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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
Talking Walls: Art for the People
Nathaniel's Rap
A Different Drawing
A Whole World in One City
The Huge Paintings of Thomas Hart Benton
Decodable Reader 28: Uncle Mycroft
Read
This week's lessons for daily group time can be found
behind the Differentiated Instruction (DI) tab on
pp. DI•22–DI•31.
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
P. David Pearson
For research on comprehension, see the article "Comprehension Instruction" by Scott Foresman author P. D. Pearson and L. Fielding.
TEACHER TALK
A rubric is a guide for assessing a task or writing assignment. It typically describes the qualities of a good, average, and poor product along a scaled continuum.
Be sure to schedule
time for students
to work on the
unit inquiry project
"Symbols of Freedom." This week students analyze information to determine how useful it is. They take notes on valid information.
Group-Time Survival Guide
Group-Time Survival Guide
  p. 45, 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. 332
  • Complete Practice Book 3.2
    pp. 123–124
  • Visit Cross-Curricular Centers
Teacher-Led
Page DI•23
  • Develop Concept Vocabulary
  • Read On-Level Reader A Whole World in One City
Teacher-Led
Page DI•22
  • Preteach Syllables
    -tion, -ture
  • Read Decodable Reader 28
  • Read Below-Level
    Reader A Different Drawing
Teacher-Led
Page DI•23
  • Read Advanced Reader The Huge Paintings of …
  • 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 Talking Walls: Art for the People
  • Finish Words to Write, p. 335
  • Complete Practice Book 3.2
    pp. 125–126, 129
  • Write in their Strategy Response Logs,
    pp. 336, 343
  • Visit Cross-Curricular Centers
  • Work on inquiry projects
Teacher-Led
Pages 338–343
  • Read Talking Walls: Art for the People
Teacher-Led
Page DI•24
  • Practice Lesson Vocabulary
  • Read Multisyllabic Words
  • Read or Listen to Talking Walls: Art for the People
Teacher-Led
Page DI•25
  • Extend Vocabulary
  • Read Talking Walls:
    Art for the People
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 Talking Walls: Art for the People
  • Write in their Strategy Response Logs, p. 348
  • Finish Look Back and Write,
    p. 350
  • Complete Practice Book 3.2
    p. 127
  • Visit Cross-Curricular Centers
  • Work on inquiry projects
Teacher-Led
Pages 344–349
  • Read Talking Walls: Art for the People
Teacher-Led
Page DI•26
  • Practice Fact and Opinion and Answer Questions
  • Read or Listen to Talking Walls: Art for the People
Teacher-Led
Page DI•27
  • Extend Fact and Opinion and Answer Questions
  • Read Talking
    Walls: Art for the People
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 "Nathaniel's Rap"
  • Visit the Writing and Vocabulary Centers
  • Finish Writing Across Texts,
    p. 353
  • Visit Cross-Curricular Centers
  • Work on inquiry projects
Teacher-Led
Pages 352–353
  • Read "Nathaniel's Rap"
Teacher-Led
Page DI•28
  • Practice Retelling
  • Read or Listen to "Nathaniel's Rap"
Teacher-Led
Page DI•29
  • Read "Nathaniel's Rap"
  • 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. 128, 130
  • Visit Cross-Curricular Centers
  • Work on inquiry projects
Teacher-Led
Page DI•31
  • Reread Leveled Reader A Whole World in One City
  • Retell A Whole World in One City
Teacher-Led
Page DI•30
  • Reread Leveled Reader A Different Drawing
  • Retell A Different Drawing
Teacher-Led
Page DI•31
  • Reread Leveled
    Reader The Huge
    Paintings of
    Thomas Hart Benton
  • 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