Week of: Mar 12-16, 2012
Tier II
Monday
Read Naturally
Program
Subject: Small Group Reading
Tuesday
Read Naturally
Program
Wednesday
Read Naturally
Program
Intern: Jenna Treherne
Thursday
Read Naturally
Program
Story: ArrowPoison Frog
Story: ArrowPoison Frog
Story: ArrowPoison Frog
Story: ArrowPoison Frog
Vocabulary:
Students will
read the
vocabulary words
and their
meanings at the
top of the story.
TTW read each.
TTW have each
student give an
oral example of
each vocabulary
word. TSW use
the words to
write a prediction
of what the story
Phrasing: TTW talk
about how
important it is to
use good phrasing
when reading. TTW
have each student
read aloud 2
phrase cards. TTW
read the first
paragraph of the
story aloud to
model good
phrasing-TSW
follow along as the
teacher reads.
TTW have the
Phrasing: TTW talk
about how
important it is to
use good phrasing
when reading.
TTW have each
student read aloud
2 phrase cards.
TTW read the
story aloud to
model good
phrasing-TSW
follow along as the
teacher reads.
TTW have the
students echo
Comprehension:
TSW answer the
comprehension
questions 1-5
about the story.
TTW remind
them to use the
strategy of
rereading if they
cannot
remember the
answer to the
questions.
Friday
Read Naturally
Program
Story: ArrowPoison Frog
Comprehension:
TTW go over the
comprehension
questions from
yesterday and
explain the correct
answers and
correct
misconceptions.
TSW write a
summary of the
story. TTW remind
them to use the
strategy of
Assessment:
rereading if they
Comprehension cannot remember
will be about.
TTW turn their
story over and
write the
definition of each
vocabulary word
in his or her own
words.
Read: TTW
complete a
running record
on each student
and record time,
errors, and
reading rate.
Assessment:
predictions,
definitions, and
running record.
students echo read
the first few
sentences after
that, then have
each student read
the rest of the
story silently.
read the first
paragraph the
story. Then TSW
partner read the
story aloud and
model good
phrasing.
Read: TSW echo
read and
independently read
the story. TTW ask
comprehension
questions about
the story (main
idea, author’s
message, author’s
purpose, sequence,
etc.) TTW complete
a running record on
each student and
record time, errors,
and reading rate
and compare it to
yesterday’s.
Read: TSW echo
read and partner
read the story.
TTW ask
comprehension
questions about
the story (main
idea, author’s
message, author’s
purpose,
sequence, etc.)
TTW complete a
running record on
each student and
record time,
errors, and reading
rate and compare
it to yesterday’s.
Assessment:
questions
the answer to the
questions.
Assessment:
Summary.
teacher
observation
(phrase cards) and
running record and
tracking sheet.
Red Group TTW meet with
TTW meet with Red
Red Group. TTW Group. TTW ask
talk about the
students to recap
importance of
what we read of
good phrasing
the story yesterday
and model good and remind them
phrasing by
of their predictions.
reading two
TTW have each
phrase cards.
student to read a
TSW each read
page of the story
two phrase cards. aloud, asking
TTW model good questions every
phrasing by
few pages to
reading the first
increase and check
page of “The
comprehension.
Cursive Crisis”
TTW ask each
and having each student a question
student read a
from the end of the
page. TTW ask
story to check for
questions after
individual
each page to
comprehension.
check for
TTW go over the
Assessment:
teacher
observation
(phrase cards) and
running record.
TSW work on
independent work.
TSW read AR book
independently.
TSW work on
independent
work. TSW read
AR book
independently.
TSW work on
independent
work. TSW read
AR book
independently.
comprehension.
TTW stop them
on page 7 and
ask for
predictions and
tell them we will
finish the story
tomorrow.
vocabulary from
the short story
“The Cursive
Crisis”. TTW ask
each student to
come up with an
example of each
vocabulary word.
TSW share
examples. TTW
lead the students
through vocabulary
page 5. TTW do
number one and
take volunteers’
suggestions. Each
student will read
and suggest an
answer to one
question. TSW
complete number 6
independently and
TTW go over it.
Assessment: TTW
complete an
observation check
Green
Group
TSW work on
independent
work. TSW read
AR book
independently.
sheet and give
students a check,
check minus, or
check plus for each
activity.
TTW partner read
the weekly story
and answer critical
thinking questions
1 and 4 with their
partner and turn in
their answers to
the top tray. TSW
read their AR book
silently.
Assessment:
questions.
TTW meet with
Green Group. TTW
talk about the
importance of
good phrasing and
model good
phrasing by
reading two
phrase cards. TSW
each read three
phrase cards. TTW
go over the
vocabulary from
the short story
“Jackson’s Book
Report”. TTW ask
each student to
come up with an
example of each
vocabulary word.
TSW share
examples. TTW
TSW work on
independent
work. TSW read
AR book
independently.
TSW work on
independent
work. TSW read
AR book
independently.
model good
phrasing by
reading the first
page of the story.
TSW take turns
reading a page
aloud from the
story (each
student will read
two pages in all).
TTW ask the
questions at the
end of the story,
having each
student answer
one question. TTW
lead the students
through
vocabulary page 5.
TTW do number
one and take
volunteers’
suggestions. Each
student will read
and suggest an
answer to one
question. TSW
complete number
6 independently
and TTW go over
it.
Blue
Group
TSW work on
independent
work. TSW read
AR book
independently.
TTW partner read
the weekly story
and answer critical
thinking questions
1 and 4 with their
partner and turn in
their answers to
the top tray. TSW
read their AR book
silently.
Assessment:
questions.
Assessment: TTW
complete an
observation check
sheet and give
students a check,
check minus, or
check plus for
each activity.
TSW work on
independent work.
TSW read AR book
independently.
TTW meet with
Blue Group.
TTW talk about
the importance
of good phrasing
and model good
phrasing by
reading two
phrase cards.
TSW each read
three phrase
cards. TTW go
over the
vocabulary from
TSW work on
independent
work. TSW read
AR book
independently.
the short story
“Where the
River Begins”.
TTW ask each
student to come
up with an
example of each
vocabulary
word. TSW
share examples.
TTW model
good phrasing
by reading the
first page of the
story. TSW take
turns reading a
page aloud from
the story (each
student will read
two pages in
all). TTW ask the
questions at the
end of the story,
having each
student answer
one question.
TTW lead the
students
through
vocabulary page
5. TTW do
number one and
take volunteers’
suggestions.
Each student
will read and
suggest an
answer to one
question. TSW
complete
number 6
independently
and TTW go
over it.
Assessment:
TTW complete
an observation
check sheet and
give students a
check, check
minus, or check
plus for each
activity.