Whole Class Teacher’s Guide Samplerforms.hmhco.com/focusforward/pdf/ff_samp_final.pdf · Whole Class Teacher’s Guide Sampler ... language support for English Language Learners

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Whole Class Teacher’s Guide Sampler

Daily Success, Long-Term Confi dence.

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ii Rigby Focus Forward

Grades 3–8 are critical years in the academic lives of students. Upper elementary and middle school students, who never developed essential literacy skills, require a unique approach to help them catch up:

• A return to the basic reading and writing skills they missed along the way, and

• Building the motivation and confi dence they need to be successful.

Introducing Rigby Focus Forward, an intensive intervention system for students in grades 3–8 who are reading below grade level. This all-new system builds foundational reading and writing skills and fosters student motivation every step of the way.



Sampler 1

1

2

3

4

Foundational reading and writing skills taking students back to the very beginning—to fi ll in any skill gaps

High-interest student books with built-in scaffolding for step-by-step success and confi dence-building

Connected comprehension instruction across whole group and small groups to produce strategic readers

Predictable routines for differentiation and management

The Four Cornerstones of this Groundbreaking Program

Inside...

Introduction ......................................................................... ii

Complete System ................................................................2

Foundational Reading Skills .................................................4

Foundational Writing Skills ..................................................6

Connected Comprehension Instruction ...............................8

Whole Class: Sample Week of Instruction ........................10

Transparencies for Comprehension

and Writing Instruction ...............................................34

Small Group Teaching Versions .........................................36

Assessment .......................................................................40


Teacher Professional Resource Package

Contains:

• Whole Class Teacher’s Guides (Volumes 1 and 2)

• Teaching Versions Groups 1 and 2

plus other resources

2 Rigby Focus Forward

A Complete System for Intensive InterventionRigby Focus Forward’s easy-to-manage teaching components are carefully designed to work together seamlessly. This comprehensive system offers teachers systematic differentiation, and offers students engaging books that build their reading confi dence.

Everything You Need to Differentiate and Manage Your ClassRigby Focus Forward includes a complete teaching system that provides:

• Focus for core instruction

• Professional development

• Teacher-friendly differentiated instruction

• Differentiated, easy-to-use assessment

• Purposeful technology with built-in tracking

Well-organized system for easy access to daily student books.

Group 1 Leveled Reader Packages Sets A-D


Overview 3

Independent Library for

Self-Selected Reading

Well-organized system for easy access to daily student books.




»


Foundational Reading and Writing Skills

Step 2Group 1 students move to Group 2 after 16 weeks of instruction.

Step 1Rigby READS Intervention Assessment provides beginning-of-year placement into Group 1 or Group 2 student books.

Here’s How It Works:

Accelerate Reading Skills

»

Build Reading from the Ground Up Students who have mastered basic reading skills soon begin to accelerate their learning. With Rigby Focus Forward, students gain a solid foothold in foundational reading skills.

Return to the Basics to Build Reading MomentumUnlike other intervention programs, Rigby Focus Forward begins at the fi rst-grade reading level and progressively moves these students forward to gain three reading levels in one year! This intensive intervention system includes two groups for easy classroom management.

Group 1(grades 1-2.5)

Group 2(grades 2.5-early 4)

3 years progress in one year to 4th grade

level

1.5 years progress in

half a year— early exit to 4th grade

level


First 16 Weeks Second 16 Weeks

PlacementTest


Sampler 5

Student Books Reading Levels

Group 1 1.0 – 2.5

Group 2 2.6 – 4.0

Step 2Group 1 students move to Group 2 after 16 weeks of instruction.

Step 3Group 2 students that are successful on End-of-Group assessment transition out of Rigby Focus Forward.

Here’s How It Works:

Accelerate Reading Skills

» »

Return to the Basics to Build Reading MomentumUnlike other intervention programs, Rigby Focus Forward begins at the fi rst-grade reading level and progressively moves these students forward to gain three reading levels in one year! This intensive intervention system includes two groups for easy classroom management.

Both groups include language support for

English Language Learners.

Group 1(grades 1-2.5)


3 years progress in one year to 4th grade

level

1.5 years progress in

half a year— early exit to 4th grade

level


First 16 Weeks Second 16 Weeks


©Rigby. All rights reserved.

WhereAction

WhatHow

WhereAction

WhatHow

Where


Action


What


Howa report about cell phones


Who Connector

When How

Who


Connector


When


How

over the weekend.


WhereAction

WhatHow

WhereAction

WhatHow

Where


Action


What


How

wrote


Who Connector

When How

Who


Connector


When


How

Carlos

Sentence Building

Cell phones have been around for 60 years, but they sure have changed a lot!

Now cell phones are smaller.

In 1947 the army used big cell phones.

Those cell phones

were about as big

as the cordless

phones of today.

Did you know cell phones have been around for 60 years?

40 years later people could buy cell phones.

People can put them in their pockets.

They were so big that they had to be carried cases.

»


Foundational Reading and Writing Skills

Build Writing from the Ground Up:

Build-ITs are 16 Interlocking Tools that provide hands-on writing support for students—the perfect support for helping students put together the pieces of a writing puzzle!

Paragraph Building

Report Building


develops into a paragrap

h


Who Connector

When How

Who


Connector


When


How

over the weekend.

40 years later people could buy cell phones. This is an example of

a body paragraph for a nonfi ction report.

Actual Writing Build-IT™ piece shown above.

Sampler 7

Final Report: Body Paragraph

In 1947 the army used big cell phones. They

were so big that they had to be carried in

cases. These phones were attached to cars.

Soldiers would use them to talk to each other

while they traveled.

Report Building

Notes for Paragraph

1947: big cell phones used in army• carried in cases • attached to cars• soldiers used while traveling

In 1947 the army used big cell phones.


»

8 Rigby Focus Forward 8 Rigby Focus Forward

Connected Comprehension Instruction

Eight Key Strategies with Connected Skills

A comprehension strategy focus connects whole group and small group instruction to produce strategic readers. The program focuses on one comprehension strategy per week, introduced in whole class and practiced and applied in both small groups.

Comprehension Strategy Instructional Design

Whole Class Instruction

Teach and Introduce

Comprehension Strategy Connected Subskills

Make Connections Compare and Contrast

Use Background Knowledge

Create Images Enhance Understanding

Use Visuals

Revise

Ask Questions Author’s Purpose

Make Meaning

Understand Visuals

Determine Importance Using Purpose for Reading

Main Idea and Supporting Details

Synthesize Create a Summary

Sequence

Categorize

Infer Cause and Effect

Author’s Purpose

Fact and Opinion

Monitor Understanding Reread the Text

Adjust Pace

Stop and Think

Use Fix-Up Strategies Use Pictures

Read On

Systematic, Focused Comprehension Strategies Connect Whole Class and Small Group Instruction

Group 1

Lesson:

Practice

Independent Practice:

Apply

Group 2

Lesson:

Practice


Apply

Small Group Instruction


Sampler 9

Eight Key Strategies with Connected Skills

A comprehension strategy focus connects whole group and small group instruction to produce strategic readers. The program focuses on one comprehension strategy per week, introduced in whole class and practiced and applied in both small groups.

Comprehension Strategy Instructional Design

Comprehension Strategy Connected Subskills

Make Connections Compare and Contrast


Create Images Enhance Understanding

Use Visuals

Revise

Ask Questions Author’s Purpose

Make Meaning

Understand Visuals

Determine Importance Using Purpose for Reading


Synthesize Create a Summary

Sequence

Categorize

Infer Cause and Effect

Author’s Purpose

Fact and Opinion

Monitor Understanding Reread the Text

Adjust Pace

Stop and Think

Use Fix-Up Strategies Use Pictures

Read On

Sampler 9

Connected Subskills

Compare and Contrast


Enhance Understanding

Using Purpose for Reading


Systematic, Focused Comprehension Strategies Connect Whole Class and Small Group Instruction

Group 2

Lesson:

Practice


Apply


OVERVIEW

WEEK6

Whole Class Learning Objectives

COMPREHENSION Strategy: Infer

RETEACHING Phonemic Awareness: Segmenting, Blending

Phonics: Long Vowels, r-controlled vowelsr-controlled vowelsr

Comprehension: Synthesis

WRITING Craft: Introductory Sentence

Form: Report

Grammar, Usage, and Mechanics: Verb Tenses


WEEK 6 Resources

Writing Build-ITsTM

Body Text Drafting Tool

IntroductorySentence

Drafting Tool

First, you need to

eat healthy and

drink lots of water.

Student Books 26–30

Group 1 Group 2

Transparencies 16—18

ComprehensionComprehension

WritingWritingWritingWriting

Comprehension

Rigby Focus ForwardFluent Reader™ Software

Group 1 Group 2

Level F Passages

Level K Passages

Assessment

37Group 1 Week 1

Many people are afraid of bats. They think these small flying animals will hurt

them. But bats are very gentle animals. They are also helpful to people. Bats eat

insects, help flowers make fruit, and spread seeds.

Bats have wings and can fly. But they are not birds. They have fur instead

of feathers. Bats are in a group of animals called mammals. Mammals are

animals with warm blood. They also have hair. Mammal babies are born live, not

from eggs. Dogs, cats, and people are all mammals. Of all the mammals, only

bats can fly.

Bats sleep during the day. They hang upside down from their feet. Then

they come out late in the evening to eat.

Most bats in the United States eat only insects. In fact, a bat can eat hundreds of

insects in just one hour. Bats can eat so much because they use a lot of energy

flying around.

A bat can eat 2,000 bugs in one night. So next time you see a bat, say

thanks for the good work it does!

Week 1group 1group 1

»Batty About Bats

1 You can tell from the passage that feathers are things you can find on –a. dogsb. catsc. batsd. birds

2 What can you infer about the bats in Bracken Cave?a. They live somewhere else in the winter.b. They leave the cave one at a time.c. They come out of the cave when it’s cloudy.d. They eat fruits and seeds.

Read the passage. Then answer the questions. Circle the letter of the correct answer.

Assessment TestAssessment TestAssessment Test

© R

igb

y. A

ll ri

gh

ts r

eser

ved

.

Name Date

AssessmentGuidepages 12–13

Worktext pages 36–41

Group 2Group 1

IndependentReadingLibrary

Introductory

If you are serious

about becoming a

basketball player,

there are three

things you can do.

OVERVIE

WW

EEK6

Small Group Learning Objectives

Group 1 Titles Group 2 Titles


Each week begins with an easy–to-follow overview planner with key whole class and small group objectives and resources needed for the week’s lessons.

» Whole Class: Sample Week of InstructionFollowing is a

sample week of instruction from the Whole Class Teacher’s Guide with day-by-day

lessons.


OVERVIEW

WEEK6

Whole Class Learning Objectives

WEEK 6 Resources

Group 1 Group 2

Group 1 Group 2

Week 1

»Batty About Bats

d. birds

d. They eat fruits and seeds.

© R

igb

y. A

ll ri

gh

ts r

eser

ved

.

Name Date

Group 2Group 1

OVERVIE

WW

EEK6

Small Group Learning ObjectivesComprehension Strategy: Infer Day 2 Comprehension Subskill: Cause and Effect

Fluency: Use Punctuation to Inform Meaning


Science

Skeletons

Vocabulary: bones, muscles, skeletons

Genre: Expository

Phonics: Consonant Digraph (-ng) Science

Garbage

Vocabulary: landfill, pollute, recycle, reduce

Genre: Expository

Phonics: Silent Letter ConsonantPattern (wr-)wr-)wr

Slow Down, Mrs. Brown!

