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Customize Your Plan by Strand
1
Use assessment data to determine your instructional focus.
2
Preview this week’s instruction by strand.
3
Choose instructional activities that meet the needs of your classroom.
ORAL LANGUAGE
VOCABULARY
COMPREHENSION
FLUENCY
Science
Target Skill STRATEGY
WORD STRUCTURE
Word structure means the way that parts of a word are put together. For example, the ending -s is often added to a noun to make it plural, or mean more than one. When you come across a word you don't know, look closely to see if the word has an -s ending that means more than one. Try to use the ending to help you figure out the meaning of the word.
LESSON VOCABULARY
beauty
humor
blooming
recognizing
bulbs
showers
doze
sprouting
Target Skill SKILL CAUSE AND EFFECT A cause is a fact that tells
why something happened. The word because is often a signal of a cause. An effect is a fact that tells what happened. The word so often signals an effect. Sometimes a cause has more than one effect. An effect can have more than one cause.
Target Skill STRATEGY STORY STRUCTURE A story's structure is the
way that events are arranged in the story. Good
readers use a story's structure to find causes and
effects. Every story's structure has a beginning, a
middle, and an end. Events happen all along the way,
with one event leading to, or causing, the next.
SKILL EXPRESSION/INTONATION Reading with expression means reading the words as if you were the character. Intonation means that you use different tones of voice and pitch as you read.
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—expression/intonation.
    Provide feedback for each student.
    DAY 5 303a
PRACTICE/APPLY
  • Choral Reading Read aloud selected
    paragraphs from The Gardener, emphasizing
    the changing tone in your voice as you read
    the different parts of the letter. Have students
    practice as a class, doing three choral
    readings.
    DAY 2 303a, DAY 3 303a
  • Partner Reading Have partners practice
    reading with proper expression and intonation
    and offer each other feedback. As students
    reread, monitor their progress toward their
    individual fluency goals.
    DAY 4 303a
  • Listening Center Have students follow
    along with the AudioText for this week's
    selections.
    ANY DAY 280j
  • Reading/Library Center Have students
    reread a selection of their choice.
    ANY
    DAY
    280j
  • Fluency Coach Have students use Fluency
    Coach to listen to fluent readings or practice
    reading on their own.
    ANY DAY
Concept Development
How can gardens enrich our lives?
Vocabulary Strategy Lesson
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 282b
  • Vocabulary Strategy
    Lesson
    Use the vocabulary
    strategy lesson in the Student
    Edition to introduce and model this week's strategy, word structure.
    DAY 2 282–283
PRACTICE/APPLY
  • Leveled Text Read the
    lesson vocabulary in the
    context of leveled text.
    DAY 1 LR1–LR9
  • Words in Context Read
    the lesson vocabulary and
    apply word structure in the
    context of The Gardener.
    DAY 2 284–291, DAY 3
    292–298
  • Vocabulary Center Use
    context clues to write
    definitions of idioms

    ANY DAY
    280j
  • Homework Practice Book 3.1
    pp. 104–105.
    DAY 1 282b, DAY 2 283
  • Word Play Have partners use reference
    sources to make lists of flowers and their
    Latin names. Students can illustrate their
    favorite flowers.
    ANY DAY 303c
Leveled Readers
Main Selection—Fiction
CONCEPT VOCABULARY
encouraging preparations soup kitchen
TEACH
  • Skill/Strategy Lesson
    Use the skill/strategy
    lesson in the Student
    Edition to introduce and
    model cause and effect
    and story structure.
    DAY 1 280–281
  • Extend Skills Teach steps
    in a process.
    ANY DAY 303b
Skill/Strategy Lesson
PRACTICE/APPLY
  • Leveled Text Apply cause
    and effect
    and story
    structure
    to read leveled
    text.
    DAY 1 LR1–LR9
  • Skills and Strategies in
    Context
    Read The
    Gardener
    , using the
    Guiding Comprehension
    questions to apply cause
    and effect
    and story
    structure
    .
    DAY 2 284–291
    DAY 3 292–298
  • Skills and Strategies in
    Context
    Read "Worms at
    Work," guiding students as
    they apply cause and effect
    and story structure. Then
    have students discuss and
    write across texts.
    DAY 4
    300–303
  • Homework Practice
    Book 3.1 pp. 103, 107, 108.
    DAY 1 281, DAY 3 297, DAY 5 303b
  • Fresh Reads for Differentiated Test
    Practice
    Have students practice cause and
    effect
    with a new passage.
    DAY 3
Leveled Readers
Main Selection—Fiction
Paired Selection—Nonfiction
ASSESS
  • Selection Test Determine students'
    understanding of the selection and their
    use of cause and effect.
    DAY 3
  • Retell Have students retell The Gardener.
    DAY 3
    298–299
RETEACH/REVIEW
  • Reteach Lesson If necessary, use this
    lesson to reteach and review word structure.
    DAY 5 303c
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 gardens
    enriching lives.
    Post the question for students
    to refer to throughout the week.
    DAY 1 280d
  • Read Aloud Read aloud "Eat Your
    Vegetables." Then begin a web to build
    concepts and concept vocabulary related to
    this week's lesson and the unit theme,
    People and Nature. Introduce the concept
    words encouraging, preparations, and soup
    kitchen
    and have students place them on
    the web. Display the web for use throughout
    the week.
    DAY 1 280l–280m
Concept Vocabulary Web
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 280d–280e
  • Concept Vocabulary Web Revisit the
    Gardens Enriching Our Lives Concept Web
    and encourage students to add concept
    words from their reading and life experiences.
    DAY 3 293, 297
CONNECT
  • Looking Back/Moving Forward Revisit the
    Gardens Enriching Lives 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 303c
CHECK
  • Concept Vocabulary Web Use the
    Gardens Enriching Lives Concept Web to
    check students' understanding of the
    concept vocabulary words encouraging,
    preparations,
    and soup kitchen.
    DAY 1 280l
    DAY 5
    303c
TEACH
  • Read Aloud Model fluent reading by
    rereading "Eat Your Vegetables." Focus on
    this week's fluency skill, expression/intonation.
    DAY 1 280l–280m, 303a

RETEACH/REVIEW
  • Reteach Lesson If necessary, reteach and
    review cause and effect.
    DAY 5 303b