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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
GLOSSARY A glossary is a part of a book, usually at the back, where important words from the book and their meanings are listed. The words are listed in alphabetical order. When you come across an unfamiliar word while you are reading, check in the book's glossary for the word.
LESSON VOCABULARY
encourages
 settled
expression
 social
local
 support
native
  
Target Skill SKILL FACT AND OPINION A fact is a statement that
tells something that can be proved true or false. You can prove a fact by reading or asking an expert. An opinion is a statement that tells someone's ideas or feelings. Words that tell feelings, such as should or best, are clues to opinions.
Target Skill STRATEGY ANSWER QUESTIONS To determine that
a statement is a fact, notice that a fact is very often the answer to a question you have asked yourself. To determine that a statement is an opinion, notice if the statement includes words such as great, best, and worst.
SKILL READING SILENTLY WITH FLUENCY AND ACCURACY Reading silently means reading only to yourself. When you read silently, you try to read fluently—smoothly, without stopping after every word or phrase—and accurately, reading the words accurately and self-correcting when you misread.
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—reading silently with fluency and accuracy. Provide feedback for each student. DAY 5 353a
PRACTICE/APPLY
  • Silent Reading Read aloud selected paragraphs from Talking Walls: Art for the People, self-correcting when you misread a word. Then have students practice carefully reading the page silently two times.
    DAY 2 353a, DAY 3 353a
  • Choral Reading Choral read "Nathaniel's Rap" three times, reading with rhythm and expression. As students reread, monitor their progress toward their individual fluency goals. DAY 4 353a
  • Listening Center Have students follow along with the AudioText for this week's selections. ANY DAY 332j
  • Reading/Library Center Have students reread a selection of their choice.
    ANY DAY 332j
  • Fluency Coach Have students use Fluency Coach to listen to fluent readings or practice reading on their own. ANY DAY
Concept Development
Why is freedom of expression important?
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 334b
  • Vocabulary Strategy LessonVocabulary Strategy Lesson Use the vocabulary strategy lesson in the Student Edition to introduce and model this week's strategy, using a glossary. DAY 2 334–335
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
    using a glossary in the
    context of Talking Walls:
    Art for the People.
    DAY 2 336–343,
    DAY 3    344–350
  • Vocabulary Center Show
    word meaning through
    pictures.     ANY DAY 332j
  • Homework Practice Book 3.2 pp. 124–125. DAY 1 334b, DAY 2 335
  • Word Play Have partners use reference sources to make lists of art-related words and their meanings or examples. Students can create art using one of the art forms they researched. ANY DAY 353c
Leveled Readers
Main Selection—Nonfiction
CONCEPT VOCABULARY
appreciates downhearted pondered
TEACH
  • Skill Strategy LessonSkill/Strategy Lesson Use the skill/ strategy lesson in the Student Edition to introduce and model fact and opinion and answering questions. DAY 1 332–333
  • Extend Skills Teach
    rhythm/cadence.     ANY DAY 353b
PRACTICE/APPLY
  • Leveled Text Apply fact
    and opinion     and
    answering questions
    to read leveled text.
     DAY 1 LR19–LR27
  • Skills and Strategies
    in Context     Read Talking
    Walls: Art for the People,
    using the Guiding
    Comprehension
    questions to apply fact
    and opinion     and
    answering questions.
    DAY 2 336–343, DAY 3
    344–350
  • Skills and Strategies in
    Context     Read "Nathaniel's
    Rap," guiding students
    as they apply fact and
    opinion     and answering
    questions    . Then have
    students discuss and
    write across texts.
    DAY 4 352–353
  • Homework Practice Book 3.2 pp. 123, 127, 128. DAY 1 333, DAY 3 349, DAY 5 353b
  • Fresh Reads for Differentiated Test Practice Have students practice fact and opinion with a new passage. DAY 3
Leveled Readers
Main Selection—Nonfiction
Paired Selection—Poetry
ASSESS
  • Selection Test Determine students' understanding of the selection and their use of fact and opinion. DAY 3
  • Retell Have students retell Talking Walls: Art for the People. DAY 3 350–351
RETEACH/REVIEW
  • Reteach Lesson If necessary, use this lesson to reteach and review using a glossary. DAY 5 353c
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 freedom of expression. Post the question for students to refer to throughout the week. DAY 1 332d
  • Read Aloud Read aloud "Indescribably Arabella." Then begin a web to build concepts and concept vocabulary related to this week's lesson and the unit theme, Freedom. Introduce the concept words appreciates, downhearted, and pondered and have students place them on the web. Display the web for use throughout the week. DAY 1 332l–332m
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 332d–332e
  • Concept Vocabulary Web Revisit the Freedom of Expression Concept Web and encourage students to add concept words from their reading and life experiences. DAY 2 343, DAY 3 349
CONNECT
  • Looking Back/Moving Forward Revisit the Freedom of Expression 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 353c
CHECK
  • Concept Vocabulary Web Use the Freedom of Expression Concept Web to check students' understanding of the concept vocabulary words appreciates, downhearted, and pondered. DAY 1 332l, DAY 5 353c
TEACH
  • Read Aloud Model fluent reading by rereading "Indescribably Arabella." Focus on this week's fluency skill, reading silently with fluency and accuracy. DAY 1 332l–332m, 353a
RETEACH/REVIEW
  • Reteach Lesson If necessary, reteach and review fact and opinion. DAY 5 353b