Vocabulary: closed, late, scooter, shouted

Genre: Realistic Fiction

Phonics: Consonant Digraph (sh-)

The Giant’s Causeway

Vocabulary: giant, mighty, feeble, causeway

Genre: Myths & Legends

Phonics: Silent Letter Consonant Pattern (gh)

Science

Antarctic Animals

Vocabulary: feathers, oxygen, scientists

Genre: Expository

Phonics: Consonant Digraph (wh-) Social

Studies Studies

The Green Belt Movement

Vocabulary: cultures, educate, programs, provide, protested

Genre: Expository

Phonics: Silent Letter ConsonantPattern (kn-)

Science

Discovering Planets

Vocabulary: astronomer, farthest, planets

Genre: Expository

Phonics: Consonant Digraph (ch-) Social

Studies Studies

Pompeii

Vocabulary: ash, diverse, poisonous, preserved, trading center, volcano

Genre: Expository

Phonics: Silent Letter ConsonantPattern (ck)

On the Team

Vocabulary: basketball, coach, shoot hoops, slam dunk, winners



Trapped

Vocabulary: battery, deserted, rescued, stranded, survival, trapped


Phonics: Silent Letter ConsonantPattern (gh)

Whole Class Teacher’s Guide 123

Sampler 11

Teachers can quickly scan the Student Books for the week.


Differentiated Instruction

Whole Class

Whole Class

Assessment

Small Group Reading Time

• Comprehension• Phonics• High-Frequency Words• Vocabulary• Fluency• Literary Analysis• Nonficton Text Feature• Genre• Vocabulary Strategy

See pages 122–123 for skills taught in Small Group Reading Plan.

Reteaching Time• Phonemic Awareness• Phonics• Comprehension• Fluency• Self-Selected Reading• Weekly Assessment

Whole Class and Independent Writing Time

• Writing Form• Writer’s Craft• Writing Process• Writing Trait• Grammar, Usage, and

Mechanics

Reading Time• Comprehension

Instruction

Day 1 Day 2

ComprehensionTeach and Model Infer

Transparency 16

ComprehensionGuided Practice with Infer

Transparency 16Transparency 18

Ses

sio

n 1

Group 1 Group 2 Group 1 Group 2

LessonIndependent

Practice LessonIndependent

Practice

Group 1 Book 26Skeletons Group 2 Worktext,

page 37Self-Assessment

Group 1 Book 27Slow Down, Mrs. Brown!

Group 2 Worktext,page 38Comprehensionand Vocabulary

Ses

sio

n 2


IndependentPractice

Lesson IndependentPractice

Lesson


Group 2 Book 26Garbage Group 1 Worktext,

page 38Comprehension,Phonics, and High-Frequency Words

Group 2 Book 27The Giant’s Causeway

Reteach Group Reteach Group

Phonemic Awareness and Group 1 Phonics

• Segmenting• Blending• Long Vowels

Group 2 Phonics • r -controlled vowels

Independent Group Independent Group

Rigby Focus ForwardFluent ReaderTM software


Writing FormTeach Nonfiction Report

Writer’s CraftTeach Introductory Sentence

Group 1 Worktext, page 36Group 2 Worktext, page 36

Transparency 17

Writing ProcessShared Writing: Prewrite

Writer’s CraftIntroductory Sentence


Transparency 17

Daily Comprehension Check Daily Comprehension Check

WEEK6 at a GlancE

20

min

ute

s

20

20

min

ute

s

20

= tested

10

min

ute

s

10

20

min

ute

s

20

20

min

.

20

Day 3 Day 4 Day 5

ComprehensionRevisit Infer

Transparency 16

ComprehensionGuided Partner Practice with Infer

Transparency 16, 18

ComprehensionPractice Infer with Partner

Infer Organizer

Group 1 Group 2 Group 1 Group 2 Group 1 Group 2

LessonIndependent



Practice

Group 1 Book 28Antarctic Animals Group 2 Worktext,


Group 1 Book 29Discovering

PlanetsGroup 2 Worktext,page 40Comprehensionand Vocabulary

Group 1 Book 30On the Team Group 2 Worktext,

page 41Comprehension,Phonics, and High- Frequency Words


IndependentPractice



Lesson


Group 2 Book 28The Green Belt

MovementGroup 1 Worktext,page 40Comprehension,Phonics, and High- Frequency Words

Group 2 Book 29Pompeii Group 1 Worktext,


Group 2 Book 30Trapped

All Students: Independent Reading Reteach Group All Students:WeeklyTests

Independent Library: Self-SelectedReading

Comprehension: Synthesize Weekly Test Group 1Weekly Test Group 2

Independent Group


Writing ProcessShared Writing: Draft


I T sWriting Build- TM

Transparency 17

Writing ProcessShared Writing: Revise and Edit



Transparency 17

Writing ProcessShared Writing: Revise, Transcribe, and Share

Writing Grammar, Usage, and MechanicsVerb Tense

Writer’s CraftIntroductory Sentence Transparency 17


Daily Comprehension Check Daily Comprehension Check/Fluency Assessment

WeeklyTest /Writing Assessment


At-A-Glance Weekly Planner highlights daily lessons for each week for all four steps of the lesson.

STEP 2

STEP 1

STEP 3

STEP 4

Suggested pacing for the four steps of the lesson are provided for each day.



Whole Class

Whole Class

Assessment

Small Group Reading Time

• Comprehension• Phonics• High-Frequency Words• Vocabulary• Fluency• Literary Analysis• Nonficton Text Feature• Genre• Vocabulary Strategy

See pages 122–123 for skills taught in Small Group Reading Plan.

Reteaching Time• Phonemic Awareness• Phonics• Comprehension• Fluency• Self-Selected Reading• Weekly Assessment

Whole Class and Independent Writing Time

• Writing Form• Writer’s Craft• Writing Process• Writing Trait• Grammar, Usage, and

Mechanics

Reading Time• Comprehension

Instruction

Day 1 Day 2

ComprehensionTeach and Model Infer

Transparency 16

ComprehensionGuided Practice with Infer

Transparency 16Transparency 18

Ses

sio

n 1


LessonIndependent


Practice

Group 1 Book 26Skeletons Group 2 Worktext,


Group 1 Book 27Slow Down, Mrs. Brown!


Ses

sio

n 2


IndependentPractice


Lesson


Group 2 Book 26Garbage Group 1 Worktext,


Group 2 Book 27The Giant’s Causeway

Reteach Group Reteach Group

Phonemic Awareness and Group 1 Phonics

• Segmenting• Blending• Long Vowels

Group 2 Phonics • r -controlled vowels

Independent Group Independent Group



Writing FormTeach Nonfiction Report

Writer’s CraftTeach Introductory Sentence


Transparency 17

Writing ProcessShared Writing: Prewrite



Transparency 17

Daily Comprehension Check Daily Comprehension Check

WEEK6 at a GlancE

20

min

ute

s

20

20

min

ute

s

20

= tested

10

min

ute

s

10

20

min

ute

s

20

20

min

.

20

Day 3 Day 4 Day 5

ComprehensionRevisit Infer

Transparency 16

ComprehensionGuided Partner Practice with Infer

Transparency 16, 18

ComprehensionPractice Infer with Partner

Infer Organizer


LessonIndependent



Practice

Group 1 Book 28Antarctic Animals Group 2 Worktext,


Group 1 Book 29Discovering

PlanetsGroup 2 Worktext,page 40Comprehensionand Vocabulary

Group 1 Book 30On the Team Group 2 Worktext,

page 41Comprehension,Phonics, and High- Frequency Words


IndependentPractice



Lesson


Group 2 Book 28The Green Belt

MovementGroup 1 Worktext,page 40Comprehension,Phonics, and High- Frequency Words

Group 2 Book 29Pompeii Group 1 Worktext,


Group 2 Book 30Trapped

All Students: Independent Reading Reteach Group All Students:WeeklyTests

Independent Library: Self-SelectedReading

Comprehension: Synthesize Weekly Test Group 1Weekly Test Group 2

Independent Group


Writing ProcessShared Writing: Draft


I T sWriting Build-

Introductory Sentence

sTM

Transparency 17

Writing ProcessShared Writing: Revise and Edit


I T sWriting Build-

Introductory Sentence

sTM

Transparency 17

Writing ProcessShared Writing: Revise, Transcribe, and Share

Writing Grammar, Usage, and MechanicsVerb Tense

Writer’s CraftIntroductory Sentence Transparency 17


Daily Comprehension Check Daily Comprehension Check/Fluency Assessment

WeeklyTest /Writing Assessment

Sampler 13

At-A-Glance Weekly Planner highlights daily lessons for each week for all four steps of the lesson.


DAY 1WEEK 6

Learning ObjectivesLearning Objectives

Comprehension: Infer Fluency: Use Punctuation to Inform Meaning Writing: Introductory Sentence

Reteach Phonemic Awareness and Group 1 Phonics: Segmenting, Blending, and Consonant Digraphs

Group 1 Book Group 2 Book

Skeletons

Vocabulary: bones, muscles, skeletons

Genre: Expository

Nonfiction Feature: Index, Labels, Sidebar Text

Phonics: Consonant Digraph (-ng)

Garbage

Vocabulary: landfill, pollute, recycle, reduce

Genre: Expository

Nonfiction Feature: Charts and Diagrams

Phonics: Silent Letter Consonant Pattern (wr-)wr-)wr


Comprehension Instruction: InferBuild BackgroundIntroduce the topic of basketball using the art on Transparency 16. Have students share what they know about basketball. Supply any missing background knowledge: Teams shoot a ball in a hoop to score.

Teach Comprehension: InferExplain to students that when we infer, we fill in information that is not directly stated in the text. Good readers use what they know to deepen their understanding of what they read.

Read and Model Comprehension: InferRead the Passage Cover up Passage 2 on the Transparency. Read Passage 1 on Transparency 16, tracking the text with your fingers.

Model Use the following Think Aloud to model the comprehension strategy Infer when you see the light bulb icon. As you model the skill, circle the text on the transparency that helps you make an inference.

In the text I see swoosh and the crowd cheered after Anna shot the ball. I know that a basketball often makes a swooshing sound when it goes through the hoop. I also know that people usually cheer when something good happens. Based on what I see in the text and what I know, I can infer that Anna’s shot went in the hoop.

Restate the Strategy When we infer, we use what we already know to deepen our understanding of the text.

»Whole Class Reading Time

ScienceScience

Transparency 16

Think Aloud

Grouping Strategy Follow the chart below for Session 1 and Session 2.

»Small Group Reading TimeDifferentiated Instruction


20

min

ute

s

20

20

min

ute

s

20

in Small Group Lessons

Daily Assessment

Se

ssi

on

1

Group 1 Group 2

Lesson

Teacher Material

Small GroupTeaching Version Group 1 Book 26 Skeletons

Student Material

Student BookGroup 1 Book 26 Skeletons

Follow the lesson plan in the Small GroupTeaching Version to teach the small group session.

Independent Practice

Student Materials

Group 2 Worktext,page 37Self-Assessment

Student BookGroup 2 Book 25 Vega Bay

1. Students complete Worktext page.2. Students reread last week’s book Vega Bay.3. Optional: Students use writing prompt.4. Optional: Students use Rigby Focus

Forward Fluent Reader TM software.

