First Week Optional Lessons Grades 3-5:
Day 1
Day 2
Day 3
Day 4
 Explicitly teach
Mindsets-Power Point
 Explicitly teach
Collaborative
Conversations
 Explicitly teach Core
Groups
 Explicitly teach Five
Areas of Reading
 Puzzle challenge(after teaching the 5
areas of reading, cut it
up and core groups
have to put it in the
correct order. Make it
a contest. This allows
you to see who the
leaders are and get
the kids to know each
other.)
 Explicitly teach talking
in complete sentences
when students answer
a question
 Explicitly teach the
purpose of
objectives/learning
targets
1. What’s the point
of this lesson?
2. Modeling
unpacking
3. Teaching
academic
vocabulary
 Explicitly teach MindsetsVideos
 Explicitly teach Core Groups
 Explicitly teach Spelling Day
1 Routine
 Explicitly teach Vocabulary
Day 1 Routine
 Explicitly teach Grammar
Day 1 Routine
 Explicitly teach
Comprehension Day 1
Routine
 Explicitly teach Small Group
 -Text Structure (text
structure types note sheet)
-Gist Statement using
headings to help with gist
-Unpacking/ Annotating Text
(Sticky Notes)
 Explicitly teach Teacher Read
Aloud-Close Read Strategies
--Unpacking/ Annotating Text
 Accomplish List New Tasks
1 Spelling
1 Fluency
1 Vocabulary
1 Comprehension
1Writing
1 Grammar
1 Word Work
 Explicitly teach MindsetsLearning Style Inventory
 Explicitly teach Core Groups
 Explicitly teach Spelling Day
2 Routine
 Explicitly teach Vocabulary
Day 2 Routine
 Explicitly teach Grammar
Day 2 Routine
 Explicitly teach
Comprehension Day 2
Routine
 Explicitly teach Small Group
 -Text Structure Jigsaw
activity with different text
structure types
-Gist Statement check
-Unpacking/ Annotating
Text (Sticky Notes) check
 Explicitly teach Short
Response Whole Group)–
Literal vs. Inference
Questions that Mirrors
Weekly Assessment & State
Test)
 Explicitly Teach Vocabulary
Selection Story
 Explicitly teach Accomplish
List Review & New Tasks
1 Spelling
1 Fluency
1 Vocabulary
1 Comprehension
1Writing
1 Grammar
1 Word Work
 Explicitly teach MindsetsLearning Style Activity
 Explicitly teach Core Groups
 Explicitly teach Spelling Day
3 Routine
 Explicitly teach Vocabulary
Day 3 Routine
 Explicitly teach Grammar
Day 3 Routine
 Explicitly teach
Comprehension Day 3
Routine
 Explicitly teach Small Group
 -Short Response (Literal &
Inference)
-Unpacking (Sticky Notes)
check
 Explicitly teach Selection
Test/Grammar Check
 Explicitly teach the perfect
paragraph
 Explicitly teach Accomplish
List Review & New Tasks
1 Spelling
1 Fluency
1 Vocabulary
1 Comprehension
1Writing
1 Grammar
1 Word Work
Day 5
 Explicitly teach Mindsets
 Explicitly teach Core
Groups
 Explicitly teach Spelling
Day 4 Routine
 Explicitly teach Vocabulary
Day 4 Routine
 Explicitly teach Grammar
Day 4 Routine
 Explicitly teach
Comprehension Day 4
Routine
 Explicitly teach Small
Group
 -Short Response -Gist
Statement check
-Unpacking (Sticky Notes)
check
 Explicitly teach Short
Response Lesson (Whole
Group)– using Small Group
Book Questions that
Mirrors Weekly
Assessment)
 Explicit lesson on Text
Evidence and Quoting vs.
Paraphrase
 Accomplish List Review &
New Tasks
1 Spelling
1 Fluency
1 Vocabulary
1 Comprehension
1Writing
1 Grammar
1 Word Work
Day 6
IMPORTANT:
 Explicitly teach Mindsets
 Explicitly teach Core
Groups
 Explicitly teach Spelling
Day 5 Routine
 Explicitly teach
Vocabulary Day 5
Routine
 Explicitly teach Grammar
Day 5 Routine
 Explicitly teach
Comprehension Day 5
Routine
 Explicitly teach Weekly
Assessment
 Small Group
 Explicitly teach
Reading/Tracking Print of
the Main Selection Story
for the gist.
 Accomplish List Review &
New Tasks
1 Spelling
1 Fluency
1 Vocabulary
1 Comprehension
1Writing
1 Grammar
1 Word Work
 Other necessary
components or big ideas
that need to be taught
throughout the school
year:
 Extended Response
 Elements of a Plot
Diagram
 Pre-Fixes/ Suffixes
 Word Families/Sight
Words Fluency
 Breaking down words
into parts for meaning
and reading
 Text Sets
 Real World
Connections to
everything we teach
 Academic Vocabulary
Conversations
 Independent Reading
 answers a question
 Questioning for all
different types of
learners
 Centers from the
series can be used
during Accomplish List
time
Maurer 2015
Maurer 2015