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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 WORD
STRUCTURE Word structure means the way that parts of a word are put together. For example, a compound word is a word made from two smaller words. Look closely at an unknown word to see if it is made from two smaller words. If it is, you may be able to use the two small words to help you figure out the meaning of the longer compound word.
LESSON VOCABULARY
airport
 farewell
curious
 homesick
delicious
 memories
described raindrops
Target Skill SKILL SEQUENCE Sequence is the order in which
events happen in a story. Authors often use clue words such as first, next, then, and finally to signal a sequence. Dates and times can also be clues.
Target Skill STRATEGY MONITOR AND FIX UP To monitor means to
stop reading occasionally, and check to be sure you understand what you're reading. Fix up means to do something if you don't understand or are confused about what you're reading. For example, if you are confused by the order of events, keep reading to see if the sequence becomes clearer.
SKILL EXPRESSION/INTONATION Reading with expression means reading the words as if you were the character. Intonation means that you use 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—expression/intonation. Provide feedback for each student. DAY 5 219a
PRACTICE/APPLY
  • Choral Reading Read aloud selected paragraphs from p. 206 encouraging students to think how the characters might be feeling. Then practice as a class by doing three choral readings of the paragraphs. DAY 2 219a
  • Paired Reading Have partners take turns reading aloud selected paragraphs, using expression, helping each other with word identification, and offering feedback. DAY 3 219a
  • Choral Reading Have students sing the song "It's a Small World" three times, following the established tempo and pitch. As students sing, monitor their progress toward their individual fluency goals. DAY 4 219a
  • Listening Center Have students follow along with the AudioText for this week's selections. ANY DAY 194j
  • Reading/Library Center Have students reread a selection of their choice. ANY DAY 194j
  • Fluency Coach Have students use Fluency Coach to listen to fluent readings or practice reading on their own. ANY DAY
Concept Development
What is gained and lost in a move from one culture to another?
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 196b
  • Vocabulary Strategy Lesson
    Use the vocabulary strategy lesson in the Student Edition to introduce and model this week's strategy, word structure. DAY 2 196–197
PRACTICE/APPLY
  • Leveled Text Read the
    lesson vocabulary in the
    context of leveled text.
     DAY 1 LR19–LR27
  • Words in Context Read
    the lesson vocabulary
    and apply word structure
    in the context of Good-Bye,
    382 Shin Dang Dong.
    DAY 2 198–207,
    DAY 3     208–216
  • Vocabulary Center
    Identify vowel sounds in a
    word game.     ANY DAY 194j
  • Homework Practice Book 3.3 pp. 74–75. DAY 1 196b, DAY 2 197
  • Word Play Have partners use reference sources to make lists of travel-related words and their definitions. Students can illustrate their favorite travel word and a destination they might enjoy visiting. ANY DAY 219c
Leveled Readers
Main Selection—Fiction
CONCEPT VOCABULARY
applications birth certificates sponsors
Skill/Strategy Lesson
TEACH
  • Skill/Strategy Lesson Use
    the skill/strategy lesson in
    the Student Edition to
    introduce and model
    sequence and monitor and
    fix up    .     DAY 1 194–195
  • Extend Skills Teach details and
    facts.     ANY DAY 219b
PRACTICE/APPLY
  • Leveled Text Apply
    sequence and monitor
    and fix up to read leveled
    text.     DAY 1 LR19–LR27
  • Skills and Strategies in
    Context     Read Good-Bye,
    382 Shin Dang Dong,
    using the Guiding
    Comprehension questions
    to apply sequence and
    monitor and fix up.
    DAY 2 198–207,
    DAY 3     208–216
  • Skills and Strategies in
    Context     Read "It's a
    Small World," guiding
    students as they apply
    sequence and monitor
    and fix up.     Then have
    students discuss and write
    across texts.     DAY 4 218–219
  • Homework Practice Book 3.2
    pp. 73, 77, 78.     DAY 1 195, DAY 3 215,
    DAY 5     219b
  • Fresh Reads for Differentiated Test Practice Have students practice sequence with a new passage. DAY 3
Leveled Readers
Main Selection—Fiction
Paired Selection—Poetry
ASSESS
  • Selection Test Determine students' understanding of the selection and their use of sequence. DAY 3
  • Retell Have students retell Good-Bye, 382 Shin Dang Dong. DAY 3 216–217
RETEACH/REVIEW
  • Reteach Lesson If necessary, use this lesson to reteach and review word structure.
    DAY 5 219c
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 changing cultures. Post the question for students to refer to throughout the week. DAY 1 194d
  • Read Aloud Read aloud "Dan Thuy's New Life in America." 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 applications, birth certificates, and sponsors and have students place them on the web. Display the web for use throughout the week. DAY 1 194l–194m
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 194d–194e
  • Concept Vocabulary Web Revisit the Changing Cultures Concept Web and encourage students to add concept words from their reading and life experiences.
    DAY 2     207, DAY 3 215
CONNECT
  • Looking Back/Moving Forward Revisit the Changing Cultures 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 219c
CHECK
  • Concept Vocabulary Web Use the Changing Cultures Concept Web to check students' understanding of the concept vocabulary words applications, birth certificates, and sponsors. DAY 1 194l,
    DAY 5 219c
TEACH
  • Read Aloud Model fluent reading by rereading
    "Dan Thuy's New Life." Focus on this week's
    fluency skill, expression/intonation.
    DAY 1 194l–194m, 219a

RETEACH/REVIEW
  • Reteach Lesson If necessary, reteach and
    review sequence.     DAY 5 219b