Se

ssi

on

2

Group 1 Group 2


Student Materials

Group 1 Worktext,page 37 Comprehension and Vocabulary


1. Students complete Worktext page.2. Students reread Skeletons.3. Optional: Students use writing prompt.4. Optional: Students use Rigby Focus


Lesson

Teacher Material

Small GroupTeaching Version Group 2 Book 26 Garbage

Student Material

Student BookGroup 2 Book 26 Garbage



The teacher uses a transparency to model the comprehension strategy using the Think-Aloud feature.

A key comprehension strategy is introduced on Day 1 for the week’s instruction.

STEP 1

STEP 2


DAY 1WEEK 6

Learning Objectives

Group 1 Book Group 2 Book

Build Background

Teams shoot a ball in a hoop to score.

Teach Comprehension:

Good readers use what they know to deepen their understanding of what they read.

Read and Model Comprehension:

In the text I see swoosh and the crowd cheered after Anna shot the ball. I know that a basketball often makes a swooshing sound when it goes through the hoop. I also know that people usually cheer when something good happens. Based on what I see in the text and what I know, I can infer that Anna’s shot went in the hoop.

When we infer, we use what we already know to deepen our understanding of the text.

Whole Class Reading Time

ScienceScience




20

min

ute

s

20

20

min

ute

s

20


Daily Assessment

Se

ssi

on

1

Group 1 Group 2

Lesson

Teacher Material

Small GroupTeaching Version Group 1 Book 26 Skeletons

Student Material




Student Materials

Group 2 Worktext,page 37Self-Assessment

Student BookGroup 2 Book 25 Vega Bay

1. Students complete Worktext page.2. Students reread last week’s book Vega Bay.3. Optional: Students use writing prompt.4. Optional: Students use Rigby Focus


Se

ssi

on

2

Group 1 Group 2


Student Materials

Group 1 Worktext,page 37 Comprehension and Vocabulary


1. Students complete Worktext page.2. Students reread Skeletons.3. Optional: Students use writing prompt.4. Optional: Students use Rigby Focus


Lesson

Teacher Material

Small GroupTeaching Version Group 2 Book 26 Garbage

Student Material



Sampler 15

This chart helps teachers easily manage Small Group Reading Time – pacing, materials, and assignments.

STEP 2


Reteach Phonemic Awareness and PhonicsGrouping StrategyUse Weekly Test 5 to identify Group 1 students who need additional phonics instruction. In addition, use Phonemic Awareness Screening 1 (Week 4) to identify students who need additional segmenting and blending instruction. Then select from the activities below as needed.

Reteach and Practice SkillsPhoneme Segmenting Tell students that you are going to say a word and ask them to say each sound in the word. If I say dig, you would say /d/ /i/ /g/. Model saying each sound separately. Now say each sound in the word that you hear: bet (/b/ /e/ /t/). Repeat this process with the words fat, bow, shipand bath.

Phoneme Blending Tell students that you are going to say the sounds in a word. Ask them to put the sounds together to say the word. If I say /t/ /i/ /p/, what would you say? (tip) Repeat this process with the words yet, tow, wash, and chin.

Consonant Digraphs (-ng) Write the word sing on the board. Drawing your finger under the ng, say the word sing, emphasizing the ng sound. With students, practice saying the word. Write the words long, wing, hang, thing on the board and have students read the words. For additional practice, use Online Practice page 59.

Assess Phonemic Awareness and Phonics Use the rubric below to assess student progress. Continue working on these skills for beginning or developing students.

Phonemic Awareness and Phonics Rubric

1. Successful 2. Developing 3. Beginning

Student consistently responds appropriately(at least 4 out of 5).

Student sometimesresponds appropriately(2–3 out of 5).

Student rarely responds appropriately (0–1 out of 5).

Next Step: For beginning and developing students, continue with the instruction above, using different words.

Reteaching Group Independent Group

• Segmenting• Blending• Consonant Digraph (-ng )

Fluency Practice with Rigby Focus ForwardFluent ReaderTM software

»Reteaching TimeDifferentiated Instruction



Online Practice

Daily Assessment

Whole Class Writing Time

Teach Form:A report is nonfiction

writing that tells someone about a specific topic.

Teach Writing Skill:

Use Writing Build-ITsTM:

The green piece is the introductory sentence. The neutral piece is the rest of the paragraph. Together they make a complete paragraph.

Independent Writing:

ELL

I like this sentence because

Differentiating for ELLs

Levels 1–2 Level 3 Levels 4–5

Week 6

4 Write Your Own Introductory Sentence

2 Gather Ideas

3 Check Your Introductory Sentence

1 Find an Example from Your Book

Daily Assessment


STEP 3

This helpful rubric assists the teacher in measuring the level of student progress.

Students in need of reteaching are identifi ed by Weekly Tests and Phone-mic Awareness Screenings.

Day 1 continued


Reteach Phonemic Awareness and PhonicsGrouping StrategyUse Weekly Test 5 to identify Group 1 students who need additional phonics instruction. In addition, use Phonemic Awareness Screening 1 (Week 4) to identify students who need additional segmenting and blending instruction. Then select from the activities below as needed.

Reteach and Practice SkillsPhoneme Segmenting Tell students that you are going to say a word and ask them to say each sound in the word. If I say dig, you would say /d/ /i/ /g/. Model saying each sound separately. Now say each sound in the word that you hear: bet (/b/ /e/ /t/). Repeat this process with the words fat, bow, shipand bath.

Phoneme Blending Tell students that you are going to say the sounds in a word. Ask them to put the sounds together to say the word. If I say /t/ /i/ /p/, what would you say? (tip) Repeat this process with the words yet, tow, wash, and chin.

Consonant Digraphs (-ng) Write the word sing on the board. Drawing your finger under the ng, say the word sing, emphasizing the ng sound. With students, practice saying the word. Write the words long, wing, hang, thing on the board and have students read the words. For additional practice, use Online Practice page 59.

Assess Phonemic Awareness and Phonics Use the rubric below to assess student progress. Continue working on these skills for beginning or developing students.

Phonemic Awareness and Phonics Rubric







• Segmenting• Blending• Consonant Digraph (-ng )

Fluency Practice with Rigby Focus ForwardFluent ReaderTM software



Online Practice

Daily Assessment

Whole Class Writing Time»Whole Class Writing Time


Whole Class and Independent WritingTeach Form: Nonfiction ReportGive students a brief explanation of nonfiction reports. A report is nonfiction writing that tells someone about a specific topic.

Teach Writing Skill: Introductory SentenceIntroduce the Skill Explain to students that an introductory sentence is the first sentence of a paragraph. It tells the topic of a paragraph or passage.

Read the Writing Model Read the Writing Model from Transparency 17. Ask students to identify the topic of the paragraph. Then ask them to identify the sentence that tells them the topic. Circle that sentence on the transparency.

Use Writing Build-ITsTM: Introductory SentenceIntroduce the Concept Write the introductory sentence on the green Build-IT Cling-On, and add the neutral Cling-On to it. The green piece is the introductory sentence. The neutral piece is the rest of the paragraph. Together they make a complete paragraph. Tell students that they will use their Writing Build-ITsTM when they begin drafting their introductory sentences on Day 3.

Support Writing Skill Discuss the “Ways to Interest Your Reader” on Transparency 17: use strong action, describe in detail, use sensory language, and ask an interesting question.

Independent Writing: Apply Writing SkillFind a Good Introductory Sentence Have students take out their books from reading group and look for an example of a good introductory sentence. ELL

Record the Sentence When students have found an example, have them record the sentence on Worktext page 36. Have students explain their choice by filling out the prompt I like this sentence because . .


Levels 1–2Pair these students with more proficient speakers to assist in locating an appropriate sentence. Then have them circle words and phrases that make it a good introductory sentence.

Level 3Provide the following word bank: strong action words, details, sensory language, and asks a question. Have students write words and phrases from their good introductory sentence next to the appropriate words from the bank.

Levels 4–5Have these students answer the sentence frame using academic language such as action, detail, sensory language, and asks a question.

Transparency 17

36

Week 6Week 6

Writing� Group 1 Worktext


2 Gather Ideas


My Introductory Sentence...

clearly states the topic. uses correct verb tense and word order.

will interest the reader. uses correct spelling, punctuation,

� � and capitalization.

Writing an Introductory Sentence


Good Introductory Sentence ��

��

Why I Like this Sentence ��

��

My Introductory Sentence

��

��

Worktext page 36

Daily Assessment

Overhead Display

If you are serious If you are serious If you are serious

about beabout beabout becoming a coming a coming a

basketball player, basketball player, basketball player,

there are three there are three there are three

things you can dothings you can dothings you can do...

First of all, you can First of all, you can First of all, you can

drink lots of watdrink lots of watdrink lots of water.er.er.drink lots of water.drink lots of watdrink lots of watdrink lots of water.drink lots of water.drink lots of water.drink lots of watdrink lots of watdrink lots of water.drink lots of wat

I TWriting Build- sTM

Sampler 17

STEP 4

Teachers introduce the writing skill for the week using a writing model on a transparency.


WEEK 6



Reteach Group 2 Phonics: r -controlled vowels





Literary Analysis: Point of View

Phonics: Consonant: Digraph (sh-)

Comprehension Subskill: Infer: Cause and Effect



Genre: Myths and Legends

Literary Analysis: Character

Phonics: Silent Letter Consonant Pattern (gh-)


Comprehension Instruction: InferRevisit Comprehension InferRemind students that when we infer, we use what we know to fill in information that is not directly stated in the text. Remember that good readers use what they know to deepen their understanding of what they read.

Support Comprehension with OrganizerIntroduce Organizer Show students the Infer Organizer on Transparency 18.

ReviewText Reuse Transparency 16 to review infer with students. As you cover up Passage 2, reread Passage 1, tracking the text with your finger. Remind students that you made an inference when you got to the light bulb icon. Basedon what I saw in the text and on what I already know, I made the inference that Anna’s shot went in the hoop.

Fill Out with Class Guide students in completing the Infer Organizer on Transparency 18. Remind students of your Think Aloud and fill out the columns in the organizer to show how you made an inference.

Have students suggest other inferences they made from Passage 1 and fill out the organizer with their ideas. The chart below provides samples.

Sample Inferences

What I See in theText + What I Know = My Inference

Heart beats quickly.+

Heart beats quickly when nervous. =

Anna is nervous about shooting the ball.

Players glance nervously at scoreboard. +

Scoreboard tells which team is winning. =

Teammates worry she might miss and lose the game.


WEEK 6DAY 2


Transparency 18




Daily Assessment


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Lesson

Teacher Material

Small GroupTeaching Version Group 1 Book 27 Slow Down, Mrs. Brown!

Student Material

Student BookGroup 1 Book 27 Slow Down, Mrs. Brown!



Student Materials

Group 2 Worktext,page 38 Comprehensionand Vocabulary


1. Students complete Worktext page.2. Students reread Garbage.3. Optional: Students use writing prompt.4. Optional: Students use Rigby Focus


Se

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Group 1 Group 2


Student Materials

Group 1 Worktext,page 38 Comprehension, Phonics, and High-Frequency Words


1. Students complete Worktext page.2. Students reread Slow Down, Mrs. Brown!3. Optional: Students use writing prompt.4. Optional: Students use Rigby Focus


Lesson

Teacher Material

Small GroupTeaching Version Group 2 Book 27 The Giant’s Causeway

Student Material

Student BookGroup 2 Book 27 The Giant’s Causeway



On Day 2, teacher shows students how to practice the comprehension strategy with a graphic organizer.

