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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
SOCIAL STUDIES
Target Skill STRATEGY CONTEXT
CLUES Context clues are words and sentences around an unknown word. Sometimes an author uses a synonym as a context clue to explain an unfamiliar word. A synonym is a familiar word that has the same or almost the same meaning as another word. When you come across a word you don't know, look for a synonym as a context clue. The synonym can help you figure out the meaning of the unfamiliar word.
LESSON VOCABULARY
cotton
 paces
festival
 pale
graceful
 rhythm
handkerchief snug
Target Skill SKILL COMPARE AND CONTRAST To compare
means to tell how two or more things are alike.
Some words that signal how things are the same
are like, same, both, also, and as well as. To
contrast means to tell how two or more things are
different. Some words that signal differences are
but, however, different, and instead of.
Target Skill STRATEGY PREDICT To predict means to make a
guess based on information in a piece of writing. Predicting helps readers think more about what they read. Active readers predict what might be the same
or different based on what they have already read.
SKILL ACCURACY/APPROPRIATE PACE/RATE AND EXPRESSION Reading accurately means reading the words that are there, not omitting words or substitution 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/appropriate pace/rate and expression. Provide feedback for each student. DAY 5 169a
PRACTICE/APPLY
  • Choral Reading Read aloud selected paragraphs from "The Rag Coat," having students notice the expression in your voice as you read the dialogue. Then practice as a class by doing three choral readings of paragraphs from Suki's Kimono. DAY 2 169a, DAY 3 169a
  • Paired Reading Have partners practice reading aloud accurately with expression and offering each other feedback. As students reread, monitor their progress toward their individual fluency goals. DAY 4 169a
  • Listening Center Have students follow along with the AudioText for this week's selections. ANY DAY 146j
  • Reading/Library Center Have students reread a selection of their choice. ANY DAY 146j
  • Fluency Coach Have students use Fluency Coach to listen to fluent readings or practice reading on their own. ANY DAY
Concept Development
What can happen when someone's clothes are different?
Vocabulary Strategy Lesson
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 148b
  • Vocabulary Strategy Lesson Use the vocabulary strategy lesson in the Student Edition to introduce and model this week's strategy, context clues. DAY 2 148–149
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 context clues in
    the context of Suki's
    Kimono.     DAY 2 150–157,
    DAY 3     158–164
  • Vocabulary Center
    Match words with their
    definitions.     ANY DAY 146j
  • Homework Practice Book 3.2
    pp. 54–55.     DAY 1 148b, DAY 2 149
  • Word Play Have partners use reference sources to make lists of nouns that refer to clothing. Students can label old catalog pictures with their clothing nouns. ANY DAY 169c
Leveled Readers
Main Selection—Fiction
CONCEPT VOCABULARY
familiar murmur shreds
Skill/Strategy Lesson
TEACH
  • Skill/Strategy Lesson Use
    the skill/strategy lesson in
    the Student Edition to
    introduce and model
    compare and contrast and
    predict.     DAY 1 146–147
  • Extend Skills Teach setting.
    ANY DAY 169b
PRACTICE/APPLY
  • Leveled Text Apply
    compare and contrast
    and predict to read leveled
    text.     DAY 1 LR1–LR9
  • Skills and Strategies in
    Context     Read Suki's
    Kimono,     using the Guiding
    Comprehension questions
    to apply compare and
    contrast     and predict.
    DAY 2     150–157,
    DAY 3 158–164
  • Skills and Strategies in
    Context     Read " Clothes:
    Bringing Cultures Together,"
    guiding students as they
    apply compare and contrast
    and predict. Then have
    students discuss and write
    across texts.     DAY 4 166–169
  • Homework Practice Book 3.2
    pp. 53, 57, 58.     DAY 1 147,
    DAY 3 163, DAY 5 169b
  • Fresh Reads for Differentiated Test Practice Have students practice compare and contrast with a new passage. DAY 3
Leveled Readers
Main Selection—Fiction
Paired Selection—Nonfiction
ASSESS
  • Selection Test Determine students’ understanding of the selection and their use of compare and contrast. DAY 3
  • Retell Have students retell Suki's Kimono. DAY 3 164–165
RETEACH/REVIEW
  • Reteach Lesson If necessary, use this lesson to reteach and review context clues. DAY 5 169c
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 dressing differently. Post the question for students to refer to throughout the week. DAY 1 146d
  • Read Aloud Read aloud "The Rag Coat." Then begin a web to build concepts and concept vocabulary related to this week's lesson and the unit theme, Cultures. Introduce the concept words familiar, murmur, and shreds and have students place them on the web. Display the web for use throughout the week. DAY 1 146l–146m
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 146d–146e
  • Concept Vocabulary Web Revisit the Dressing Differently Concept Web and encourage students to add concept words from their reading and life experiences.
     DAY 2 157, DAY 3 163
CONNECT
  • Looking Back/Moving Forward Revisit the Dressing Differently 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 169c
CHECK
  • Concept Vocabulary Web Use the Dressing Differently Concept Web to check students' understanding of the concept vocabulary words familiar, murmur, and shreds. DAY 1 146l, DAY 5 169c
TEACH
  • Read Aloud Model fluent reading by rereading "The Rag Coat." Focus on this week's fluency skill, accuracy/appropriate pace/rate and expression. DAY 1 146l–146m, 169a

RETEACH/REVIEW
  • Reteach Lesson If necessary, reteach and
    review compare and contrast.     DAY 5 169b