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Daily Plan AT A GLANCE
Reading
Whole Group
  • Oral Language
  • Phonics
  • Comprehension/Vocabulary
Group Time
Differentiated
Instruction
Meet with small groups to
provide:
  • Skill Support
  • Reading Support
  • Fluency Practice
A Day's Work
What Is a Weed?
Sarah's Choice
The Boy Who Cried Wolf
The Song Makers Go to Salem
Decodable Reader 7: From Farm to Table
Read
This week's lessons for daily group time can be found
behind the Differentiated Instruction (DI) tab on
pp. DI•12–DI•21.
Whole Group
  • Fluency
Language Arts
  • Grammar
  • Writing
  • Spelling
  • Research/Inquiry
  • Speaking/Listening/Viewing
Use My Sidewalks on Reading
Street for Tier III intensive
reading intervention.
Take It to the NET ONLINE
Sharon Vaughn
For ideas and activities for English-
language learners, see the article
"Storybook Reading" by P. Hickman,
S. Pollard-Durodola, and Scott
Foresman author S. Vaughn.
TEACHER TALK
Fluency is the ability to read words and connected text rapidly, accurately, and smoothly. Fluency may be measured in words correct per minute.
Be sure to schedule
time for students
to work on the
unit inquiry project,
"A Book of Solutions." This week students look for information that can help them answer their questions.
Looking Ahead
Group-Time Survival Guide
Group-Time Survival Guide
  p. 24, Weekly Contract
Small Group Plan for Differentiated Instruction
1
2
3
Begin with whole class skill and strategy instruction.
Meet with small groups to provide differentiated instruction.
Gather the whole class back together for fluency and language arts.
DAY 1
Independent Activities
Advanced
Strategic Intervention
On-Level
Independent Activities
 While you meet with small groups, have the rest of the class…
  • Visit the Reading/Library Center
  • Listen to the Background Building Audio
  • Finish Write to Read, p. 174
  • Complete Practice Book 3.1 pp. 63–64
  • Visit Cross-Curricular Centers
Teacher-Led
Page DI•13
  • Develop Concept Vocabulary
  • Read On-Level Reader The Boy Who Cried Wolf
Teacher-Led
Page DI•12
  • Preteach Syllable Patterns
  • Read Decodable Reader 7
  • Read Below-Level
    Reader Sarah's Choice
Teacher-Led
Page DI•13
  • Read Advanced Reader The Song Makers Go to Salem
  • Independent Extension Activity
DAY 2
Independent Activities
Advanced
Strategic Intervention
On-Level
Independent Activities
 While you meet with small groups, have the rest of the class…
  • Visit the Reading/Library Center
  • Listen to the AudioText for A Day's Work
  • Finish Words to Write, p. 177
  • Complete Practice Book 3.1
    pp. 65–66, 69
  • Write in their Strategy Response Logs, pp. 178, 185
  • Visit Cross-Curricular Centers
  • Work on inquiry projects
Teacher-Led
Pages 180–185
  • Read A Day's Work
Teacher-Led
Page DI•14
  • Practice Lesson Vocabulary
  • Read Multisyllabic Words
  • Read or Listen to A Day's Work
Teacher-Led
Page DI•15
  • Extend Vocabulary
  • Read A Day's Work
DAY 3
Independent Activities
Advanced
Strategic Intervention
On-Level
Independent Activities
 While you meet with small groups, have the rest of the class…
  • Visit the Reading/Library Center
  • Listen to the AudioText for A Day's Work
  • Write in their Strategy Response Logs, p. 190
  • Finish Look Back and Write,
    p. 192
  • Complete Practice Book 3.1
    p. 67
  • Visit Cross-Curricular Centers
  • Work on inquiry projects
Teacher-Led
Pages 186–191
  • Read A Day's Work
Teacher-Led
Page DI•16
  • Practice Character and Visualize
  • Read or Listen to A Day's Work
Teacher-Led
Page DI•17
  • Extend Character and Visualize
  • Read A Day's Work
DAY 4
Independent Activities
Advanced
Strategic Intervention
On-Level
Independent Activities
 While you meet with small groups, have the rest of the class…
  • Visit the Reading/Library Center
  • Listen to the AudioText for “What Is a Weed?”
  • Visit the Writing and Vocabulary Centers
  • Finish Writing Across Texts,
    p. 197
  • Visit Cross-Curricular Centers
  • Work on inquiry projects
Teacher-Led
Pages 194–197
  • Read “What Is a Weed?”
Teacher-Led
Page DI•18
  • Practice Retelling
  • Read or Listen to “What Is a Weed?”
Teacher-Led
Page DI•19
  • Read “What Is a Weed?”
  • Genre Study
DAY 5
Independent Activities
Advanced
Strategic Intervention
On-Level
Independent Activities
 While you meet with small groups, have the rest of the class…
  • Visit the Reading/Library Center
  • Complete Practice Book 3.1
    pp. 68, 70
  • Visit Cross-Curricular Centers
  • Work on inquiry projects
Teacher-Led
Page DI•21
  • Reread Leveled Reader The Boy Who Cried Wolf
  • Retell The Boy Who Cried Wolf
Teacher-Led
Page DI•20
  • Reread Leveled Reader Sarah's Choice
  • Retell Sarah's Choice
Teacher-Led
Page DI•21
  • Reread Leveled Reader The Song Makers Go to Salem
  • Share Extension Activity
Grouping Place English language learners in the groups that correspond to their reading abilities in English.
Use the appropriate Leveled Reader or other text at students' instructional level.
Tip Send home the appropriate Multilingual Summary of the
main selection on Day 1.
ELL