STEP 1

STEP 2


WEEK 6

Learning Objectives


Reteach Group 2 Phonics: r -controlled vowels





Literary Analysis: Point of View

Phonics: Consonant: Digraph (sh-)




Genre: Myths and Legends

Literary Analysis: Character

Phonics: Silent Letter Consonant Pattern (gh-)


Comprehension Instruction: InferRevisit Comprehension InferRemind students that when we infer, we use what we know to fill in information that is not directly stated in the text. Remember that good readers use what they know to deepen their understanding of what they read.

Support Comprehension with OrganizerIntroduce Organizer Show students the Infer Organizer on Transparency 18.

ReviewText Reuse Transparency 16 to review infer with students. As you cover up Passage 2, reread Passage 1, tracking the text with your finger. Remind students that you made an inference when you got to the light bulb icon. Basedon what I saw in the text and on what I already know, I made the inference that Anna’s shot went in the hoop.

Fill Out with Class Guide students in completing the Infer Organizer on Transparency 18. Remind students of your Think Aloud and fill out the columns in the organizer to show how you made an inference.

Have students suggest other inferences they made from Passage 1 and fill out the organizer with their ideas. The chart below provides samples.

Sample Inferences


Heart beats quickly.+

Heart beats quickly when nervous. =

Anna is nervous about shooting the ball.

Players glance nervously at scoreboard. +

Scoreboard tells which team is winning. =

Teammates worry she might miss and lose the game.


DAY 2


Transparency 18




Daily Assessment


20

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Group 1 Group 2

Lesson

Teacher Material

Small GroupTeaching Version Group 1 Book 27 Slow Down, Mrs. Brown!

Student Material




Student Materials



1. Students complete Worktext page.2. Students reread Garbage.3. Optional: Students use writing prompt.4. Optional: Students use Rigby Focus


Se

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Group 1 Group 2


Student Materials



1. Students complete Worktext page.2. Students reread Slow Down, Mrs. Brown!3. Optional: Students use writing prompt.4. Optional: Students use Rigby Focus


Lesson

Teacher Material

Small GroupTeaching Version Group 2 Book 27 The Giant’s Causeway

Student Material



Sampler 19

Grouping Strategy

»Differentiated Instruction

STEP 2


Reteach PhonicsGrouping StrategyUse Weekly Test 5 to identify Group 2 students who need additional phonics instruction.

Reteach and Practice: r-Controlled VowelsTeach the Skill Write enter on the board. Review that r often changes the sound of a vowel it follows. Drawing your finger under er, say enter, emphasizing the er sound. The letters e and r make the /ur/ sound. With students, practice saying the word. Repeat with dark, bird, hurt, and pattern.

Practice the Skill

• Write an r-controlled word, such as story. Ask a student to read the word. Continue in a game-like fashion, gradually increasing word difficulty: fur,apart, heart, different, and government.

• For written practice, use Online Practice page 60.

Assess PhonicsUse the rubric below to assess student progress as you observe the activity.

Phonics Rubric







• r-controlled vowels Fluency Practice with Rigby Focus ForwardFluent ReaderTM software


instruction above, using different words.Differentiating for ELLs


Levels 1–2Have students write “after school” in the center of the web. Provide the words: sports, TV, homework. Have students draw pictures in and label the surrounding circles.

Level 3Have students write “after school” in the center of the web. Provide the words: sports, TV, homework. Have students write phrases, such as play sports, in the circles.

Levels 4–5Have students fill in their web with phrases that describe what they like to do after school.

Daily Assessment

Online Practice

Whole Class and Independent WritingRevisit Writing Skill: Introductory SentenceRemind students that introductory sentences introduce the topic and make the reader want to keep reading. Writers can use strong action, specific details, sensory language, and interesting questions to write good introductory sentences.

Generate Class Writing Topic: Nonfiction ReportTell students that together you are going to brainstorm topics for a report. Areport is a kind of informational text. A strong report topic will have a lot of information to learn about and share. If students are stuck, you can provide one of the following topics: cell phones, basketball players, or after-school activities.

Shared Prewriting with ClassModel filling in an idea web on a blank transparency. Write the chosen topic in the center circle and details related to the topic in the surrounding squares. Explain your thinking to students as you fill in the web.

watch games

exercise

eat healthy foods

practice

whatbasketballplayers do

Independent Writing: Apply Writing SkillGenerate an Idea Have students brainstorm ideas for their writing assignment. Circulate to provide support. If students are stuck, you can provide prompts:

• What kinds of things do people use cell phones for?• What’s the most exciting part of a basketball game?• What are some things you like to do after school?

Prewriting with an Idea Web Tell students to fill in the idea web on Worktext page 36 with their topic and four interesting details. ELL

»Whole Class Writing Time


Daily Assessment


STEP 3

Day 2 continued


Reteach PhonicsGrouping StrategyUse Weekly Test 5 to identify Group 2 students who need additional phonics instruction.

Reteach and Practice: r-Controlled VowelsTeach the Skill Write enter on the board. Review that r often changes the sound of a vowel it follows. Drawing your finger under er, say enter, emphasizing the er sound. The letters e and r make the /ur/ sound. With students, practice saying the word. Repeat with dark, bird, hurt, and pattern.

Practice the Skill

• Write an r-controlled word, such as story. Ask a student to read the word. Continue in a game-like fashion, gradually increasing word difficulty: fur,apart, heart, different, and government.

• For written practice, use Online Practice page 60.

Assess PhonicsUse the rubric below to assess student progress as you observe the activity.

Phonics Rubric







• r-controlled vowels Fluency Practice with Rigby Focus ForwardFluent ReaderTM software




Levels 1–2Have students write “after school” in the center of the web. Provide the words: sports, TV, homework. Have students draw pictures in and label the surrounding circles.

Level 3Have students write “after school” in the center of the web. Provide the words: sports, TV, homework. Have students write phrases, such as play sports, in the circles.

Levels 4–5Have students fill in their web with phrases that describe what they like to do after school.

Daily Assessment

Online Practice

Whole Class and Independent WritingRevisit Writing Skill: Introductory SentenceRemind students that introductory sentences introduce the topic and make the reader want to keep reading. Writers can use strong action, specific details, sensory language, and interesting questions to write good introductory sentences.

Generate Class Writing Topic: Nonfiction ReportTell students that together you are going to brainstorm topics for a report. Areport is a kind of informational text. A strong report topic will have a lot of information to learn about and share. If students are stuck, you can provide one of the following topics: cell phones, basketball players, or after-school activities.

Shared Prewriting with ClassModel filling in an idea web on a blank transparency. Write the chosen topic in the center circle and details related to the topic in the surrounding squares. Explain your thinking to students as you fill in the web.

watch games

exercise

eat healthy foods

practice

whatbasketballplayers do

Independent Writing: Apply Writing SkillGenerate an Idea Have students brainstorm ideas for their writing assignment. Circulate to provide support. If students are stuck, you can provide prompts:

• What kinds of things do people use cell phones for?• What’s the most exciting part of a basketball game?• What are some things you like to do after school?

Prewriting with an Idea Web Tell students to fill in the idea web on Worktext page 36 with their topic and four interesting details. ELL



Daily Assessment

Sampler 21

Teachers use this feature to scaffold differentiated in-struction for ELLs at varying profi -ciency levels.

During whole class shared writ-ing, teachers and students collabo-rate to create a piece of writing.

STEP 4


WEEK 6



Self-Selected Independent Reading


Antarctic Animals

Vocabulary: feathers, oxygen, scientists

Genre: Expository

Nonfiction Feature: Diagrams, Glossary, Labels

Phonics: Consonant Digraph (th-)

The Green Belt Movement

Vocabulary: cultures, educate, programs, provide, protested

Genre: Expository

Nonfiction Feature: Headings, Index, Maps

Phonics: Silent Letter Consonant Pattern (kn-)

Comprehension Instruction: Infer

Build BackgroundIntroduce the topic of rainy days using the art on Transparency 16. Have students share how they feel when it rains. Supply any missing background knowledge: Sometimes rain means that you have to change your plans.

Revisit Comprehension InferRemind students that when we infer, we use what we know to fill in information that is not directly stated in the text. Remember that good readers use what they already know to help them understand a text better.

Read and Model Comprehension Infer

Read the Passage Cover up Passage 1 on Transparency 16. Read Passage 2, tracking the text with your fingers.

GuidedThink Along Have students join you in a Think Along. The text mentions sunscreen and a towel. When do you use sunscreen? When do you use a towel? What can you infer about what the boy was going to do today?

Restate the Strategy When we infer, we use what we already know to help us understand the text better.


Transparency 16

WEEK 6DAY 3


Think Along

Science Social Studies Studies




Daily Assessment


20

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Group 1 Group 2

Lesson

Teacher Material

Small GroupTeaching Version Group 1 Book 28 Antarctic Animals

Student Material

Student BookGroup 1 Book 28 Antarctic Animals



Student Materials



1. Students complete Worktext page.2. Students reread The Giant’s Causeway (Day 2).3. Optional: Students use writing prompt.4. Optional: Students use Rigby Focus


Se

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Group 1 Group 2


Student Materials



1. Students complete Worktext page.2. Students reread Antarctic Animals.3. Optional: Students use writing prompt.4. Optional: Students use Rigby Focus


Lesson

Teacher Material

Small GroupTeaching Version Group 2 Book 28 The Green Belt Movement

Student Material

Student BookGroup 2 Book 28 The Green Belt Movement



STEP 1

STEP 2

Think-Alongs engage students in actively using the strategy to gain meaning from text.


WEEK 6

Learning Objectives


Build Background

Sometimes rain means that you have to change your plans.

Revisit Comprehension Infer

Remember that good readers use what they already know to help them understand a text better.

Read and Model Comprehension Infer

The text mentions sunscreen and a towel. When do you use sunscreen? When do you use a towel? What can you infer about what the boy was going to do today?

When we infer, we use what we already know to help us understand the text better.


DAY 3

Science Social Studies




Daily Assessment


20

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20

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Group 1 Group 2

Lesson

Teacher Material

Small GroupTeaching Version Group 1 Book 28 Antarctic Animals

Student Material




Student Materials



1. Students complete Worktext page.2. Students reread The Giant’s Causeway (Day 2).3. Optional: Students use writing prompt.4. Optional: Students use Rigby Focus


Se

ssi

on

2

Group 1 Group 2


Student Materials



1. Students complete Worktext page.2. Students reread Antarctic Animals.3. Optional: Students use writing prompt.4. Optional: Students use Rigby Focus


Lesson

Teacher Material

Small GroupTeaching Version Group 2 Book 28 The Green Belt Movement

Student Material



Sampler 23

Grouping Strategy

STEP 2


Structured Independent ReadingHave students use the Independent Reading Poster to select books.

Independent Reading Log Have students record their reading in an Independent Reading Log. Include a comment, such as “Noises in the Night: Why didn’t the noises wake Carla up?”

Fiction and Nonfiction Independent Reading Guides Have students fill out a Fiction or Nonfiction Independent Reading Guide for their reading. Sample guide for Noises in the Night: Characters: Jess, Carla; Setting: Carla’s house; Problem/Solution: Noises frighten Jess./Jess lets the cat inside.

Comprehension Focus Remind students to focus on the comprehension strategy infer as they read today.

