Go to page
  • 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, TR38–39Choral Reading, Partner Reading,
p. 65a
Strategy Response Log
See the Planner for Daily Writing
prompts pp. 40d–40e
Homework
Practice Book, pp. 11–20
Spelling Practice Book, pp. 5–8
Grammar and Writing Practice Book, pp. 5–8
Cross-Curricular Centers
pp. 40j–40k
  • Listening
  • Reading/Library
  • Art
  • Writing/Vocabulary
  • Social Studies
  • Technology
Advanced
Two Great Rivers
On-Level
Lewis and Clark
The Long Trip West
Below-Level
MORE READING FOR Group Time
Take It to the NET ONLINE
Peter Afflerbach
For ideas on implementing
on-going assessment, see the
article "STAIR" by Scott Foresman
author Peter Afflerbach.
TEACHING Tip Limit the time
that atudents must listen. Keep your
directions and oral teaching times
short, intense, and well-spaced
throughout the day. Students will be
less likely to tune out.
TEACHER TALK
Scaffolding is temporary support
given as students learn a new skill.
Scaffolded instruction includes direct
explanations, crutches, and other
support which is gradually removed
as skills are mastered.
Be sure to schedule
time for students to
work on the unit
inquiry project "Natural
Wonders." This week students
conduct information searches for
text and images to help them answer
their questions.
Looking Ahead
Looking Ahead
LEWIS AND CLARK AND ME
Lewis and Clark
The Long Trip West
Pages 44–61
  • Preview and read Lewis and Clark and Me
  • Challenge Activity, TR4
Pages LR10–12
  • Preview and read
    Below-Level Reader
  • Practice Author's Purpose
  • Practice Lesson Vocabulary
Pages LR13–15
  • Preview and read On-Level Reader
  • Practice Author's Purpose
  • Practice Lesson
    Vocabulary
DAY 1
Advanced
Strategic Intervention
On-Level
Two Great Rivers
LEWIS AND CLARK AND ME
LEWIS AND CLARK AND ME
Pages LR16–18
  • Preview Advanced Reader
  • Challenge Activity, TR4
Pages 44–53
  • Preview and read or listen to Lewis and Clark and Me
  • Strategic Intervention Support
Pages 44–59
  • Preview and read Lewis and Clark and Me
DAY 2
Advanced
Strategic Intervention
On-Level
Two Great Rivers
LEWIS AND CLARK AND ME
LEWIS AND CLARK AND ME
Pages LR16–18
  • Read Advanced Reader
  • Challenge Activity, TR4
  • Check Retelling,
    p. 61
  • Selection Test,
    pp. 5–8
Pages 54–61
  • Read or listen to Lewis and Clark and Me
  • Strategic Intervention Support
  • Selection Test,
    pp. 5–8
Pages 44–61
  • Read Lewis and Clark and Me
  • Selection Test,
    pp. 5–8
DAY 3
Advanced
Strategic Intervention
On-Level
They Traveled with Lewis and Clark
They Traveled with Lewis and Clark
They Traveled with Lewis and Clark
Pages 62–65
  • Read "They Traveled with Lewis and Clark"
  • Challenge Activity, TR5
Pages 62–65
  • Read or listen to "They Traveled with Lewis and Clark"
Pages 62–65
  • Read "They Traveled with Lewis and Clark"
DAY 4
Advanced
Strategic Intervention
On-Level
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 Author's
    Purpose, p. 65b
  • Self-Selected
    Reading, TR38–39