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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 Symphony of Whales
He Listens to Whales
Rescuing Stranded Whales
A Day with the Dogs
Whales and Other Animal Wonders
Decodable Reader 14: The Chess Club
Read
This week's lessons for daily group time can be found
behind the Differentiated Instruction (DI) tab on
pp. DI•32–DI•41.
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
P. David Pearson
For ideas on effective reading instruction, see the article "Effective Schools/Accomplished Teachers" by
B. Taylor, Scott Foresman author
P. David Pearson, and others.
TEACHER TALK
An idiom is a phrase that cannot be understood from the ordinary meaning of the words that form it, such as "hold your tongue." Idioms are especially difficult for English language learners.
Be sure to schedule
time for students to
work on the unit
inquiry, "Environmental
Change." This week students will combine relevant information to develop answers to their questions.
Group-Time Survival Guide
Group-Time Survival Guide
  p. 31, Weekly Contract
Looking Ahead
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. 354
  • Complete Practice Book 3.1
    pp. 133–134
  • Visit Cross-Curricular Centers
Teacher-Led
Page DI•33
  • Develop Concept Vocabulary
  • Read On-Level Reader A Day with the Dogs
Teacher-Led
Page DI•32
  • Preteach Suffixes
    -ly, -ful, -ness, -less
  • Read Decodable Reader 145
  • Read Below-Level
    Reader Rescuing Stranded Whales
Teacher-Led
Page DI•33
  • Read Advanced Reader Whales and Other Animal Wonders
  • 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 Symphony …
  • Finish Words to Write, p. 357
  • Complete Practice Book 3.1
    pp. 135–136, 139
  • Write in their Strategy Response Logs, pp. 358, 367
  • Visit Cross-Curricular Centers
  • Work on inquiry projects
Teacher-Led
Pages 360–367
  • Read A Symphony of Whales
Teacher-Led
Page DI•34
  • Practice Lesson Vocabulary
  • Read Multisyllabic Words
  • Read or Listen to A Symphony of Whales
Teacher-Led
Page DI•35
  • Extend Vocabulary
  • Read A Symphony
    of Whales
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 Symphony of Whales
  • Write in their Strategy Response Logs, p. 372
  • Finish Look Back and Write,
    p. 374
  • Complete Practice Book 3.1
    p. 137
  • Visit Cross-Curricular Centers
  • Work on inquiry projects
Teacher-Led
Pages 368–373
  • Read A Symphony of Whales
Teacher-Led
Page DI•36
  • Practice Generalize and Answer Questions
  • Read or Listen to A Symphony of Whales
Teacher-Led
Page DI•37
  • Extend Generalize and Answer Questions
  • Read A Symphony of Whales
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 "He Listens to Whales"
  • Visit the Writing and Vocabulary Centers
  • Finish Writing Across Texts,
    p. 379
  • Visit Cross-Curricular Centers
  • Work on inquiry projects
Teacher-Led
Pages 376–379
  • Read "He Listens to Whales"
Teacher-Led
Page DI•38
  • Practice Retelling
  • Read or Listen to "He Listens to Whales"
Teacher-Led
Page DI•39
  • Read "He Listens to Whales"
  • 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. 138, 140
  • Visit Cross-Curricular Centers
  • Work on inquiry projects
Teacher-Led
Page DI•41
  • Reread Leveled Reader A Day with the Dogs
  • Retell A Day with the Dogs
Teacher-Led
Page DI•40
  • Reread Leveled Reader Rescuing Stranded Whales
  • Retell Rescuing Stranded Whales
Teacher-Led
Page DI•41
  • Reread Leveled Reader Whales and Other Animal Wonders
  • 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