Conference with ReadersSelect Readers Select two students for a conference each week, either rotating through all students or identifying those with the greatest need.

Independent Reading Logs: Conferencing Prompts

• Do you see a pattern in the books you’ve been selecting for independent reading?• What would a new and different choice for you be?(fiction, nonfiction, and so on)• I see you used audio with this book. Can you reread that book next week without audio?

Tips for Evaluating Independent Reading Guides

If the Student... That Means Heor She...

Next Step

can provide interesting and appropriate details about the book.

is able to understand independent reading at the book’s level.

Encourage the student to select books at or above the difficulty level.

is unable to recall the book or its details.

is not understanding the book independently.

Encourage the student to use audio with books of similar difficulty.

Reading Conferences Self-Selected Reading

Two 5-minute conferences Independent Reading Practice with Focus ForwardIndependent Reading Library



»Conferences and Self-Selected Reading

What Book Should I Choose?

» Read the first paragraph. Is the book too hard,too easy, or just right?

» Is there a genre or author that you particularlyliked? Look for a similar book.

How Should I Read It?

» If the book seems a little hard, use audio.

» If you’re comfortable without audio, give it a try!

How Do I Stay Engaged in My Reading?

» Use your weekly comprehension strategy.

» Complete your Independent Reading Guideto write down key details. This will help youfocus on the book’s meaning.

» Don’t forget to record your book in yourIndependent Reading Log!

What Do I Do in a Reading Conference?

» Discuss the kinds of books you’ve chosen forindependent reading.

» Discuss when you needed audio andwhen you didn’t.

» Choose a book to discuss with your teacher.Show that you understood it well.

Independent Reading Poster

For summaries of Independent Reading Library

titles, see pages T52–T56 in the Program Guide.

Whole Class and Independent WritingRevisit Writing Skill: Introductory SentenceRead the WritingTips Read aloud the “Ways to Interest Your Reader” on Transparency 17. A good introductory sentence makes the reader want to know more. Grab your reader’s attention by using strong action words, sensory language, vivid details, or a question.

Revisit the Writing Model Review with students the introductory sentence of the writing model that you identified on Day 1. Which of the writing tips did the writer use to get the reader’s attention? (question)

Review Day 2 Prewriting Review with students the shared prewriting from Day 2. We are going to use our idea web to draft an introductory sentence. Remind students that the introductory sentence tells the topic of the sentence. Let’s focus on the thought in the center circle of our idea web as we draft our introductory sentence.

Draft with Writing Build-ITsTM: Introductory SentenceUsing a green Build-IT Cling-On, prepare to draft an introductory sentence with students.

• Review the writing tips and decide on a strategy, such as asking a question.• As a class, work together on an introductory sentence, then scribe the

sentence onto the green Build-IT Cling-On. • Explain that the rest of the details in the organizer are represented by the

neutral piece and attach that cling-on to the green one.

Independent Writing: Apply Writing Skill

Student Drafting with Writing Build-ITsTM: Introductory Sentence Have students use a green Build-IT to draft an introductory sentence. Circulate to provide support. Have students:

• place a sticky note on a green Build-IT. • decide on a strategy, such as asking a question.• draft an introductory sentence using the ideas in their Worktexts on Day 2. • attach the green and neutral Build-ITs to represent the whole paragraph. • save their work for the following day. ELL


Transparency 17

Overhead Display

If you are serious

about becoming a

basketball player,

there are three

things you can do.

First of all, you can


If you are serious

about becoming a

basketball player,

there are three

things you can do.






Levels 1–2Pair these students with more proficient speakers. Have them provide their partners with key words from the drawings on their idea webs.

Level 3Provide these students with writing strategy support by reviewing question word order and action verb forms.

Levels 4–5Provide these students with support by having them identify examples of details and sensory language in their student books.


On Day 3 of each week, students do self-selected reading from the Independent Reading Library.

STEP 3

Conferencing prompts and evaluation tips assist teachers in making the most out of 5 minute independent reading conferences.

Day 3 continued


Structured Independent ReadingHave students use the Independent Reading Poster to select books.

Independent Reading Log Have students record their reading in an Independent Reading Log. Include a comment, such as “Noises in the Night: Why didn’t the noises wake Carla up?”

Fiction and Nonfiction Independent Reading Guides Have students fill out a Fiction or Nonfiction Independent Reading Guide for their reading. Sample guide for Noises in the Night: Characters: Jess, Carla; Setting: Carla’s house; Problem/Solution: Noises frighten Jess./Jess lets the cat inside.

Comprehension Focus Remind students to focus on the comprehension strategy infer as they read today.

Conference with ReadersSelect Readers Select two students for a conference each week, either rotating through all students or identifying those with the greatest need.

Independent Reading Logs: Conferencing Prompts

• Do you see a pattern in the books you’ve been selecting for independent reading?• What would a new and different choice for you be?(fiction, nonfiction, and so on)• I see you used audio with this book. Can you reread that book next week without audio?

Tips for Evaluating Independent Reading Guides

If the Student... That Means Heor She...

Next Step

can provide interesting and appropriate details about the book.

is able to understand independent reading at the book’s level.

Encourage the student to select books at or above the difficulty level.

is unable to recall the book or its details.

is not understanding the book independently.

Encourage the student to use audio with books of similar difficulty.

Reading Conferences Self-Selected Reading

Two 5-minute conferences Independent Reading Practice with Focus ForwardIndependent Reading Library



»Conferences and Self-Selected Reading

What Book Should I Choose?

» Read the first paragraph. Is the book too hard,too easy, or just right?

» Is there a genre or author that you particularlyliked? Look for a similar book.

How Should I Read It?

» If the book seems a little hard, use audio.

» If you’re comfortable without audio, give it a try!

How Do I Stay Engaged in My Reading?

» Use your weekly comprehension strategy.

» Complete your Independent Reading Guideto write down key details. This will help youfocus on the book’s meaning.

» Don’t forget to record your book in yourIndependent Reading Log!

What Do I Do in a Reading Conference?

» Discuss the kinds of books you’ve chosen forindependent reading.

» Discuss when you needed audio andwhen you didn’t.

» Choose a book to discuss with your teacher.Show that you understood it well.

Independent Reading Poster

For summaries of Independent Reading Library

titles, see pages T52–T56 in the Program Guide.

Whole Class and Independent WritingRevisit Writing Skill: Introductory SentenceRead the WritingTips Read aloud the “Ways to Interest Your Reader” on Transparency 17. A good introductory sentence makes the reader want to know more. Grab your reader’s attention by using strong action words, sensory language, vivid details, or a question.

Revisit the Writing Model Review with students the introductory sentence of the writing model that you identified on Day 1. Which of the writing tips did the writer use to get the reader’s attention? (question)

Review Day 2 Prewriting Review with students the shared prewriting from Day 2. We are going to use our idea web to draft an introductory sentence. Remind students that the introductory sentence tells the topic of the sentence. Let’s focus on the thought in the center circle of our idea web as we draft our introductory sentence.

Draft with Writing Build-ITsTM: Introductory SentenceUsing a green Build-IT Cling-On, prepare to draft an introductory sentence with students.

• Review the writing tips and decide on a strategy, such as asking a question.• As a class, work together on an introductory sentence, then scribe the

sentence onto the green Build-IT Cling-On. • Explain that the rest of the details in the organizer are represented by the

neutral piece and attach that cling-on to the green one.


Student Drafting with Writing Build-ITsTM: Introductory Sentence Have students use a green Build-IT to draft an introductory sentence. Circulate to provide support. Have students:

• place a sticky note on a green Build-IT. • decide on a strategy, such as asking a question.• draft an introductory sentence using the ideas in their Worktexts on Day 2. • attach the green and neutral Build-ITs to represent the whole paragraph. • save their work for the following day. ELL


Transparency 17

Overhead Display

If you are serious

about becoming a

basketball player,

there are three

things you can do.



If you are serious

about becoming a

basketball player,

there are three

things you can do.




I T sWriting Build- sTM


Levels 1–2Pair these students with more proficient speakers. Have them provide their partners with key words from the drawings on their idea webs.

Level 3Provide these students with writing strategy support by reviewing question word order and action verb forms.

Levels 4–5Provide these students with support by having them identify examples of details and sensory language in their student books.

Sampler 25

STEP 4

Students use Writing Build-ITs™, (interactive tools) to draft an introductory sentence.

Teachers and students work together to draft introductory sentences as they learn how to build paragraphs, and ultimately reports.


WEEK 6



Reteach Comprehension Strategy: Synthesis


Discovering Planets

Vocabulary: astronomer, farthest, planets

Genre: Expository

Nonfiction Feature: Captions, Diagrams, Glossary

Phonics: Consonant Digraph (ch-)

Pompeii

Vocabulary: ash, diverse, poisonous, preserved, trading center, volcano

Genre: Expository

Nonfiction Feature: Headings, Images, Index

Phonics: Silent Letter Consonant Pattern (-ck)


Revisit Comprehension InferRemind students that when we infer, we use what we know to fill in information that is not directly stated in the text.

Guide Comprehension with Organizer

Review Organizer Clean off the Infer Organizer on Transparency 18, and review an inference you filled in together on Day 2.

ReviewText Review an inference you made together for Transparency 16Passage 2: We inferred that Tom was going to the beach.

Interactive Writing with the Organizer

• Ask a volunteer to use the inference to fill in a row of the organizer at the overhead. What were the text clues? What background information did we use? What was our inference?

• Have volunteers suggest other inferences they made from Passage 2 and come up to the overhead to fill out the organizer with their ideas.

Sample Inferences


He kicked the sunscreen. +

People usually kick things when they are angry. =

Tom is angry because he can’t go to the beach.

Crash!+

You hear a crash when something breaks. =

Tom broke the window with the sunscreen.


WEEK 6DAY 4


Social Studies Studies

Science




Daily Assessment


20

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Group 1 Group 2

Lesson

Teacher Material

Small GroupTeaching Version Group 1 Book 29 Discovering Planets

Student Material

Student BookGroup 1 Book 29 Discovering Planets



Student Materials



1. Students complete Worktext page.2. Students reread The Green Belt Movement (Day 3).3. Optional: Students use writing prompt.4. Optional: Students use Rigby Focus


Se

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Group 1 Group 2


Student Materials



1. Students complete Worktext page.2. Students reread Discovering Planets.3. Optional: Students use writing prompt.4. Optional: Students use Rigby Focus


Lesson

Teacher Material

Small GroupTeaching Version Group 2 Book 29 Pompeii

Student Material

Student BookGroup 2 Book 29 Pompeii



Teachers guide students to take a more active role in completing the comprehension strategy graphic organizer on the overhead.

Comprehension Instruction:

STEP 1

STEP 2


WEEK 6

Learning Objectives


Revisit Comprehension Infer

Guide Comprehension with Organizer

We inferred that Tom was going to the beach.

What were the text clues? What background information did we use? What was our inference?

Sample Inferences


DAY 4

Social Studies

Science




Daily Assessment


20

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20

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Group 1 Group 2

Lesson

Teacher Material

Small GroupTeaching Version Group 1 Book 29 Discovering Planets

Student Material




Student Materials



1. Students complete Worktext page.2. Students reread The Green Belt Movement (Day 3).3. Optional: Students use writing prompt.4. Optional: Students use Rigby Focus


Se

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2

Group 1 Group 2


Student Materials



1. Students complete Worktext page.2. Students reread Discovering Planets.3. Optional: Students use writing prompt.4. Optional: Students use Rigby Focus


Lesson

Teacher Material

Small GroupTeaching Version Group 2 Book 29 Pompeii

Student Material



Sampler 27

Grouping Strategy

»STEP 2


Reteach ComprehensionGrouping StrategyUse Weekly Test 5 to identify students who need additional comprehension instruction.

