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  • Vocabulary Review
  • Writing
  • Grammar
  • Spelling
  • New Literacies
WHOLE GROUP
  • Reading Support
  • Skill Support
  • Fluency Practice
DAILY GROUP TIME
  • Review Time
  • Introduce Question of the Day
  • Comprehension and
    Vocabulary Lessons
  • 5-Day Fluency Plan
  • Concept Vocabulary
WHOLE GROUP
DAILY PLAN
Look for the Independent Activities
Fluency Reading
Self-Selected Reading,
TR38–39 Choral Reading,
Partner Reading, p. 39a
Strategy Response Log
See the Planner for Daily Writing
prompts pp. 18d–18e
Homework
Practice Book, pp. 1–10
Spelling Practice Book, pp. 1–4
Grammar and Writing Practice Book, pp. 1–4
Cross-Curricular Centers
pp. 18j–18k
  • Listening
  • Reading/Library
  • Art
  • Writing/Vocabulary
  • Social Studies
  • Technology
Advanced
The Story of Libraries
On-Level
Something to Do
Florida Everglades: Its Plants & Animals
Below-Level
MORE READING FOR Group Time
Take It to the NET ONLINE
P. David Pearson
For research on comprehension
instruction, see the article "An
Instructional Study
" by J. Hansen
and Scott Foresman author
P. D. Pearson.
TEACHING Tip Looking for a speaker to visit your classroom?
Clip articles about community leaders
and interesting people from the local
newspaper and keep them on file.
TEACHER TALK
Comprehension strategies are
steps a reader takes to make sense
of text. Strategies include monitoring
comprehension, using graphic
organizers, answering and asking
questions, summarizing, and so on.
Be sure to schedule
time for students
to work on the
unit inquiry project
"Natural Wonders." This week
students develop inquiry questions
about geographical attractions in
the United States.
Looking Ahead
Because of Winn-Dixie
Something to Do
Florida Everglades: Its Plants & Animals
  • Preview and read Because of
    Winn-Dixie
  • Challenge Activity, TR2
  • Preview and read
    Below-Level Reader
  • Practice Sequence
  • Practice Lesson Vocabulary
  • Preview and read
    On-Level Reader
  • Practice Sequence
  • Practice Lesson
    Vocabulary
DAY 1
Advanced
Strategic Intervention
On-Level
The Story of Libraries
Because of Winn-Dixie
Because of Winn-Dixie
  • Preview Advanced Reader
  • Challenge Activity, TR2
  • Preview and read or listen to Because of
    Winn-Dixie
  • Strategic Intervention Support
  • Preview and read Because of Winn-Dixie
DAY 2
Advanced
Strategic Intervention
On-Level
The Story of Libraries
Because of Winn-Dixie
Because of Winn-Dixie
  • Read Advanced Reader
  • Challenge Activity, TR2
  • Selection Test,
    pp. 1–4
  • Read or listen to Because of
    Winn-Dixie
  • Stategic Intervention Support
  • Check Retelling,
    p. 35
  • Selection Test,
    pp. 1–4
  • Read Because of Winn-Dixie
  • Selection Test,
    pp. 1–4
DAY 3
Advanced
Strategic Intervention
On-Level
Fast Facts: Black Bears
Fast Facts: Black Bears
Fast Facts: Black Bears
  • Read "Fast Facts: Black Bears"
  • Challenge Activity, TR3
  • Read or listen to "Fast Facts: Black Bears"
  • Read "Fast Facts: Black Bears"
DAY 4
Advanced
Strategic Intervention
On-Level
  • Fluency Practice
  • Reteach Sequence,
    p. 39b
  • Self-Selected
    Reading, TR38–39
DAY 5
Advanced
Strategic Intervention
On-Level
Grouping Place English language learners in the groups that correspond to their reading abilities in English.
Use the appropriate Leveled Readers or other text at students' instructional level.
Tip Send home the appropriate Multilingual Summary of the main selection on Day 1.
ELL
Intensive Intervention
 Weekly Plan for Group Time
Differentiated Instruction
READING SUPPORT • SKILL SUPPORT • FLUENCY PRACTICE
  • Fluency Practice
  • Reteach Sequence, p. 39b
  • Self-Selected Reading, TR38–39