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STRATEGY WORD STRUCTURE Word structure is the way that parts of a word are put together. For example, many verbs end in -ing. When you come across an unknown word that ends in -ing, look at the base word. Knowing the base word can help you figure out the meaning of the word.
| LESSON VOCABULARY |
| attention |
glaring |
| complained |
looping |
| drifting |
struggled |
| giggle |
swooping |
SKILL CAUSE AND EFFECT A cause is a fact that tellswhy 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, however, the author doesn't
use a clue word to signal a cause or effect.
STRATEGY ANSWER QUESTIONS To figure out
causes and effects when you're reading, answer
questions. To figure out an effect, answer the
question "What happened?" To find the cause,
answer the question, "Why did it happen?"
SKILL ACCURACY AND APPROPRIATE PACE/RATE Accuracy is identifying words correctly as you read, and reading without omitting words or substituting words. When you read at an appropriate pace and rate, you don't read too fast or too slowly. You read at a speed that makes the words and sentences clear and understandable.
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—accuracy and appropriate pace/rate. Provide feedback for each student. DAY 5 35a
PRACTICE/APPLY
- Echo Reading Read aloud selected paragraphs from "Dancing in the Wings," having students notice the rate at which you are reading. Then practice as a class by doing three echo readings of the paragraphs.
DAY 2 35a, DAY 3 35a
- Choral Reading Have the class practice appropriate pace/rate with choral readings.
DAY 3 35a
- Paired Reading Have partners take turns reading aloud with accuracy at an appropriate rate, offering each other feedback. As students reread, monitor their progress toward their individual fluency goals.
DAY 4 35a
- Listening Center Have students follow along with the AudioText for this week's selections. ANY DAY 12j
- Reading/Library Center Have students reread a selection of their choice. ANY DAY 12j
- Fluency Coach Have students use Fluency Coach to listen to fluent readings or practice reading on their own. ANY DAY
How can being unique sometimes make a person lonely?
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 14b- Vocabulary Strategy Lesson
Use the vocabulary strategy lesson in the Student Edition to introduce and model this week's strategy, word structure. DAY 2 14–15
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 Wings.
DAY 2 16–23,
DAY 3 24–28
- Vocabulary Center
Create two-syllable words
using word structure.
ANY DAY 12j
- Homework Practice
Book 3.2
pp. 4–5. DAY 1 14b,
DAY 2 15
- Word Play Have partners use reference sources to make lists of words that have to do with flying and include the words' meanings. Students can illustrate their favorite flying words. ANY DAY 35c
TEACH
- Skill/Strategy Lesson
Use the skill/strategy
lesson in the Student
Edition to introduce and
model cause and effect
and answering questions.
DAY 1 12–13
- Extend Skills Teach figurative
language.
ANY DAY 35b
PRACTICE/APPLY
- Leveled Text Apply
cause and effect and
answering questions to
read leveled text.
DAY 1 LR1–LR9
- Skills and Strategies in
Context Read Wings,
using the Guiding
Comprehension questions
to apply cause and effect
and answering questions.
DAY 2 16–23,
DAY 3 24–28
- Skills and Strategies in
Context Read "Beauty
and the Beast," guiding
students as they apply
cause and effect and
answering questions.
Then have students
discuss and write across
texts. DAY 4 30–35
- Homework Practice
Book 3.2
pp. 3, 7, 8. DAY 1 13,
DAY 3 27,
DAY 5 35b
- Fresh Reads for Differentiated Test
Practice Have students practice cause and
effect with a new passage. DAY 3
ASSESS
- Selection Test Determine students' understanding of the selection and their use of cause and effect. DAY 3
- Retell Have students retell Wings.
DAY 3 28–29
RETEACH/REVIEW
- Reteach Lesson If necessary, use this lesson to reteach and review word structure. DAY 5 35c
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 being unique. Post the question for students to refer to throughout the week. DAY 1 12d
- Read Aloud Read aloud "Dancing in the Wings." Then begin a web to build concepts and concept vocabulary related to this week's lesson and the unit theme, One of a Kind. Introduce the concept words audition, flail, and potential and have students place them on the web. Display the web for use throughout the week. DAY 1 12l–12m
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 12d–12e
- Concept Vocabulary Web Revisit the
Being Unique Concept Web and encourage
students to add concept words from their
reading and life experiences. DAY 2 23,
DAY 3 27
CONNECT
- Looking Back/Moving Forward Revisit the Being Unique 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 35c
CHECK
- Concept Vocabulary Web Use the Being Unique Concept Web to check students' understanding of the concept vocabulary words audition, flail, and potential. DAY 1 12l, DAY 5 35c
TEACH
- Read Aloud Model fluent reading by rereading "Dancing in the Wings." Focus on this week's fluency skill, accuracy and appropriate pace/rate. DAY 1 12l–12m, 35a
RETEACH/REVIEW
- Reteach Lesson If necessary, reteach and review cause and effect. DAY 5 35b
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