Reteach and Practice: Synthesize

Teach the Skill Use a Think Aloud to model synthesize using a common movie, such as Star Wars.

In one scene, Luke Skywalker stands alone watching twin sunsets. What is he thinking about? I connect pieces of the movie: In an earlier scene, Luke played with a toy starship. Later, he wanted to become a pilot, but his uncle made him help with the farm. When I combine these pieces of information, I come up with a new idea: Luke is worried that he will never be able to leave home and find adventure.

• Tell students that when we synthesize, we put individual pieces of information together to form a new idea.

• Have student volunteers talk about a movie they have recently seen. Encourage them to synthesize information.

Practice the Skill For additional practice with synthesize, use Online Practiceon page 60.

Assess: Synthesize

Comprehension Rubric


Student can consistently connect three appropriate text sections and uses them to make a relevant synthesis.

Student can connect three appropriate text sections but cannot consistently use them to make a relevant synthesis.

Student does not connect or inappropriately connects text sections. Resulting synthesis is not logical.

Next Step: For beginning and developing students, continue modeling, using relevant movies and text selections.


• Synthesize Fluency Practice with Rigby Focus ForwardFluent ReaderTM software


»Reteaching Time

Think Aloud

Online Practice

Daily Assessment

Whole Class and Independent WritingRevisit Writing Skill: Introductory SentenceReview with students the features of an introductory sentence.

Review Day 3 Draft Introductory Sentence Display the introductory sentence you drafted with the class on Day 3. Point out that the introductory sentence on the green Build-IT Cling-On gave the topic of the paragraph and that the neutral piece represented the details of the paragraph. Tell students that you are now going to revise your introductory sentence together.

Revise with Build-ITs: Introductory Sentence

Revise with WritingTips Have students make suggestions about how to revise the introductory sentence based on the “Ways to Interest Your Reader” portion of Transparency 17. Use these prompts to guide students.

• Did we state our topic clearly?• What technique did we use to interest our reader?• How can we improve our word choice or details?

If appropriate, include a verb tense error in your sentence to provide a platform for Day 5 grammar instruction.

Independent Writing: Apply Writing SkillStudent Revising with Writing Build-ITsTM: Introductory Sentence Have students get out their Build-ITs with introductory sentences from Day 3. Have them use the “Ways to Interest Your Reader” portion of Transparency 17 to revise their sentences on the sticky notes. Circulate to provide support, using the prompts above to guide students. ELL


Transparency 17

Overhead Display

If you are serious

about becoming a

basketball player,

there are three

things you can do.



If you are serious

about becoming a

basketball player,

there are three

things you can do.






Levels 1–2Pair these students with more proficient speakers. Using Transparency 17 as a word bank, have them write key words, such as details or question, to suggest ways to improve their introductory sentence.

Level 3Review with students strong action words and sensory language, and then encourage them to provide key words and phrases that improve their introductory sentence.

Levels 4–5Have these students discuss how the word order and word choice of their introductory sentences could be different. Then encourage them to write a more complex introductory sentence.


Students in need of reteaching comprehension strategy from the prior week are identifi ed by weekly tests.

»STEP 3

Day 4 continued


Reteach ComprehensionGrouping StrategyUse Weekly Test 5 to identify students who need additional comprehension instruction.

Reteach and Practice: Synthesize

Teach the Skill Use a Think Aloud to model synthesize using a common movie, such as Star Wars.

In one scene, Luke Skywalker stands alone watching twin sunsets. What is he thinking about? I connect pieces of the movie: In an earlier scene, Luke played with a toy starship. Later, he wanted to become a pilot, but his uncle made him help with the farm. When I combine these pieces of information, I come up with a new idea: Luke is worried that he will never be able to leave home and find adventure.

• Tell students that when we synthesize, we put individual pieces of information together to form a new idea.

• Have student volunteers talk about a movie they have recently seen. Encourage them to synthesize information.

Practice the Skill For additional practice with synthesize, use Online Practiceon page 60.

Assess: Synthesize

Comprehension Rubric


Student can consistently connect three appropriate text sections and uses them to make a relevant synthesis.

Student can connect three appropriate text sections but cannot consistently use them to make a relevant synthesis.

Student does not connect or inappropriately connects text sections. Resulting synthesis is not logical.

Next Step: For beginning and developing students, continue modeling, using relevant movies and text selections.


• Synthesize Fluency Practice with Rigby Focus ForwardFluent ReaderTM software


»Reteaching Time

Think Aloud

Online Practice

Daily Assessment


Review Day 3 Draft Introductory Sentence Display the introductory sentence you drafted with the class on Day 3. Point out that the introductory sentence on the green Build-IT Cling-On gave the topic of the paragraph and that the neutral piece represented the details of the paragraph. Tell students that you are now going to revise your introductory sentence together.

Revise with Build-ITs: Introductory Sentence

Revise with WritingTips Have students make suggestions about how to revise the introductory sentence based on the “Ways to Interest Your Reader” portion of Transparency 17. Use these prompts to guide students.

• Did we state our topic clearly?• What technique did we use to interest our reader?• How can we improve our word choice or details?

If appropriate, include a verb tense error in your sentence to provide a platform for Day 5 grammar instruction.

Independent Writing: Apply Writing SkillStudent Revising with Writing Build-ITsTM: Introductory Sentence Have students get out their Build-ITs with introductory sentences from Day 3. Have them use the “Ways to Interest Your Reader” portion of Transparency 17 to revise their sentences on the sticky notes. Circulate to provide support, using the prompts above to guide students. ELL


Transparency 17

Overhead Display

If you are serious

about becoming a

basketball player,

there are three

things you can do.



If you are serious

about becoming a

basketball player,

there are three

things you can do.




I T sWriting Build- sTM


Levels 1–2Pair these students with more proficient speakers. Using Transparency 17 as a word bank, have them write key words, such as details or question, to suggest ways to improve their introductory sentence.

Level 3Review with students strong action words and sensory language, and then encourage them to provide key words and phrases that improve their introductory sentence.

Levels 4–5Have these students discuss how the word order and word choice of their introductory sentences could be different. Then encourage them to write a more complex introductory sentence.

Sampler 29

STEP 4

As the writing process progresses throughout the week, students continue to use the Writing Build-ITs™ as an interactive tool to revise their drafts.


WEEK 6



WeeklyTest 6


On the Team



Literary Analysis: Theme


Trapped



Literary Analysis: Plot

Phonics: Silent Letter Consonant Pattern (-gh)


Revisit Comprehension InferRemember that good readers combine what they see in the text with what they know to give them a better understanding of the text.

Support Independence with Organizer Review Organizer With Transparency 18, review an inference you made together on Day 4. We inferred that Tom was planning to go to the beach. The text mentioned sunscreen and a towel, which we know are used at the beach.

Partner Practice with Personal Organizers Pair Group 1 students together and Group 2 students together. Have pairs fill in a copy of page T49, the blackline version of Transparency 18, with information from Student Book 29. (Group 1 Book 29: Discovering Planets, Group 2 Book 29: Pompeii) Have each pair share one inference from their organizer with the class.

Sample Inference for Discovering Planets


Other planets may be discovered using new telescopes.

+The three planets discovered by telescope are farthest from Earth.

=If new planets are discovered, they will be even farther from Earth.

Sample Inference for Pompeii


People got water from the wells. The baths were open for business.

+I get water from the faucet and take a bath in my house because of plumbing.

=There was no plumbing in 79 A.D.


WEEK 6DAY 5

Transparency 18





Daily Assessment


20

min

ute

s

20

20

min

ute

s

20

Se

ssi

on

1

Group 1 Group 2

Lesson

Teacher Material

Small GroupTeaching Version Group 1 Book 30 On the Team

Student Material

Student BookGroup 1 Book 30 On the Team



Student Materials



1. Students complete Worktext page.2. Students reread Pompeii (Day 4).3. Optional: Students use writing prompt.4. Optional: Students use Rigby Focus


Se

ssi

on

2

Group 1 Group 2


Student Materials

Group 1 Worktext,page 41 Self-Assessment


1. Students complete Worktext page.2. Students reread On the Team.3. Optional: Students use writing prompt.4. Optional: Students use Rigby Focus


Lesson

Teacher Material

Small GroupTeaching Version Group 2 Book 30 Trapped

Student Material

Student BookGroup 2 Book 30 Trapped



Students now work in pairs as they complete a blackline master graphic organizer using examples from their student books.

STEP 1

STEP 2


WEEK 6

Learning Objectives


WeeklyTest 6


On the Team



Literary Analysis: Theme


Trapped



Literary Analysis: Plot

Phonics: Silent Letter Consonant Pattern (-gh)


Revisit Comprehension InferRemember that good readers combine what they see in the text with what they know to give them a better understanding of the text.

Support Independence with Organizer Review Organizer With Transparency 18, review an inference you made together on Day 4. We inferred that Tom was planning to go to the beach. The text mentioned sunscreen and a towel, which we know are used at the beach.

Partner Practice with Personal Organizers Pair Group 1 students together and Group 2 students together. Have pairs fill in a copy of page T49, the blackline version of Transparency 18, with information from Student Book 29. (Group 1 Book 29: Discovering Planets, Group 2 Book 29: Pompeii) Have each pair share one inference from their organizer with the class.

Sample Inference for Discovering Planets


Other planets may be discovered using new telescopes.

+The three planets discovered by telescope are farthest from Earth.

=If new planets are discovered, they will be even farther from Earth.

Sample Inference for Pompeii


People got water from the wells. The baths were open for business.

+I get water from the faucet and take a bath in my house because of plumbing.

=There was no plumbing in 79 A.D.


DAY 5

Transparency 18





Daily Assessment


20

min

ute

s

20

20

min

ute

s

20

Se

ssi

on

1

Group 1 Group 2

Lesson

Teacher Material

Small GroupTeaching Version Group 1 Book 30 On the Team

Student Material




Student Materials



1. Students complete Worktext page.2. Students reread Pompeii (Day 4).3. Optional: Students use writing prompt.4. Optional: Students use Rigby Focus


Se

ssi

on

2

Group 1 Group 2


Student Materials

Group 1 Worktext,page 41 Self-Assessment


1. Students complete Worktext page.2. Students reread On the Team.3. Optional: Students use writing prompt.4. Optional: Students use Rigby Focus


Lesson

Teacher Material

Small GroupTeaching Version Group 2 Book 30 Trapped

Student Material

Student BookGroup 2 Book 30 Trapped


Sampler 31

Grouping Strategy

»STEP 2


Administer Weekly TestsAdminister the Group 1 and Group 2 Weekly Tests to assess comprehension, phonics, and vocabulary.

Next StepsUse the Evaluation Guide to determine which students will be placed in Week 7 Reteaching Groups.


Review Day 4 Introductory Sentence Revision Display the introductory sentence you revised with the class on Day 4.

Teach Grammar Skill:VerbTenses Write the following sentences on the board and underline the verbs: I play basketball. I played basketball. I will playbasketball. Explain the difference between past, present, and future verbs forms. If you can add today, it’s in the present; if you can add yesterday, it’s the past, and if you add tomorrow, it’s the future.

