Week of January 7-11, 2013
Whole Group Reading
10:20-12:10
**Please allow students to work on AR from 11:40-12:10. You can pull students from green group to read with/have them read to you. Please
give a ticket to each student that earns a 80, 90 or 100 on their AR test. Thank you!**
Specific SOL:
3.5d Compare/
Contrast
Fiction
Monday
Objective:
The students
will compare
and contrast
characters
when reading
fiction.
Vocabulary
Shared and
Read Aloud
Guided
Practice and
Independent
Activity
Evaluation/
Assessment
Homework
Read Aloud/Shared: One Grain of Rice from Scott Foresman
Ask students to describe how the temperate forest (like where we
live) and the rain forest are alike and different-write alike and
different on the board and record their responses
Explain to students that what they did when they wrote what was
alike was comparing and what they said was different was
contrasting.
Have students get their “bear” reading book and turn to p. 88 and
go over Compare & Contrast in margin
Read Afraid of the Dark together and look for key words that
signal compare and contrast and record on board
After reading make a large Venn Diagram on the board and
compare daytime Osa to nighttime Osa
Have students get their “bear” workbook from their cubby and
complete p. 31 independently and share after.
Tell students that we are going to start reading a new story this
week called One Grain of Rice. Tell them that before we begin, we
are going to play a matching game with vocabulary words. Put up
the bolded vocabulary words from the story on the wall (from day 1
sheet). Pass out synonym cards to the kids. Have them move to
the word on the wall that matches.
Have students use glossary to find and write definition for double,
grain, and palace in their word study vocabulary notebook and
make an illustration to go with each.
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Instructional Strategies
Activating prior knowledge
Identifying similarities/ difference
Summarizing and note taking
Reinforcing effort/providing
recognition
Homework and practice
Nonlinguistic representations
Cooperative learning
Setting objectives/providing feedback
Generating and testing hypotheses
Cues, questions, advance organizers
Differentiation
Structured small groups
Other _______________________
Students for
Enrichment or
Support
Specific SOL:
Tuesday
3.5d Compare/
Contrast
Fiction
Objective:
The students
will compare
and contrast
characters
when reading
fiction.
Vocabulary
Shared and
Read Aloud
Guided
Practice and
Independent
Activity
Evaluation/
Assessment
Homework
Vocabulary:
Read Aloud/Shared: One Grain of Rice
Review the vocabulary and synonyms from yesterday. Have
students use the glossary to look up and record the definitions for
reward, single and thief. Students complete vocabulary page 32 in
“bear” workbook and collect for grade.
Tell students that we are going to read One Grain of Rice together
and as we read we need to think about how Rani and Raja, the
main characters, are alike and different so we can compare and
contrast them.
Read the story pages 91-100, stopping to ask the questions in the
margins of the teacher edition.
After reading, discuss predictions for tomorrow’s reading and how
Rani and Raja are alike and different and words that describe each.
Review answering questions about predicting with workbook p. 37.
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Instructional Strategies
Activating prior knowledge
Identifying similarities/ difference
Summarizing and note taking
Reinforcing effort/providing
recognition
Homework and practice
Nonlinguistic representations
Cooperative learning
Setting objectives/providing feedback
Generating and testing hypotheses
Cues, questions, advance organizers
Differentiation
Structured small groups
Other _______________________
Teacher monitoring
Students for
Enrichment or
Support
Specific SOL:
Wednesday
3.5d Compare/
Contrast
Fiction
Objective:
The students
will compare
and contrast
characters
when reading
fiction.
Vocabulary
Shared and
Read Aloud
Guided
Practice and
Independent
Activity
Vocabulary:
Read Aloud/Shared: One Grain of Rice
Review the words the class used to describe Raja and Rani. Tell
students that today they are going to finish reading the story and
compare and contrast the characters on a graphic organizer.
Reread p. 100 together, then complete reading the story together,
stopping to ask the questions in the margin of the teacher edition.
