Five Day Lesson Uncle Romie by dffhrtcv3

VIEWS: 57 PAGES: 5

									Story— Me and Uncle Romie                         Unit 5 Story 5
Day One: (date)
Introduce Question of the Week:
      How are families changed by the kind of place they live?

Introduce Vocabulary:
Concept Vocabulary: Use “Build Concept Vocabulary” section of manual p. 244 l. Be sure to make web with
class.
Tested Vocabulary: manual p. 246 b—
• Distribute one copy of the graphic organizer Frayer Model from the WVDE website to each pair of students.
   Assign one vocabulary word to each pair to define using the graphic organizer. As a whole class, discuss the
   definitions.

Introduce Comprehension Skill(s) of the Week: Author’s Purpose Review of: Fact and Opinion

•   Read and discuss text p. 244 using Skill Transparency 25
•   Do “Write” Together



Building Background Activities:
      Activating Prior Knowledge: Use manual p. T246 a along with Graphic Organizer 3
Background Building CD Selection: This week’s selection is about the sights and sounds of a big city.

Focusing on the Story: Genre— Realistic Fiction


Reading (to become familiar with the content) Options:
     ___ Small Groups ____ Listen to Audio ___*_ Paired Reading with teacher observing each pair
            ____ Individual Silent Reading while Teacher Works with Below Level Readers
Story— Me and Uncle Romie                         Unit 5 Story 5
Day Two: (date)
Discuss Question of the Day:
   How does James feel when he hears he’s going to stay at Uncle Romie’s and Aunt Nanette’s house?

Practice Vocabulary:
       1)Activity or Game— Use Vocabulary Matching Activity for this story
       2)Assign Practice Book p. 94


Practice Comprehension Skill(s) of the Week: Author’s Purpose Review of: Fact and Opinion
Review p. 244 and Transparency 25 from yesterday
• Have students get in pairs to complete Practice Book p. 93


Reading for Comprehension:
       Comprehension Strategy— Small group activity -Use the fluency phrase cards from Prince’s Post website
with students who struggle with fluency to build skills before reading whole group. Also, send the cards home
with same students to continue practicing fluency skills.
       Read Story Whole Group to discuss skills—Read the story discussing skills that run down the sides of
pages .


Notes:
Make sure students are studying vocabulary and practicing reading the story at home during the week.
The dominoes and fluency phrase cards may be very helpful for this.
Story— Me and Uncle Romie                         Unit 5 Story 5
Day Three:   (date)

Discuss Question of the Day:
     Why surprises James most about his stay?


Practice Vocabulary:
1) Use Vocabulary Dominoes from Prince’s Posts.
2) Assign Practice Book p. 95

Practice Comprehension Skill(s) of the Week: Author’s Purpose      Review of: Fact and Opinion

For students who are struggling with the concept of Author’s Purpose do a small group reinforcement activity
with these students using Practice Book p.98.
For all students, use Practice Book pp. 96 & 97 in pairs or individually.
Reading for Fluency:
     ___ Echo Reading __*_ Partner Reading while teachers monitors each pair
___ Small Group Reading (while teacher works with one group) ___ Other: Model

(Note—Use Fluency Day 3 Activity on p. 275 a)
Comprehension:
    Activities -
          ____ 10 Important Sentences             ___*__Chart or Organizer
          ____ Flip Book                          _____Other:

 * Guide students in making a 5 flap flip book with the headings “Characters”, “Setting”, “Problem”, “Events”,
   and “Resolution”.
Story— Me and Uncle Romie                                  Unit 5 Story 5
Day Four:     (date)

Teachers may choose to spend this day by placing students in small groups and differentiating assignments according to need.
For example, some students may work more independently at stations doing the activities suggested on manual pp. 244 j—k while
the teacher does a leveled book with another group.
Also, this “small group day” would be a good time for teachers to do their Fresh Reads fluency check with the group that the text-
book indicates should be tested.
The rest of this day’s plan maps out activities from which to pick and choose to meet your students’ needs.
Fluency Assessment: (See manual p. 275 a)
      Check the following group for fluency using Fresh Reads:
            Week 5 Students Not Yet Checked During This Unit
               *** Current Fluency Goal— 102—1112 wcpm
                    Year-End Goal: 120 wcpm
Weekly Selection Test Practice and Scaffolded Constructive Response Practice:
Scavenger Hunt Activity from Prince’s Posts and Constructed Response Activities from Prince’s Posts

Paired Selection Materials:
Manual pp. 272—275. (This is a good source for another selection to use to practice the skills of the week.)

Leveled Readers:
See manual pages 244 f—244 g for the Titles and the Practice Worksheets that reinforce vocabulary and
comprehension skills for the week using the leveled reader books.

Other small group activity ideas:
Story— Me and Uncle Romie                           Unit 5 Story 5
Day Five: (date)
Review Question of the Week:
     How are families changed by the kind of place they live?

Assess Story:
Use Weekly Selection Tests for Me and Uncle Romie
Remember, these tests can be done paper and pencil or they can be accessed on-line using SuccessNet.
The Success Net version grades all of the multiple choice items for you! However, it is important to also do
the constructed response questions on paper.

Do Paired Selection Activities:
See manual pp. T. 272—275.
These activities are good to reinforce the skills that were taught and tested during this week.
Since these are the skills that are spiraled through the whole year and that address the CSOs, it is important to
teach these skills as much as possible.


Other Activities:

								
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