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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
Science
Target Skill  STRATEGY
WORD STRUCTURE Word structure means the way that parts of a word are put together. A prefix is a group of letters at the beginning of a word that changes the word's meaning. A suffix is a group of letters added at the end of a word that changes the word's meaning. When you come across a word you don't know, look closely to see if the word has a prefix or a suffix that can help you figure out the word's meaning.
LESSON VOCABULARY
crystal
 journey
disappeared
 joyful
discovery
 scoop
goal
 unaware
Target Skill SKILL PLOT AND THEME A plot is the important
events that happen in a story. The story's plot has a beginning, a middle, and an end. A theme is the point the author is trying to make. The theme can be told in a sentence.
Target Skill STRATEGY VISUALIZE When you visualize, you make
pictures in your mind as you read a story. As you read, picture in your mind what happens at the story's beginning, middle, and end. Visualizing will help you keep track of the story's plot.
SKILL ACCURACY, APPROPRIATE PACE/RATE AND EXPRESSION Accuracy is identifying words correctly as you read, and reading without omitting words or substituting words. Appropriate pace and rate means reading at the right speed—not too fast and not too slow. Reading with expression means reading the words as if you were the character.
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 379a
PRACTICE/APPLY
  • Echo Reading Read aloud selected paragraphs from Two Bad Ants. emphasizing expression as you read. Then practice as a class, doing three echo readings of the paragraphs. DAY 2 379a
  • Choral Reading After you model reading
    p. 363, have students choral read three
    times.     DAY 3 379a
  • Paired Reading Partners practice reading aloud with accuracy and offering each other feedback. As students reread, monitor their progress toward their individual fluency goals. DAY 4 379a
  • Listening Center Have students follow along with the AudioText for this week's selections. ANY DAY 354j
  • Reading/Library Center Have students
    reread a selection of their choice.
    ANY DAY     354j
  • Fluency Coach Have students use Fluency Coach to listen to fluent readings or practice reading on their own. ANY DAY
Concept Development
When can freedom be a problem?
TEACH
  • Vocabulary Strategy LessonWords 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 356b
  • Vocabulary Strategy Lesson
    Use the vocabulary strategy lesson in the Student Edition to introduce and model this week's strategy, word structure.     DAY 2 356–357
PRACTICE/APPLY
  • Leveled Text Read the
    lesson vocabulary in the
    context of leveled text.
    DAY 1     LR28–LR36
  • Words in Context
    Read the lesson
    vocabulary and apply
    word structure in the
    context of Two Bad Ants.
    DAY 2 358–367,
    DAY 3     368–376
  • Vocabulary Center Make
    word puzzles for classmates.
    ANY DAY 354j
  • Homework Practice Book 3.2
    pp. 134–135.     DAY 1 356b,
    DAY 2         357
  • Word Play Have partners use
    reference sources to make lists of insect words and their meanings. Students can make illustrated bug dictionaries using their words.     ANY DAY 379c
Leveled Readers
Main Selection—Fiction
CONCEPT VOCABULARY
encountered fascinated guilty
TEACH
  • Skill/Strategy LessonSkill/Strategy Lesson
    Use the skill/ strategy
    lesson in the Student
    Edition to introduce and
    model plot and theme
    and visualizing.
    DAY 1     354–355
  • Extend Skills Teach setting.
    ANY DAY 379b
PRACTICE/APPLY
  • Leveled Text Apply plot
    and theme     and visualizing
    to read leveled text.
     DAY 1 LR28–LR36
  • Skills and Strategies in
    Context     Read Two Bad
    Ants    , using the Guiding
    Comprehension
    questions to apply plot
    and theme     and visualizing.
    DAY 2 358–367,
    DAY 3     368–376
  • Skills and Strategies in
    Context     Read "Hiking
    Safety Tips," guiding
    students as they apply
    plot and theme and
    visualizing. Then have
    students discuss and
    write across texts.
    DAY 4 378–379
  • Homework Practice
    Book 3.2 pp. 133, 137, 138.
    DAY 1 355, DAY 3 375,
    DAY 5         379b
  • Fresh Reads for Differentiated Test Practice Have students practice plot and theme 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 plot and theme. DAY 3
  • Retell Have students retell Two Bad Ants. DAY 3 376–377
RETEACH/REVIEW
  • Reteach Lesson If necessary, use this lesson to reteach and review word structure. DAY 5 379c
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 too much freedom. Post the question for students to refer to throughout the week. DAY 1 354d
  • Read Aloud Read aloud "The Boy Who
    Stopped Time." 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
    encountered, fascinated,     and guilty and have
    students place them on the web. Display the
    web for use throughout the week.
    DAY 1     354l–354m
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 354d–354e
  • Concept Vocabulary Web Revisit the Too
    Much Freedom Concept Web and encourage
    students to add concept words from their
    reading and life experiences.     DAY 2 367,
    DAY 3     375
CONNECT
  • Looking Back/Moving Forward Revisit the Too Much Freedom 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 379c
CHECK
  • Concept Vocabulary Web Use the Too Much Freedom Concept Web to check students' understanding of the concept vocabulary words encountered, fascinated, and guilty. DAY 1 354l, DAY 5 379c
TEACH
  • Read Aloud Model fluent reading by
    rereading "The Boy Who Stopped Time.
    "Focus on this week's fluency skill, accuracy, appropriate pace/rate and expression.
    DAY 1     354l–354m, 379a
RETEACH/REVIEW
  • Reteach Lesson If necessary, reteach and review plot and theme. DAY 5 379b