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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
Hottest, Coldest, Highest, Deepest
Great and Small
Measuring the Weather
Getting the Lay of the Land
Fastest, Longest, Biggest, Lightest
Decodable Reader 17: Whirling Girl
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
Connie Juel
For ideas on phonics for strategic intervention, see the article "Learning
to Read Words" by Scott Foresman
author C. Juel and C. Minden-Cupp.
TEACHER TALK
Text structure is the organization of a text. Structures include sequence, story structure (plot), compare/contrast, problem/solution, and so on.
Be sure to schedule
time for students
to work on the
unit inquiry project
"A Person of Interest." Students look
for text and images that can help them answer their questions.
Group-Time Survival Guide
Group-Time Survival Guide
  p. 34, 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. 36
  • Complete Practice Book 3.2,
    pp. 13–14
  • Visit Cross-Curricular Centers
Teacher-Led
Page DI•13
  • Develop Concept Vocabulary
  • Read On-Level Reader Getting the Lay of the Land
Teacher-Led
Page DI•12
  • Preteach r-Controlled Vowels
  • Read Decodable Reader 17
  • Read Below-Level
    Reader Measuring the Weather
Teacher-Led
Page DI•13
  • Read Advanced Reader Fastest, Longest, Biggest …
  • 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 Hottest, Coldest …
  • Finish Words to Write, p. 39
  • Complete Practice Book 3.2,
    pp. 15–16, 19
  • Write in their Strategy Response Logs, pp. 40, 47
  • Visit Cross-Curricular Centers
  • Work on inquiry projects
Teacher-Led
Pages 42–47
  • Read Hottest, Coldest, Highest, Deepest
Teacher-Led
Page DI•14
  • Practice Lesson Vocabulary
  • Read Multisyllabic Words
  • Read or Listen to Hottest, Coldest, Highest, Deepest
Teacher-Led
Page DI•15
  • Extend Vocabulary
  • Read Hottest, Coldest, Highest, Deepest
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 Hottest, Coldest, Highest, Deepest
  • Write in their Strategy
    Response Logs, p. 52
  • Finish Look Back and Write,
    p. 54
  • Complete Practice Book 3.2,
    p. 17
  • Visit Cross-Curricular Centers
  • Work on inquiry projects
Teacher-Led
Pages 48–53
  • Read Hottest, Coldest, Highest, Deepest
Teacher-Led
Page DI•16
  • Practice Compare and Contrast and Ask Questions
  • Read or Listen to Hottest, Coldest, Highest, Deepest
Teacher-Led
Page DI•17
  • Extend Compare and Contrast and Ask Questions
  • Read Hottest, Coldest, Highest, Deepest
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 "Great and Small"
  • Visit the Writing and Vocabulary Centers
  • Finish Writing Across Texts,
    p. 59
  • Visit Cross-Curricular Centers
  • Work on inquiry projects
Teacher-Led
Pages 56–59
  • Read "Great and Small"
Teacher-Led
Page DI•18
  • Practice Retelling
  • Read or Listen to "Great and Small"
Teacher-Led
Page DI•19
  • Read "Great and Small"
  • 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 3.2,
    pp. 18, 20
  • Visit Cross-Curricular Centers
  • Work on inquiry projects
Teacher-Led
Page DI•21
  • Reread Leveled Reader Getting the Lay of the Land
  • Retell Getting the Lay of the Land
Teacher-Led
Page DI•20
  • Reread Leveled Reader Measuring the Weather
  • Retell Measuring the Weather
Teacher-Led
Page DI•21
  • Reread Leveled Reader Fastest, Longest, Biggest, Lightest
  • 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