Edit with Writing Build-ITsTM: Introductory Sentence

Edit for Grammar Skill:VerbTenses• Ask a volunteer to come to the overhead and circle the verb in the

introductory sentence on the green Build-IT Cling-On. Is this verb past, present, or future tense? How can you tell?

• If there is a second verb in the sentence, have another volunteer repeat the procedure. Do the two verb tenses agree? How can you tell?

• With students choose the best tense for the verb.

Edit Using the Introductory Sentence Checklist Display the Introductory Sentence Checklist from Transparency 17 on the top of the overhead and the green Build-IT Cling-On on the bottom. Use these prompts to help students use the checklist.

• Is this a complete sentence?• What is our topic? How can we make it clearer?• In what way did we interest the reader?• Let’s read carefully for spelling, capitalization, and punctuation.

Group 1 Group 2

Weekly Test 6 Weekly Test 6


Overhead Display

If you are serious

about becoming a

basketball player,

there are three

things you can do.



If you are serious

about becoming a

basketball player,

there are three

things you can do.




»Weekly Test Time

Week 7 Reteaching Groups

• Day 1: Group 1 students scoring 0–1 in phonics and students identified by Phonemic Awareness screening

• Day 2: Group 2 students scoring 0–1 in phonics

• Day 4: Group 1 and 2 students scoring 0–1 in comprehension

Independent Writing:

Week 6


2 Gather Ideas



Expectations for ELLs

Levels 1–2

Levels 3–5

Daily Assessment


At the end of the week teachers guide instruction with a focus on grammar, usage, and mechanics.

»STEP 3

Reteaching Groups.

»STEP 4On Day 5 of each week teachers administer weekly tests to determine which students need reteaching comprehension and/or phonics.

Day 5 continued


Administer Weekly TestsAdminister the Group 1 and Group 2 Weekly Tests to assess comprehension, phonics, and vocabulary.

Next StepsUse the Evaluation Guide to determine which students will be placed in Week 7 Reteaching Groups.


Review Day 4 Introductory Sentence Revision Display the introductory sentence you revised with the class on Day 4.

Teach Grammar Skill:VerbTenses Write the following sentences on the board and underline the verbs: I play basketball. I played basketball. I will playbasketball. Explain the difference between past, present, and future verbs forms. If you can add today, it’s in the present; if you can add yesterday, it’s the past, and if you add tomorrow, it’s the future.

Edit with Writing Build-ITsTM: Introductory Sentence

Edit for Grammar Skill:VerbTenses• Ask a volunteer to come to the overhead and circle the verb in the

introductory sentence on the green Build-IT Cling-On. Is this verb past, present, or future tense? How can you tell?

• If there is a second verb in the sentence, have another volunteer repeat the procedure. Do the two verb tenses agree? How can you tell?

• With students choose the best tense for the verb.

Edit Using the Introductory Sentence Checklist Display the Introductory Sentence Checklist from Transparency 17 on the top of the overhead and the green Build-IT Cling-On on the bottom. Use these prompts to help students use the checklist.

• Is this a complete sentence?• What is our topic? How can we make it clearer?• In what way did we interest the reader?• Let’s read carefully for spelling, capitalization, and punctuation.

Group 1 Group 2

Weekly Test 6 Weekly Test 6


Overhead Display

If you are serious

about becoming a

basketball player,

there are three

things you can do.



If you are serious

about becoming a

basketball player,

there are three

things you can do.




»Weekly Test Time

Week 7 Reteaching Groups

• Day 1: Group 1 students scoring 0–1 in phonics and students identified by Phonemic Awareness screening

• Day 2: Group 2 students scoring 0–1 in phonics

• Day 4: Group 1 and 2 students scoring 0–1 in comprehension


Student EditingEditing with WritingWriting Build-ITsTM: IntroductoryIntroductory Sentence Have students get out their Build-ITs with introductory sentences work from Day 4.

Edit for Grammar Skill:VerbTenses Have students check that their introductory sentence has an appropriate verb tense and that all tenses agree. Remind them of the yesterday, today, tomorrow strategy for checking tenses.tomorrow strategy for checking tenses.tomorrow

Edit Using the Introductory Sentence Checklist Students should complete the checklist items on Worktext page 36. Circulate to provide assistance, using the prompts on page 144 to guide students as they revise.

Publish on Student Worktext Page Once students have finished editing and their sentence is the best it can be, have them transcribe it onto Worktext page 36.

Share Have selected students present their writing. Remind them to read with expression, use a loud voice, and make eye contact with their audience.

Writing Rubric: Introductory SentenceGroup 1 Rubric


Topic Clearly stated Stated but unclear Not stated

Reader Interest

Uses action words, details, sensory language, or a question

Does not use action words, details, sensory language, or a question


Grammar and Mechanics

Few grammar and mechanics issues

Several grammar and mechanics issues

Many grammar and mechanics issues

Group 2 Rubric


Topic Clearly stated Stated but unclear Not stated

Reader Interest

Uses action words, details, sensory language, or a question effectively

Uses action words, details, sensory language, or a question ineffectively


Grammar and Mechanics

No errors in grammar and mechanics

Few errors in grammar and mechanics

Several errors in grammar and mechanics

36

Week 6Week 6

Writing� Group 1 Worktext


2 Gather Ideas


My Introductory Sentence...

clearly states the topic. uses correct verb tense and word order.

will interest the reader. uses correct spelling, punctuation,

� � and capitalization.

Writing an Introductory Sentence


Good Introductory Sentence ��

��

Why I Like this Sentence ��

��

My Introductory Sentence

��

��

Worktext page 36

I TWritingWriting Build- sTM


Expectations for ELLs

Levels 1–2 may only be able to draw pictures and use labels. Look for a clear idea expressed through visuals.

Levels 3–5 should be able to formulate an introductory sentence with support. Use the rubrics as stated.

Daily Assessment

Sampler 33

Students edit, publish, and share their independent writing using their Writing Build-ITs™ and worktexts.

Once students have finished editing and their sentence is the best it can be, have them transcribe it onto Worktext page 36.

Rubrics help teachers evaluate students’ independent writing. Specifi c expectations for English Language Leaner output are also provided.


Comprehension Strategy: Infer

Anna looked up at the basketball hoop. Her heart beat quickly. A few of the players on Anna’s team glanced nervously at the scoreboard. The crowd was quiet. Anna shot the ball. Swoosh! The crowd cheered. The team ran onto the court and lifted Anna onto their shoulders.

»Passage 1

Transparency 16

InferDAY 1

WEEK 6

Tom looked out the window at the pouring rain. He dropped his bag on the floor. Sunscreen and a towel fell out. He kicked the sunscreen. It flew across the room.

Crash! Tom gasped and put his hand over his mouth.

»Passage 2

scoreboard. The crowd was quiet.

Writing a Paragraph: Introductory Sentence

Did you know cell phones have been around for 60 years? In 1947 the army used big cell phones. They were carried in bags or cases. Forty years later people could buy cell phones. Those cell phones were about as big as the cordless phones of today. Now cell phones are smaller. People can put them in their pockets. Cell phones have been around for 60 years, but they sure have changed a lot!

• Use strong action words.

• Describe a scene in detail.

Writing Skill: Introductory and Concluding SentenceTransparency 17

My sentence is a complete sentence.

My sentence clearly states the topic or “big picture.”

My sentence captures the reader’s interest.

I used correct word order and verb tenses.

I used correct spelling, capitalization, and punctuation.

DAY 1WEEK 6

• Use sensory language.

• Ask an interesting question.

»Writing Model: Nonfiction Report

»�Ways to Interest Your Reader

»�Introductory Sentence Checklist


» Transparencies for Comprehension and Writing Instruction


Comprehension Strategy: Infer

Anna looked up at the basketball hoop. Her heart beat quickly. A few of the players on Anna’s team glanced nervously at the scoreboard. The crowd was quiet. Anna shot the ball. Swoosh! The crowd cheered. The team ran onto the court and lifted Anna onto their shoulders.

»Passage 1

Transparency 16

InferDAY 1

WEEK 6

Tom looked out the window at the pouring rain. He dropped his bag on the floor. Sunscreen and a towel fell out. He kicked the sunscreen. It flew across the room.

Crash! Tom gasped and put his hand over his mouth.

»Passage 2

Writing a Paragraph: Introductory Sentence

Did you know cell phones have been around for 60 years? In 1947 the army used big cell phones. They were carried in bags or cases. Forty years later people could buy cell phones. Those cell phones were about as big as the cordless phones of today. Now cell phones are smaller. People can put them in their pockets. Cell phones have been around for 60 years, but they sure have changed a lot!

• Use strong action words.

• Describe a scene in detail.

Writing Skill: Introductory and Concluding SentenceTransparency 17

My sentence is a complete sentence.

My sentence clearly states the topic or “big picture.”

My sentence captures the reader’s interest.

I used correct word order and verb tenses.

I used correct spelling, capitalization, and punctuation.

DAY 1WEEK 6

• Use sensory language.

• Ask an interesting question.

»Writing Model: Nonfiction Report

»�Ways to Interest Your Reader

»�Introductory Sentence Checklist

Sampler 35

Transparencies for Comprehension and Writing Instruction



Teach

4 Skeletons

Comprehension: Infer

Introduce the Skill Review the whole class instruction on inferring. When we infer, we use what we know to deepen our understanding of what we read.

Model the Skill As I look at this picture, I think of a person because I know people are shaped like this. Based on the picture and on what I know about the human shape, I can infer that this is a picture of a human skeleton.

Build Vocabulary: skeleton

Introduce and Explain the Word Have students look at the picture. This picture shows a skeleton. A skeleton is made of all the bones in the body. Your skeleton gives shape and support to your body. ELL

Discuss the Word Besides humans, what else do you think might have a skeleton ? Share ideas with your partner.

Optional Sentence Frame: I think has a skeleton because . . .

Levels 1–2Write these words on your Small Group White Board: skeleton, shirt, bone, glasses, pants, skin. Draw a T-chart. Label the left column “Body Parts” and the right column “Other Things.” Have students copy the T-chart on a piece of paper and sort the words into the proper columns. Encourage students to say the words in each column, assisting as necessary.

Level 3Write this list of words on your Small Group White Board: skeleton, shirt, bone, glasses, pants, skin. Model the sentence My body has a mouth as you point to your mouth. Ask partners to use the sentence frame My body has . . . with the appropriate vocabulary as they point out their body parts.


FFW_TVN040_G1BK026_dw.indd 4 11/12/07 3:23:15 PM

Read and Practice

5Small Group Teaching Version

Levels 4–5Write this list of words on your Small Group White Board: skeleton, shirt, bone, glasses, pants, skin. Have students discuss which items are body parts and where they are located on the body, such as under my skin. Have them continue with additional body parts using academic language.


Guided Practice• Tell students that as they read they should

use inferring to think further about the skeleton’s role, or job, in the body.

• Have students read pages 4 and 5 silently and at their own pace.

Turn and Talk From reading these pages, what can you infer would happen if you didn’t have a skeleton ?

Optional Sentence Frame: If I didn’t have a skeleton, then . . .

Extend Language To enrich language, brainstorm some academic words to use, such as shapeless, weak, formless, and collapse.


Model the Skillthink of a person because I know people are shaped like this. Based on the picture and on what I know about the human shape, I can infer that this is a picture of a human skeleton.

