Language Arts
Day 1- 1 hour
Daily Language Practice Days 1 and 2 using transparency 3-5
Building Background and Vocabulary- Read the teacher read-aloud TM p. 297A-B
Introduce skill and strategy using think aloud; Read pp. 298-299 of anthology to introduce
vocabulary. Complete a predict-o-gram. Complete vocabulary transparency 3-1.
Focus Skill- Noting Details
Strategy- Monitor/Clarify
Reading of Anthology Story: Title- The Stranger
1. Read Aloud- Strategy Focus: Monitor/ Clarify
Read aloud pages301-305. Periodically stop to demonstrate using the Monitor and Clarify
strategies as a think aloud. Demonstrate how to fill in strategy organizer sheet. (Whole
group)
2. Shared reading- Read anthology pages 306-309 aloud. Periodically have students thinkpair-share by summarizing and using the strategy to fill in the graphic organizer sheet.
Complete skill organizer on P.B. page 212. Discuss noting details.
(Whole group for reading the story and discussion and heterogeneous pairs for completing
the graphic organizer)
Phonics/ Spelling- 30 minutes
Administer a pretest using the 20 spelling words on the day 5 plan TM p. 323E. Send home
the list on practice book p. 289
Introduce the three types of compound words using reading notes. Discuss the differences
and practice using examples.
Grammar- 30 minutes
Transparency 3-6; TM p. 323I
Introduce action verbs using reading notes. Practice using the transparency. Play action verb
or not?
Independent Reading- 15 minutes
Independent reading of instructional level text- journal response
Language Arts
Day 2- 1 hour
Daily Language Practice Days 3 and 4 using transparency 3-5
Review Comprehension Skill/Strategy- Review the vocabulary. Complete P.B. p. 211
Review the skill and strategy using transparency 3-2, practice book p. 212, and TM p. 323A.
Flex groups- Complete reading the Anthology story TM p. 310 to 317
Student led groups- students at instructional level or above
Divide students into trio groups. One student reads, another summarizes, and the last uses the
strategy to fill in organizer handout. Once the group finishes, students should return to their
seats to silently read the poems that follow the anthology story.
Teacher led groups- students at frustration level
Bring students to the reading table. Read the story aloud to students. At the end of each page
or two page section, have students turn to a partner. One student summarizes what happened
and the other uses the strategy to fill in the graphic organizer on.
Whole group discussion- All students discuss the story with the teacher.
Discussion focus- Think about the Selection Questions
Skill focus (application)- Complete Noting Details p. 212
Phonics/Vocabulary/ Spelling
Skill- (whole group) Review synonyms using transparency 3-3 and compound words.
Flex groups (if needed)- Based on: Previous tests/ observation
Teacher-led- (Mrs. Connor’s Group) Compound word match using cards. Complete p. 216.
Student groups or independent work- Complete P.B. pp. 216. Write a story using as many
compound words as possible.
Grammar- 30 minutes
TM p. 323I
Identify action verbs in The Stranger. Complete practice book p. 221.
Independent Reading- 15 minutes
Independent reading of instructional level text with journal response.
Language Arts
Day 3- Date:
30 minutes
Daily Language Practice Days 5 and 6 using transparency 3-5
Comprehension/ Vocabulary Skills- (whole group)- In small groups, ask students to decide
which details are important and which details are not. (Quickly review synonyms, verbs, and
compounds before assigning work.)
Small Group Instruction- Leveled Readers- 60 minutes
Core Skill Focus-Noting Details
Book Title: One Day in May Book Title: Floating on Air
Book Title: Floating on Air
Procedure:
Procedure: Introduce the
Procedure: Introduce the
Introduce the vocabulary.
vocabulary. Review the
vocabulary Review the
Review the monitor/clarify
monitor/clarify strategy on
monitor/clarify strategy on
strategy on the inside cover.
the inside cover. Discuss
the inside cover. Discuss
Discuss Noting Details.
Noting Details. Read oneNoting Details. Read oneRead one-third of the story.
third of the story. Listen to
third of the story. Listen to
Listen to students whisper
students whisper read to
students whisper read to
read to assess needs.
assess needs. Students
assess needs. Students
Students should write one
should write one example of should write one example of
example of how they
how they monitored and
how they monitored and
monitored and clarified in
clarified in the story.
clarified in the story.
the story. Summarize the
Summarize the story.
Summarize the story.
story.
Needs Based Focus- Practice Needs Based Focus- Practice Needs Based Focus- Find
fluency using echo reading.
fluency using partner reading. examples of verbs in the
story.
