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STRATEGY WORD STRUCTURE Word structure is the way that parts of a word are put together. For example, some words are compounds. With a compound word you can see two smaller words that will help you read the compound word.
| LESSON VOCABULARY |
| average |
peak |
| depth |
tides |
| deserts |
waterfalls |
| outrun |
|
SKILL COMPARE AND CONTRAST To compare meansto tell how two or more things are alike. To contrast means to tell how two or more things are different.
STRATEGY ASK QUESTIONS To compare and contrast,
ask questions while you are reading. As you read, ask, "How are these things alike? How are they different? What do I already know about these things?"
SKILL READ SILENTLY Reading silently means reading only to yourself. When you read silently, you correct yourself when you make a mistake, or reread if something doesn't make sense.
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—reading silently. Provide feedback for each student. DAY 5 59a
PRACTICE/APPLY
- Silent Reading Read aloud selected paragraphs from "Animal Olympics," having students notice how you block out outside stimuli as well as the accuracy with which you read. Then practice as a class by having students read the paragraphs silently. DAY 2 59a, DAY 3 59a
- Silent Reading Have students practice reading silently, remembering the help received from partners on Day 3. As students reread, monitor their progress toward their individual fluency goals. DAY 4 59a
- Listening Center Have students follow along with the AudioText for this week's selections.
ANY DAY 36j
- Reading/Library Center Have students reread a selection of their choice. ANY DAY 36j
- Fluency Coach Have students use Fluency Coach to listen to fluent readings or practice reading on their own. ANY DAY
Why do nature's record holders fascinate us?
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 38b- Vocabulary Strategy Lesson Use the vocabulary strategy lesson in the Student Edition to introduce and model this week's strategy, word structure. DAY 2 38–39
PRACTICE/APPLY
- Leveled Text Read the
lesson vocabulary in the
context of leveled text.
DAY 1 LR10–LR18
- Words in Context Read
the lesson vocabulary
and apply word structure
in the context of Hottest,
Coldest, Highest,
Deepest. DAY 2 40–47,
DAY 3 48–54
- Vocabulary Center
Create a crossword
puzzle. ANY DAY 36j
- Homework Practice Book 3.2 pp. 14–15.
DAY 1 38b, DAY 2 39
- Word Play Have partners use reference sources to make lists of geography terms and their definitions. Students can then find specific examples of the geography terms. ANY DAY 59c
plunge |
streamlined |
weightlifters |
TEACH
- Skill/Strategy Lesson
Use the skill/ strategy
lesson in the Student
Edition to introduce and
model compare and
contrast and ask
questions. DAY 1 36–37
- Extend Skills Teach graphic
sources. ANY DAY 59b
PRACTICE/APPLY
- Leveled Text Apply
compare and contrast
and asking questions to
read leveled text.
DAY 1 LR10–LR18
- Skills and Strategies in
Context Read Hottest,
Coldest, Highest, Deepest,
using the Guiding
Comprehension
questions to apply compare
and contrast and ask
questions. DAY 2 40–47,
DAY 3 48–54
- Skills and Strategies in
Context Read "Great and
Small," guiding students
as they apply compare
and contrast and ask
questions. Then have
students discuss and
write across texts.
DAY 4 56–59
- Homework Practice Book 3.2 pp. 13, 17, 18.
DAY 1 37, DAY 3 53, DAY 5 59b
- Fresh Reads for Differentiated Test
Practice Have students practice compare and contrast with a new passage. DAY 3
ASSESS
- Selection Test Determine students' understanding of the selection and their use of compare and contrast. DAY 3
- Retell Have students retell Hottest, Coldest, Highest, Deepest. DAY 3 54–55
RETEACH/REVIEW
- Reteach Lesson If necessary, use this lesson to reteach and review word structure. DAY 5 59c
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 mosts. Post the question for students to refer to throughout the week. DAY 1 36d
- Read Aloud Read aloud "Animal Olympics." 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 plunge, streamlined, and weightlifters and have students place them on the web. Display the web for use throughout the week. DAY 1
36l–36m
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 36d–36e
- Concept Vocabulary Web Revisit the Mosts Concept Web and encourage students to add concept words from their reading and life experiences. DAY 2 47, DAY 3 53
CONNECT
- Looking Back/Moving Forward Revisit the
Mosts 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 59c
CHECK
- Concept Vocabulary Web Use the Mosts Concept Web to check students' understanding of the concept vocabulary words plunge, streamlined, and weightlifters. DAY 1 36l, DAY 5 59c
TEACH
- Read Aloud Model fluent reading by rereading "Animal Olympics." Focus on this week's fluency skill, reading silently. DAY 1 36l–36m, 59a
RETEACH/REVIEW
- Reteach Lesson If necessary, reteach and review compare and contrast. DAY 5 59b
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