Seven Spools of Thread Third 1/31- 2/4
Name: Grade Level: Week of/Date:
Content Area: Reading
Learning Objective: Develop comprehension skills, expand vocabulary, strengthen main idea and supporting details identification;
The student will… skills include: summarizing, make inferences and analyze, draw conclusions, comprehension check plot development:
plot settings, Nonfiction articles, connect and compare
SSS/Strand (list): LA.3.2.1,LA.126.96.36.199,LA.188.8.131.52,LA.184.108.40.206,LA220.127.116.11,LA.3.1.5,LA.18.104.22.168,LA.22.214.171.124,LA.126.96.36.199,LA.188.8.131.52,LA.
Essential question(s): How, Is, Focus Questions: People can have different idea and still work together. What do you do when someone disagrees with
Why, What, … (Restate the you? How will the brothers get along at the end of the story? How is the problem in “Community Works” similar to the
objective to activate background problem in Seven Spools of Thread? How are the solutions to the problems different? Why is the sun important in Seven
Spools of Thread? Read the African proverb on page 71. How is this proverb similar to the sons’ teamwork?
Resources/Materials/Technology: Comprehension transparencies, graphic organizers, leveled practice books, fluency transparency, fluency solutions,
audio CD, ELMO, classroom computers, literacy workstations, practice workbook pages.
Overview of Students/Teacher Introduce vocabulary. Read Aloud "Arachne the Spinner", p75; Vocab PB p119; Context clues, word
Activities/Procedures: clues, multiple-meaning words; Read “Getting Along”, Comprehension, Inferences and Analyze, plot
Lesson/page number development PB p120, Spelling words with /ou/ TE 77G-77H. Literacy centers, teacher led small
Monday groups, independent activities.
Bloom’s Taxonomy Focus question, Read pages 50-71, Complete Venn Diagram PB p 121, Plot Developing. Discussing Develop
Student application/engagement Comprehension questions as you read, review vocabulary words in context, Phonics decode words with /ou/ TE
Differentiation Tuesday 77E, PB p125, Fluency punctuation TE p56 Trans 17.
Small group instruction TEp50-71 Literacy centers, teacher led small groups, independent activities
Focus question, TE p 77C -77D review vocabulary words in context Vocabulary Transparency 33, review multiple meaning
words Trans 34. PB p124, Comprehension Check TE p73 Summarize, Think and Compare, Phonics multisyllable words
Wed. 77E, Fluency PB p122
TEp73 – 77 Literacy centers, teacher led small groups, independent activities
Focus question, Content vocabulary TE p74, Suffix-ly 77F, Vocabulary building 77F, Phonics 77E Rhyming /ou/
riddles, Read, “What causes Day and Night” pg74-75 Nonfiction Article, Main Idea and details, rules, reading a
Thursday diagrams, Connect and Compare
TEp74-75 Literacy centers, teacher led small groups, independent activities
Friday Formal assessment of strategies and skills taught throughout the week.
Accommodations/Extensions: Allow for extended time, student partner work, directions provided written and orally, small group lessons
(ESOL, Gifted, ESE)
Assessment: Teacher observations, oral reading performance, traditional assessment testing the skills and key vocabulary;
(traditional, rubric, oral, Evaluation of written work
Homework: Monday: Red Tide Wednesday: Grammar Review
Tuesday: Bits’s Bad Summer Thursday: Declaration of Independence
Observation/Reflection: FCIM- Compare and Contrast LA.184.108.40.206
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