After reading, pair students and pass out the Compare a Character
graphic organizer and word cards and have students complete and
turn in for a class work grade.
After completing organizer in pairs, have students share out and
then independently complete workbook p. 33 and turn in.
Tell students that we are going to reread the story again today in
small groups and then sequence events. Assign students to small
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Instructional Strategies
Activating prior knowledge
Identifying similarities/ difference
Summarizing and note taking
Reinforcing effort/providing
recognition
Homework and practice
Nonlinguistic representations
Cooperative learning
Setting objectives/providing feedback
Generating and testing hypotheses
Cues, questions, advance organizers
Differentiation
Structured small groups
Other _______________________
Evaluation/
Assessment
Homework
.
Students for
Enrichment or
Support
Specific SOL:
3.4 use word
reference
resources.
Vocabulary
Shared and
Read Aloud
Objective:
Thursday
The students
will use
reference
resources
including the
glossary,
dictionary, and
thesaurus.
Guided
Practice and
Independent
Activity
Evaluation/
Assessment
Homework
Vocabulary:
Read Aloud/Shared: One Grain of Rice
Tell students that today they are going to answer questions about
the story, but first they will reread. Explain that after they are
done you will have them explain the genre, characters, setting,
problem and solution.
Reread the story together and then students independently answer
questions from p. 35/36 in their brown bear book-students
SHOULD use the story to help them answer their questions.
Students turn in for grade.
Tell students that we are going to begin talking about references
resources today. Ask, what is a reference? Lead students to
understand that reference materials are books we refer to find out
information. Complete the pre-assessment and have the students
hold on to it until the end of the lesson. Show students a science
book and discuss the glossary. Then show students a thesaurus
and a dictionary and discuss their uses. Ask the following
questions and model how to find the answer using one of the
reference books: What is the definition of a derby? What is a
synonym for talk? What are nutrients? (use glossary) Assign
students to groups. Have them use the 3 reference materials to
complete the scavenger hunt. Review answers.
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Instructional Strategies
Activating prior knowledge
Identifying similarities/ difference
Summarizing and note taking
Reinforcing effort/providing
recognition
Homework and practice
Nonlinguistic representations
Cooperative learning
Setting objectives/providing feedback
Generating and testing hypotheses
Cues, questions, advance organizers
Differentiation
Structured small groups
Other _______________________
HW: students take home The Sea green reader and answer
questions
Students for
Enrichment or
Support
Specific SOL:
3.5 Fiction
Friday
Objective:
Students will
demonstrate
understanding of
fiction and
nonfiction by
answering SOL
questions.
Vocabulary
Shared and
Read Aloud
Vocabulary:
Read Aloud/Shared: One of the Greatest Inventions
Guided
Practice and
Independent
Activity
Explain to students that we are going to use what we did with
comparing and contrasting with the fiction story One Grain of Rice
to read a nonfiction story.
Have students turn to p. 113 in “bear” reading book and introduce
One of the Greatest Inventions and explain to students that this is
a nonfiction article that is informational so we will get true facts
just like in a science book or atlas or encyclopedia.
Before reading explain that a Hindu is a person that believes in the
Hindu religion that began in India (show location of India on world
map) and numeral means the figure that stands for a number, ie
the figure 5 actually stands for five things
Read p. 113 thru 115 together, stopping to ask questions in margin
from p. 114
After reading complete “Test Talk” on p. 115 with students.
P
Next, pass out the passage and questions “Robert and Sam.” Have
students complete the questions for a quiz grade using
highlighters, 50/50 and Slash the Trash test taking strategies.
Evaluation/
Assessment
Homework
Students for
Enrichment or
Support
The passage and questions will be graded.
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

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
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Instructional Strategies
Activating prior knowledge
Identifying similarities/ difference
Summarizing and note taking
Reinforcing effort/providing
recognition
Homework and practice
Nonlinguistic representations
Cooperative learning
Setting objectives/providing feedback
Generating and testing hypotheses
Cues, questions, advance organizers
Differentiation
Structured small groups
Other _______________________