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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
How My Family Lives in America
Communities Celebrate Cultures
The American Dream: Coming to the United States
What's in a Name?
Living Abroad
Decodable Reader 22: All Week Long
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
Deborah Simmons and Edward Kame'enui
For research on word recognition and diverse learners, see the article "Understanding the Primary Role of Word Recognition …" by D. Chard and Scott Foresman authors Deborah Simmons and Edward Kame'enui.
TEACHER TALK
Homophones are words that have the same sound but different spellings and meanings, such as ate and eight.
Be sure to schedule
time for students
to work on the
unit inquiry project
"Cultures in Our State." This week students look for information that
can help them answer their questions.
Group-Time Survival Guide
Group-Time Survival Guide
  p. 39, 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. 170
  • Complete Practice Book 3.2 pp. 63–64
  • Visit Cross-Curricular Centers
Teacher-Led
Page DI•13
  • Develop Concept Vocabulary
  • Read On-Level Reader What's in a Name?
Teacher-Led
Page DI•12
  • Preteach Homophones
  • Read Decodable Reader 22
  • Read Below-Level
    Reader The American Dream: Coming to the United States
Teacher-Led
Page DI•13
  • Read Advanced Reader Living Abroad
  • 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 How My Family Lives in America
  • Finish Words to Write, p. 173
  • Complete Practice Book 3.2
    pp. 65–66, 69
  • Write in their Strategy Response Logs, pp. 174, 183
  • Visit Cross-Curricular Centers
  • Work on inquiry projects
Teacher-Led
Pages 176–183
  • Read How My Family Lives in America
Teacher-Led
Page DI•14
  • Practice Lesson Vocabulary
  • Read Multisyllabic Words
  • Read or Listen to How My Family Lives in America
Teacher-Led
Page DI•15
  • Extend Vocabulary
  • Read How My Family Lives in America
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 How My Family Lives in America
  • Write in their Strategy Response Logs, p. 188
  • Finish Look Back and Write,
    p. 190
  • Complete Practice Book 3.2
    p. 67
  • Visit Cross-Curricular Centers
  • Work on inquiry projects
Teacher-Led
Pages 184–189
  • Read How My Family Lives in America
Teacher-Led
Page DI•16
  • Practice Fact and Opinion and Text Structure
  • Read or Listen to How My Family Lives in America
Teacher-Led
Page DI•17
  • Extend Fact and Opinion and Text Structure
  • Read How My Family Lives in America
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 "Communities Celebrate Cultures"
  • Visit the Writing and Vocabulary Centers
  • Finish Writing Across Texts,
    p. 193
  • Visit Cross-Curricular Centers
  • Work on inquiry projects
Teacher-Led
Pages 192–193
  • Read "Communities Celebrate Cultures"
Teacher-Led
Page DI•18
  • Practice Retelling
  • Read or Listen to "Communities Celebrate Cultures"
Teacher-Led
Page DI•19
  • Read "Communities Celebrate Cultures"
  • 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. 68, 70
  • Visit Cross-Curricular Centers
  • Work on inquiry projects
Teacher-Led
Page DI•21
  • Reread Leveled Reader What's in a Name?
  • Retell What's in a Name?
Teacher-Led
Page DI•20
  • Reread Leveled Reader The American Dream: Coming to the United States
  • Retell The American Dream: Coming to the United States
Teacher-Led
Page DI•21
  • Reread Leveled Reader Living Abroad
  • 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