Build Vocabulary:

Introduce and Explain the Wordstudents look at the picture. shows a skeleton. A skeleton is made of all the bones in the body. Your skeleton gives shape and support to your body.

Discuss the Wordelse do you think might have a skeleton Share ideas with your partner.

Alan Trussell-Cullen

ISBN-13:ISBN-10:

978-1-4189-5494-91-4189-5494-2

9 781418 954949

Your skeleton is important.You couldn’t move without it!Animals like coral and insects also have skeletons.

SM

AL

L G

RO

UP

TE

AC

HIN

G V

ER

SIO

N

Gro

up

1 B

oo

k 26

Group 1 Book 26

FFW TVN040 G1BK26 OFC 1P.indd A1-A2 11/12/07 2:30:17 PM

Group 1 Book 26


» Small Group Teaching Versions



Teach

4 Skeletons


Introduce the Skill Review the whole class instruction on inferring. When we infer, we use what we know to deepen our understanding of what we read.

Model the Skill As I look at this picture, I think of a person because I know people are shaped like this. Based on the picture and on what I know about the human shape, I can infer that this is a picture of a human skeleton.

Build Vocabulary: skeleton

Introduce and Explain the Word Have students look at the picture. This picture shows a skeleton. A skeleton is made of all the bones in the body. Your skeleton gives shape and support to your body. ELL

Discuss the Word Besides humans, what else do you think might have a skeleton ? Share ideas with your partner.

Optional Sentence Frame: I think has a skeleton because . . .

Levels 1–2Write these words on your Small Group White Board: skeleton, shirt, bone, glasses, pants, skin. Draw a T-chart. Label the left column “Body Parts” and the right column “Other Things.” Have students copy the T-chart on a piece of paper and sort the words into the proper columns. Encourage students to say the words in each column, assisting as necessary.

Level 3Write this list of words on your Small Group White Board: skeleton, shirt, bone, glasses, pants, skin. Model the sentence My body has a mouth as you point to your mouth. Ask partners to use the sentence frame My body has . . . with the appropriate vocabulary as they point out their body parts.



Read and Practice


Levels 4–5Write this list of words on your Small Group White Board: skeleton, shirt, bone, glasses, pants, skin. Have students discuss which items are body parts and where they are located on the body, such as under my skin. Have them continue with additional body parts using academic language.


Guided Practice• Tell students that as they read they should

use inferring to think further about the skeleton’s role, or job, in the body.

• Have students read pages 4 and 5 silently and at their own pace.

Turn and Talk From reading these pages, what can you infer would happen if you didn’t have a skeleton ?

Optional Sentence Frame: If I didn’t have a skeleton, then . . .

Extend Language To enrich language, brainstorm some academic words to use, such as shapeless, weak, formless, and collapse.



WEEK 6DAY 1

37Group 1 Worktext Comprehension and Vocabulary

» About the Book

» Read Something New

» Optional Writing Prompt

Skeletons

» Answer Some Questions

1 When you breathe out, muscles a. protect your ribs.b. push ribs up.c. hurt your ribs.d. push ribs down.

2 Based on clues in the passage, stretch probably means a. make something biggerb. make something smallerc. make something harderd. make something softer

3 Ribs are part of the .a. bonesb. musclesc. skeletond. lungs

4 Why are ribs important?a. Ribs help me breathe.b. Ribs make it easier to run.c. Ribs help the heart beat.d. Ribs are on the outside of the body.

What can you infer about bones that explains how they protect

inner body parts?

Did you know that ribs are the part of your skeleton that help you

breathe? Ribs have muscles between them. When you breathe in,

the muscles move the ribs up. The ribs stretch your body to make

a space for air to fl ow into your lungs. When you breathe out, the

muscles move the ribs down. This pushes air out of your lungs.

Your ribs give you room to breathe!

Why do you think the human head is so well protected with bone?Use your own paper to answer.

FFW_WBK_G1B00_037.indd 37 11/12/07 2:55:29 PM

Sampler 37

Worktext Group 1 Book 26

Small Group Teaching Versions



Group 2 Book 26


38 Comprehension, Phonics, and High-Frequency Words Group 1 Worktext

WEEK 6DAY 2Slow Down, Mrs. Brown!

» Read Something New

» Answer Some Questions

» About the Book

» Optional Writing Prompt

What inferences can you make about how Mrs. Brown felt

about her neighbors?

Mrs. Brown frowned when she looked at her shiny red

scooter. The scooter leaned slightly to one side. She

needed to go shopping at the store. She saw her neighbor,

Mr. Roberts. He waved and walked over to her scooter.

Mrs. Brown saw Mr. Roberts using a pump. When he fi nished,

her scooter was not leaning anymore. Mrs. Brown thanked

Mr. Roberts. Now she could drive to the store!

1 Find a word in the passage with the same shape as the picture below. Write it in the space.

2 Mrs. Brown liked to places on her scooter.a. go c. wentb. stop d. way

3 Which words have the same beginning sound as ?

a. sip b. ship c. thip d. stip

4 Two letters in the word ring make one sound. Which are they?a. ri b. ba c. ng d. an

Find a word in the passage with the same sound.

Why did Mrs. Brown decide to ride more slowly? Use your own paper to answer.

She liked them. She didn’t want them

when

shopping, using, leaning

mad at her. She didn’t want to scare them.

FFW_WBK_G1B04_038.indd 38 12/7/07 1:13:52 PM

Sampler 39

Worktext Group 2 Book 26


39Group 2 Weekly Test 6

Fire ants are small red ants that harm plants,

animals, and people. Other ants bite, but fire ants bite

and sting. The sting is painful.

Scientists know that red fire ants came to the United States

in the 1930s on a ship from South America. The ants spread from

Alabama through the south.

Fire ant nests are small hills of soft dirt, or mounds. If

someone steps on a mound, the ants get excited and angry. They

quickly climb the person’s leg. They bite and sting. Each sting leaves

a small white sore on the skin.

Fire ants harm other things, too. They also bite and eat birds,

insects, and small animals on the ground. They can kill toads and

turtles. On farms, the ants eat seeds and plants. In cities, they bite

and sting electric wires and make traffic lights go out.

Only queen ants lay eggs. Each day, a queen lays about 1,600

eggs! That’s a lot of new fire ants.

Scientists are looking for ways to reduce the number of fire

ants. Getting rid of these pests is difficult. They have no enemies

here. Some people pour boiling water on mounds. Others use

poisonous baits. These ways of killing ants do not work well. The

ants move the queen deeper into the mound to keep her safe. People

hope these pests will soon be controlled.

Week 6group 2

» Fire Ants

Read the passage. Then answer the questions by circling the correct letter.

2 What does the word reduce mean?a. to countb. to findc. to repeatd. to lower

1 What does the word poisonous mean? a. difficult to findb. harmful to lifec. safe to drinkd. useful to people

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Many people fear bats. They think

these small flying animals will hurt them. But

bats are shy. They also help people. Bats eat


Bats have wings and can fly. But they are not birds. Birds are

covered with feathers. Bats are covered with fur. Bats are in a group

of animals called mammals. Mammals have hair and warm blood.

Mammal babies are born live, not from eggs. Dogs, cats, and people

are mammals. Bats are the only flying mammals.

Most bats live in groups. They sleep during the day in caves

and under bridges. Bats sleep hanging upside down from their feet.

They come out late in the evening to eat.

Most bats in the United States eat only insects. One bat can

eat 2,000 bugs in a night. Bats eat a lot because they need energy to

fly around.

Week 6group 1

»Batty About Bats


2 Listen to your teacher. Write the word.

1 Listen to your teacher. Choose the correct word.a. didb. dayc. dated. stay

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Answer and Evaluation Guide — Week 6 Group 1 and 2

Group 1 Week 6

Group 2 Week6

» Assessment

Weekly Test from Assessment Guide



Fire ants are small red ants that harm plants,

animals, and people. Other ants bite, but fire ants bite

and sting. The sting is painful.

Scientists know that red fire ants came to the United States

in the 1930s on a ship from South America. The ants spread from

Alabama through the south.

Fire ant nests are small hills of soft dirt, or mounds. If

someone steps on a mound, the ants get excited and angry. They

quickly climb the person’s leg. They bite and sting. Each sting leaves

a small white sore on the skin.













Week 6group 2

» Fire Ants


2 What does the word reduce mean?a. to countb. to findc. to repeatd. to lower

1 What does the word poisonous mean? a. difficult to findb. harmful to lifec. safe to drinkd. useful to people

Week 6

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Group 1: Batty About Bats Group 2: Fire Ants

Item Area Answer Item Area Answer

High-Frequency Words

1. day

2. make

1. B

2. make

Vocabulary

1. poisonous

2. reduce

1. B

2. D

Comprehension

3. Infer

4. Infer

5. Infer: Cause and Effect

3. D

4. D

5. A

Comprehension

3. Infer

4. Infer

5. Infer: Cause and Effect

3. A

4. C

5. B

Phonics

6. Consonant Digraph (th)

7. Consonant Digraph (sh)

8. Consonant Digraph (-ng)

6. C

7. B

8. A

Phonics

6. Silent Letter Consonant Pattern (kn)

7. Silent Letter Consonant Pattern (ck)

8. Silent Letter Consonant Pattern (gh)

6. C

7. B

8. A

Vocabulary

9. late

10. feathers

9. C

10. D

High-Frequency Words

9. people

10. water

9. C

10. water

Total Score: ________ of 10

Total Comprehension Score*: ________ of 3

Total Phonics Score*: ________ of 3

Total Score: ________ of 10

Total Comprehension Score*: ________ of 3

Total Phonics Score*: ________ of 3

*Place students scoring 0 or 1 in Phonics or Comprehension in the Week 7 reteaching groups.

*Place students scoring 0 or 1 in Phonics or Comprehension in the Week 7 reteaching groups.

Student Group

Week 6Week 6Answer And evAluAtion Guide

41Group 1 & 2 Week 6 Answer and Evaluation Guide

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Many people fear bats. They think

these small flying animals will hurt them. But

bats are shy. They also help people. Bats eat


Bats have wings and can fly. But they are not birds. Birds are

covered with feathers. Bats are covered with fur. Bats are in a group

of animals called mammals. Mammals have hair and warm blood.

Mammal babies are born live, not from eggs. Dogs, cats, and people

are mammals. Bats are the only flying mammals.

Most bats live in groups. They sleep during the day in caves

and under bridges. Bats sleep hanging upside down from their feet.

They come out late in the evening to eat.

Most bats in the United States eat only insects. One bat can

eat 2,000 bugs in a night. Bats eat a lot because they need energy to

fly around.

Week 6group 1

»Batty About Bats


2 Listen to your teacher. Write the word.

1 Listen to your teacher. Choose the correct word.a. didb. dayc. dated. stay

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Name Date

Sampler 41

Answer and Evaluation Guide — Week 6 Group 1 and 2

Group 2 Week6

Assessment



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Foundational reading and writing skills taking students back to the very beginning —to fi ll in any skill gaps

High-interest student books with built-in scaffolding for step-by-step success and confi dence-building

Connected comprehension instruction across whole group and small groups to produce strategic readers

Predictable routines for differentiation and management

The Four Cornerstones of this Groundbreaking Program


Documents

Whole Class Teacher’s Guide Samplerforms.hmhco.com/focusforward/pdf/ff_samp_final.pdf · Whole Class Teacher’s Guide Sampler ... language support for English Language Learners