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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, sometimes when you are reading, you may come across an unfamiliar word that ends in -ed. The ending -ed is usually added to a verb. Look at the base word; you may be able to figure out the meaning.
LESSON VOCABULARY
clutched reeds
echoed scrambled
gully valley
Target Skill SKILL PLOT AND THEME The plot of a story is what
happens at important points in the story. The theme is the story's "big idea," or what the character learns in the story.
Target Skill STRATEGY GRAPHIC ORGANIZERS A graphic organizer
is a chart that readers make to arrange information
from a story. Active readers use graphic organizers
to help themselves see and understand story
information. There are many kinds of graphic
organizers.
SKILL ACCURACY, APPROPRIATE PACE/RATE, AND EXPRESSION/ INTONATION Reading accurately means reading the words that are there, not omitting words or substituting words. Reading at an appropriate pace and rate means reading at the right speed—not too fast and not too slow. Reading with expression and intonation means reading the words as if you were the character, using different tones of voice to show surprise, happiness, or other emotions.
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, and expression/intonation. Provide feedback for each student. DAY 5 137a
PRACTICE/APPLY
  • Choral Reading Read aloud selected paragraphs from "Eaglet's World," changing the tone of your voice as you read the dialogue. Then practice as a class by doing three choral readings. DAY 2 137a, DAY 3 137a
  • Paired Reading Have partners practice reading aloud at an appropriate pace with accuracy and expression and offering each other feedback. As students reread, monitor their progress toward their individual fluency goals.
    DAY 4 137a
  • Listening Center Have students follow along with the AudioText for this week's selections. ANY DAY 112j
  • Reading/Library Center Have students reread a selection of their choice. ANY DAY 112j
  • Fluency Coach Have students use Fluency Coach to listen to fluent readings or practice reading on their own. ANY DAY
Concept Development
Why might an eagle act like a chicken?
TEACH
  • Vocabulary Strategy LessonWords 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     114b
  • Vocabulary Strategy Lesson
    Use the vocabulary strategy lesson in the Student Edition to introduce and model this week's strategy, word structure.     DAY 2 114–115
PRACTICE/APPLY
  • Leveled Text Read the
    lesson vocabulary in
    the context of leveled text.
    DAY 1     LR37–LR45
  • Words in Context Read
    the lesson vocabulary
    and apply word structure
    in the context of Fly,
    Eagle, Fly!     DAY 2 116–125,
    DAY 3         126–130
  • Vocabulary Center
    Make a crossword puzzle.
    ANY DAY     112j
  • Homework Practice
    Book 3.2 pp. 44–45.
     DAY 1 114b, DAY 2 115
  • Word Play Have partners use reference
    sources to find different words about birds. Students can draw and label pictures of the
    birds.     ANY DAY 137c
Leveled Readers
Main Selection—Fiction
CONCEPT VOCABULARY
coaxed
 frightening
nudged
TEACH
  • Skill/Strategy Lesson
    Use the skill/ strategy
    lesson in the Student
    Edition to introduce and
    model plot and theme
    and graphic organizers.
    DAY 1     112–113
  • Extend Skills Teach author's
    language.     ANY DAY 137b
Skill/Strategy Lesson
PRACTICE/APPLY
  • Leveled Text Apply plot
    and theme     and graphic
    organizers     to read leveled
    text.     DAY 1 LR37–LR45
  • Skills and Strategies in
    Context     Read Fly, Eagle,
    Fly!     using the Guiding
    Comprehension questions
    to apply plot and theme
    and graphic organizers.
     DAY 2 116–125,
    DAY 3         126–130
  • Skills and Strategies in
    Context     Read "Purple
    Coyote," guiding students
    as they apply plot and
    theme     and graphic
    organizers    . Then have
    students discuss and
    write across texts.
    DAY 4     132–137
  • Homework Practice
    Book 3.2 pp. 43, 47, 48.
    DAY 1         113, DAY 3 129,
    DAY 5 137b
  • Fresh Reads for Differentiated Test
    Practice     Have students practice plot and theme with a new passage. DAY 3
Leveled Readers
Main Selection—Fiction
Paired Selection—Fiction
ASSESS
  • Selection Test Determine students' understanding of the selection and their use of plot and theme. DAY 3
  • Retell Have students retell Fly, Eagle, Fly!
    DAY 3         130–131
RETEACH/REVIEW
  • Reteach Lesson If necessary, use this lesson to reteach and review word structure. DAY 5 137c
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 fitting in. Post the question for students to refer to throughout the week. DAY 1 112d
  • Read Aloud Read aloud "Eaglet's World." 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 coaxed, frightening, and nudged and have students place them on the web. Display the web for use throughout the week. DAY 1 112l–112m
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 112d–112e
  • Concept Vocabulary Web Revisit the Fitting In Concept Web and encourage students to add concept words from their reading and life experiences. DAY 2 125, DAY 3 129
CONNECT
  • Looking Back/Moving Forward Revisit the Fitting In 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 137c
CHECK
  • Concept Vocabulary Web Use the Fitting In Concept Web to check students' understanding of the concept vocabulary words coaxed, frightening, and nudged. DAY 1 112l, DAY 5 137c
TEACH
  • Read Aloud Model fluent reading by rereading "Eaglet's World." Focus on this week's fluency skill, accuracy, appropriate pace/rate, and expression/intonation. DAY 1 112l–112m, 137a
RETEACH/REVIEW
  • Reteach Lesson If necessary, reteach and review plot and theme. DAY 5 137b