Day OneDay Two Shared Reading The Gardener Preload vocabulary using KWL (Words I know/Don’t know) Begin story; focus on predictions The Gardener Vocabulary KWL (Words I know/Don’t know) Continue story focusing on predictions Guided Reading Pull lowest group #1: Focus on making predictions and connecting text Pull highest group #5: Give task for the week (Predictions and connections with independent text) Pull lowest group #1: Continue predictions and connections Pull average group #2: focus on predictions and connections Independent Reading & Literacy Practice  Students read independently and respond in writing.  Fluency group listens to the story on CD  Vocabulary work  Fluency group listens to the story on CD  Students read independently and respond in writing.  Vocabulary work  Prefix/suffix/root words Word Work  Prefix/suffix/root words  Spelling introduction Writing To understand declarative and interrogative sentences To use voice in writing a narrative paragraph To understand declarative and interrogative sentences To use voice in writing a narrative paragraph

Day ThreeDay Four Shared Reading “About the Author” Point out writing style and interests of both authors and compare with “The Gardener” “Back Home” Connect story with “The Gardener” Guided Reading Pull lowest group #1: Continue predictions and connections Pull average group #3: focus on predictions and connections Pull average group #2: focus on predictions and connections Pull lowest group #1: Continue predictions and connections Pull average group #4: focus on predictions and connections Pull average group #3: focus on predictions and connections Independent Reading & Literacy Practice  Students read independently and respond in writing.  Spelling Work  Prefix/suffix/root words  Students read independently and respond in writing.  Spelling work  Prefix/suffix/root words Word Work  Vocabulary sort  Vocabulary Frayer model Writing To understand declarative and interrogative sentences To use voice in writing a narrative paragraph To understand declarative and interrogative sentences To use voice in writing a narrative paragraph

Day Five Shared Reading Use Social Studies text to make predictions based on headings Guided Reading Pull lowest group: Focus on making predictions and connecting text Pull higher groups: Reflection on tasks for the week (Predictions and connections with independent text) Independent Reading & Literacy Practice  Students read independently and respond in writing.  Spelling Work  Prefix/suffix/root words Word Work  Vocabulary What it is/what it isn’t Writing To understand declarative and interrogative sentences To use voice in writing a narrative paragraph

Day OneDay Two Shared Reading The Hot and Cold Summer Preload vocabulary using KWL (Words I know/Don’t know) Begin story; focus on predictions The Hot and Cold Summer Vocabulary KWL (Words I know/Don’t know) Continue story focusing on predictions Guided Reading Pull lowest group #1: Focus on making predictions and connecting text Pull highest group #5: Give task for the week (Predictions and connections with independent text) Pull lowest group #1: Continue predictions and connections Pull average group #2: focus on predictions and connections Independent Reading & Literacy Practice  Students read independently and respond in writing.  Fluency group listens to the story on CD  Vocabulary work  Fluency group listens to the story on CD  Students read independently and respond in writing.  Vocabulary work  Prefix/suffix/root words Word Work  Prefix/suffix/root words  Introduce spelling Writing To understand declarative and interrogative sentences To use voice in writing a narrative paragraph To understand declarative and interrogative sentences To use voice in writing a narrative paragraph

Day ThreeDay Four Shared Reading The Hot and Cold Summer Reflect on predictions; go back to text to confirm/disprove predictions “The New Kid” Connect Poem with The Hot and Cold Summer Guided Reading Pull lowest group #1: Continue predictions and connections Pull average group #3: focus on predictions and connections Pull average group #2: focus on predictions and connections Pull lowest group #1: Continue predictions and connections Pull average group #4: focus on predictions and connections Pull average group #3: focus on predictions and connections Independent Reading & Literacy Practice  Students read independently and respond in writing.  Vocabulary work  Spelling work  Prefix/suffix/root words  Students read independently and respond in writing.  Vocabulary work  Spelling work  Prefix/suffix/root words Word Work  Vocabulary sort  Frayer Model with vocabulary Writing To understand declarative and interrogative sentences To use voice in writing a narrative paragraph To understand declarative and interrogative sentences To use voice in writing a narrative paragraph

Day Five Shared Reading Use Social Studies text to make predictions based on headings Guided Reading Pull lowest group: Focus on making predictions and connecting text Pull higher groups: Reflection on tasks for the week (Predictions and connections with independent text) Independent Reading & Literacy Practice  Students read independently and respond in writing. Word Work  Vocabulary: What it is/What it isn’t Writing To understand declarative and interrogative sentences To use voice in writing a narrative paragraph