write five events in the center column of the chart. Then isolate
either the cause of the event or the effect of the event and write those in the
appropriate columns. In some cases, you will be able to do both.
Cause
Event
Effect
Copyright ©2007 Mondo Publishing
8
MONDO BOOKSHOP GRADE 5
Route 66: Main Street of America / Documenting Cause and Effect