Independent Work- Journal entry based on The Stranger; Spelling P.B. p.217; Synonyms
P.B. p. 220; Verbs P.B. p. 221; Computer- Compound Word game
Grammar- 30 minutes
TM p. 323 J
Play the Verb Game as directed on Day 3 in the manual.
Fluency- 15 minutes
Practice poem for Day 5 performance.
Language Arts
Day 4
20 minutes
Daily Language Practice Numbers 7 and 8 using transparency 3-5
Comprehension/ Vocabulary Skills- (whole group)- Review the skill and strategy; Review
compound verbs, synonyms, and action verbs using slates and markers.
Small Group Instruction- Leveled Readers- 50 minutes
Core Skill Focus- Noting Details
Book Title: One Day in May Book Title: Floating on Air
Procedure: Review
Procedure: Review
vocabulary. Review the
vocabulary. Review the
strategy, monitor/clarify.
strategy, monitor/clarify.
Discuss Noting Details.
Discuss Noting Details.
Read pp. 8 to 13. Listen to
Read pp. 8 to 11. Listen to
students whisper read to
students whisper read to
assess needs. Summarize the assess needs. Summarize the
story. Discuss what was
story. Discuss what was
strange about the woman in
unusual about the story. Fill
the story. Fill in the graphic
in the graphic organizer.
organizer.
Needs Based Focus- Practice Needs Based Focus- Practice
fluency by echo reading.
fluency by partner reading.
Book Title: Floating on Air
Procedure: Review
vocabulary. Review the
strategy, monitor/clarify.
Discuss Noting Details.
Read pp. 8 to 11. Listen to
students whisper read to
assess needs. Summarize the
story. Discuss what was
unusual about the story. Fill
in the graphic organizer.
Needs Based Focus- Predict
how the story will end. Write
an ending.
Independent Work- Noting Details on P.B. pp. 214-215; Spelling P.B. p.218; Page 3 Test
Practice Packet; Verbs P.B. p.222 (Go over answers if time allows)
Grammar- 25 minutes
TM p. 323J- Use the transparency to explain that good writers use exact verbs that give the
reader an exact visual image. Practice using the sentences on the transparency.
Give pairs of students the Strong Verbs sheet to replace the verbs with more exact verbs.
Read examples when students finish.
Fluency- 15 minutes: Practice Reading the Poem for Day 5 performance
Language Arts
Day 5
15 minutes
Daily Language Practice Days 9 and 10 using transparency 3-5
Comprehension/ Vocabulary Skills- (whole group)- Review the following skills: noting
details, monitor/clarify strategy, synonyms, compound words, and action verbs.
Small Group Meetings- Leveled Readers- 45 minutes
Core Skill Focus- Noting Details
Book Title: One Day in May Book Title: Floating on Air
Procedure: Review the
Procedure: Review the
vocabulary. Review the
vocabulary. Review the
strategy. Discuss Noting
strategy. Discuss Noting
Details. Read the end of the Details. Read the end of the
story. Listen to students
story. Listen to students
whisper read to assess needs. whisper read to assess needs.
Discuss details.
Discuss details.
Needs Based FocusNeeds Based FocusSummarize, fluency
Summarize
Independent Work- P.B. p. 219; Verbs P.B. p. 223
Book Title: Floating on Air
Procedure: Review the
vocabulary. Review the
strategy. Discuss Noting
Details. Read the end of the
story. Listen to students
whisper read to assess needs.
Discuss details.
Needs Based FocusSummarize
Testing Procedures for Weekly/ Integrated Theme Test and Spelling Test.
1 hour
Administer Weekly Skills Test.
Administer Spelling Test
Building Fluency- 20 minutes
After allowing students time to practice, have groups perform their poem.
Language Arts
Noting Details
Some details are important to a story, while others are not as important.
Decide if the following details are important or not so important with
your partner. Circle the ones that seem important to you.
Mr. Bailey whistles as he drives.
Autumn is Mr. Bailey’s favorite season.
Mr. Bailey realizes he has hit a man in the road.
Mr. Bailey took the stranger home.
Katy peeked into the room.
The mercury stuck to the bottom of the thermometer after the doctor
used it on the stranger.
Mr. Bailey lent the man some clothes.
He joined the Bailey’s for dinner.
Rabbits were not afraid of him.
The trees in the north were bright red and orange, but the trees to the
south were green.
The stranger disappeared when Mr. Bailey went to say good-bye.
Every autumn, “See you next fall” is etched on the window.
Language Arts
On text pages 301 to 317, look back at the story The Stranger by Chris
VanAllsburg. Find as many action verbs as you can. List them below.
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