Scott Foresman Reading Street

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ORAL LANGUAGE

VOCABULARY

COMPREHENSION

FLUENCY

STRATEGY

WORD STRUCTURE
A compound word is a long word made from two smaller words. You may be able to use the two small words to help you figure out the meaning of the longer compound word. For example, the compound word goatseller is made from the two small words goat and seller. A goatseller is a person who sells goats.

LESSON VOCABULARY
carpenter	merchant
carpetmaker	plenty
knowledge	straying
marketplace	thread

SKILL SEQUENCE Sequence is the order in which

things happen in a story—what happens first, next, and last. Sometimes a writer uses clue words like first, next, and in the morning. Sometimes a writer does not; then you can tell the order by picturing in your mind what is happening.

STRATEGY SUMMARIZE Good readers summarize

what happens as they read a story. When you summarize, you tell the important events in the order that they happened. This will help you remember what you're reading.

SKILL APPROPRIATE PACE/RATE Appropriate pace and rate means that you don't read too fast or too slow. You read at a rate that makes understanding the words and sentences easy.

ASSESS

Selection Test Use the Selection Test to determine students’ understanding of the lesson vocabulary words. DAY 3

ASSESS

Check Fluency WCPM Do a one-minute timed reading, paying special attention to this week’s skill—appropriate pace/rate. Provide feedback for each student. DAY 5 63a

PRACTICE/APPLY

Choral Reading Read aloud selected paragraphs from What About Me? emphasizing appropriate rate. Then practice as a class, doing three choral readings.
DAY 2 63a
Echo Reading Have students echo read paragraphs from What About Me? with you. DAY 3 63a
Partner Reading Have partners practice reading aloud, reading with appropriate rate and offering each other feedback. As students reread, monitor their progress toward their individual fluency goals. DAY 4 63a
Listening Center Have students follow along with the AudioText for this week's selections. ANY DAY 42j
Reading/Library Center Have students reread a selection of their choice. ANY DAY 42j
Fluency Coach Have students use Fluency Coach to listen to fluent readings or practice reading on their own. ANY DAY

How would we get what we need without money?

TEACH

Words to Know Give
students the opportunity to
tell what they already know
about this week’s lesson
vocabulary words. Then
discuss word meaning.
DAY 1 44b
Vocabulary Strategy Lesson Use the vocabulary strategy lesson in the Student Edition to introduce and model this week’s strategy, word structure. DAY 2 44–45

PRACTICE/APPLY

Leveled Text Read the
lesson vocabulary in the
context of leveled text.
DAY 1 LR10–LR18
Words in Context Read
the lesson vocabulary and
apply word structure in
the context of What
About Me? DAY 2 46–53,
DAY 3 54–60
Vocabulary Center Make
a picture dictionary for
interesting words from
What About Me? ANY
DAY 42j
Homework Practice Book 3.1
pp. 14–15. DAY 1 44b, DAY 2 45
Word Play Have partners use reference sources to make lists of compound words and their definitions. Students can illustrate their favorite words. ANY DAY 63c

CONCEPT VOCABULARY
barter	exchange	precious

TEACH

Skill/Strategy Lesson Use
the skill/strategy lesson in the
Student Edition to introduce
and model sequence and
summarize. DAY 1 42–43
Extend Skills Teach word
choice. ANY DAY 63b

PRACTICE/APPLY

Leveled Text Apply
sequence and
summarization to read
leveled text.
DAY 1 LR10–LR18
Skills and Strategies in
Context Read What About
Me? using the Guiding
Comprehension questions
to apply sequence and
summarize. DAY 2 46–53,
DAY 3 54–60
Skills and Strategies in
Context Read "Ben
Franklin's Little Words to
Live By," guiding students
as they apply sequence
and summarize. Then have
students discuss and write
across texts. DAY 4 62–63
Homework Practice Book 3.1 pp. 13, 17, 18. DAY 1 43, DAY 3 59, DAY 5 63b
Fresh Reads for Differentiated Test Practice Have students practice sequence with a new passage. DAY 3

ASSESS

Selection Test Determine students' understanding of the selection and their use of sequence. DAY 3
Retell Have students retell What About Me? DAY 3 60–61

RETEACH/REVIEW

Reteach Lesson If necessary, use this
lesson to reteach and review word structure.
DAY 5 63c

BUILD

Question of the Week Introduce and discuss the question of the week. This week students will read a variety of texts and work on projects related to the concept getting what we need. Post the question for students to refer to throughout the week. DAY 1 42d
Read Aloud Read aloud "The Story of Money." Then begin a web to build concepts and concept vocabulary related to this week's lesson and the unit theme, Dollars and Sense. Introduce the concept words barter, exchange, and precious and have students place them on the web. Display the web for use throughout the week. DAY 1 42l–42m

DEVELOP

Question of the Day Use the prompts from the Weekly Plan to engage students in conversations related to this week's reading and the unit theme. EVERY DAY 42d–42e
Concept Vocabulary Web Revisit the
Getting What We Need Concept Web and
encourage students to add concept words
from their reading and life experiences.
DAY 2 53, DAY 3 59

CONNECT

Looking Back/Moving Forward Revisit the Getting What We Need Concept Web and discuss how it relates to this week's lesson and the unit theme. Then make connections to next week's lesson. DAY 5 63c

CHECK

Concept Vocabulary Web Use the Getting What We Need Concept Web to check students' understanding of the concept vocabulary words barter, exchange, and precious. DAY 1 42l DAY 5 63c

TEACH

Read Aloud Model fluent reading by rereading "The Story of Money." Focus on this week's fluency skill, appropriate pace/rate. DAY 1 42l–42m, 63a

RETEACH/REVIEW

Reteach Lesson If necessary, reteach and review sequence. DAY 5 63b