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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 Echo Reading,
Partner Reading, p. 559a
MORE READING FOR Group Time
Let's Get to Know the IncasPompeii, The Lost CityMeet the Maya
Advanced
On-Level
Below-Level
Take It to the NET ONLINE
Connie Juel
For research on word identification,
see the article "The Role of Orthographic Redundancy..." by
Scott Foresman author Connie Juel
and R. L. Solso.
TEACHING Tip Don't lose
your Masters.
Write a red M on
the top of each Master before
making copies. This way you
won't accidentally hand out the
original to a student.
TEACHER TALK
Modeling reading skills is done
by thinking aloud as one reads,
to make clear the strategies a
reader uses to comprehend text.
Be sure to schedule
time for students to
work on the unit
inquiry project "Great
Adventures in History." This
week students conduct information
searches for text and images to help them answer their questions.
Looking Ahead
Cross-Curricular Centers
pp. 538j–538k
  • Listening
  • Reading/Library
  • Art
  • Writing/Vocabulary
  • Social Studies
  • Technology
Homework
Practice Book, pp. 211–220
Spelling Practice Book,
pp. 85–88 Grammar and Writing Practice Book, pp. 85–88
Strategy Response Log
See the Planner for Daily Writing prompts pp. 538d–538e
LOST CITY
Pompeii, The Lost City
Let's Get to Know the Incas
  • Preview and read Lost City
  • Challenge Activity, TR4
  • Preview and read Below- Level Reader
  • Practice Compare and Contrast
  • Practice Lesson Vocabulary
  • Preview and read On- Level Reader
  • Practice Compare and Contrast
  • Practice Lesson Vocabulary
DAY 1
Advanced
Strategic Intervention
On-Level
Meet the Maya
LOST CITY
LOST CITY
  • Preview Advanced Reader
  • Challenge Activity, TR4
  • Preview and read or listen to Lost City
  • Strategic Intervention Support
  • Preview and read Lost City
DAY 2
Advanced
Strategic Intervention
On-Level
Meet the Maya
LOST CITY
LOST CITY
  • Read Advanced Reader
  • Challenge Activity, TR4
  • Check Retelling,
    p. 555
  • Selection Test,
    pp. 85–88
  • Read or listen to Lost City
  • Strategic Intervention Support
  • Selection Test,
    pp. 85–88
  • Read Lost City
  • Selection Test, pp. 85–88
DAY 3
Advanced
Strategic Intervention
On-Level
Riding the Rails to Machu Picchu
Riding the Rails to Machu Picchu
Riding the Rails to Machu Picchu
  • Read "Riding the Rails to Machu Picchu"
  • Challenge Activity, TR5
  • Read or listen to "Riding the Rails to Machu Picchu"
  • Read "Riding the Rails to Machu Picchu"
DAY 4
Advanced
Strategic Intervention
On-Level
  • Fluency Practice
  • Reteach Compare
    and Contrast,
    p. 559b
  • 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