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Sample Reading Street Day-by-Day Plan

WHOLE GROUP READING PLANS

|DAY 1 | Unit 2 Work and Play- Week 1 |

|Oral Language |The Circuit TM 142l-m |

| |How can we learn to appreciate the talents of others? |

|Skill/Strategy |Intro Cause & Effect, Prior Knowledge TM 142-143 |

|Building Background and |Intro Vocab for What Jo Did |

|Vocabulary |fouled, hoop, jersey, marveled, rim, speechless, swatted, unbelievable |

|Spelling |Pre-Test (adding –s and –es), SPB 21 |

|Others: | |

SMALL GROUP READING PLANS - This may need to be adjusted depending on schedules for students with Title I and LS services.

|DAY 1 |SI – Group 1 |OL – Group 2 |AL – Group 3 |

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|Rotation 1 |Intro & Begin Cheers for Cheetahs |Finish last week’s journal entry, Daily Edit|Read Equality in American Schools |

| |Read to page: _____ | | |

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|Rotation 2 |Cheers for Cheetahs |Intro & Begin Fabulous Female Athletes |Equality in American Schools, if finished |

| |Read to page: ____ |Read to page: ____ |complete comp questions |

| |Complete: | | |

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|Rotation 3 |Building Background Audio CD (Previewing), Daily|Continue reading Fabulous Female Athletes, |Group Discussion for Equality in American |

| |Edit |complete comp questions |Schools |

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|Independent Opportunities Day 1 |

|Daily Fix It, Phonics/Spelling Practice Page, Building Background Audio CD, Leveled Reader Practice Page |

|Independent Opportunities for the Week |

|Skill/Strategy Practice Page, Cross-Curricular Centers, Write to Read (see Target Skill/Strategy), Grammar Practice Pages, Rereading for Fluency, Self-Selected |

|Independent Reading |

WHOLE GROUP READING PLANS

|DAY 2 |Unit 2 Work and Play- Week 1 |

|Oral Language |Do you think Jo would have had a chance to show off her talent if she hadn't worn her hat? |

|Skill/Strategy |Practice Cause & Effect, Prior Knowledge PB 53, 57, 78 |

|Building Background and |Intro What Jo Did, Building Background TM144a |

|Vocabulary | |

|Spelling |Think and Practice - word webs, SPB 22 |

|Others: | |

SMALL GROUP READING PLANS - This may need to be adjusted depending on schedules for students with Title I and LS services.

|DAY 2 |SI – Group 1 |OL – Group 2 |AL – Group 3 |

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|Rotation 1 |Continue reading Cheers for Cheetahs, complete |Begin What Jo Did, reading in sections and |Finish Equality, complete Cause/Effect Chart |

| |comprehension questions |discussing | |

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|Rotation 2 |Listen to What Jo Did – listening center pp. |Complete Cause & Effect PB 53, Daily Edit |Begin What Jo Did, reading in sections and |

| |146-151 | |discussing |

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|Rotation 3 |Discuss What Jo Did, address comp. questions |Finish reading Fabulous Female Athletes |Continue reading What Jo Did, answer comp |

| | | |questions |

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|Independent Opportunities Day 2 |

|Daily Fix It, Phonics/Spelling Practice Page, Vocabulary Practice Page, Strategy Response Log |

|Independent Opportunities for the Week |

|Skill/Strategy Practice Page, Cross-Curricular Centers, Write to Read (see Target Skill/Strategy), Grammar Practice Pages, Rereading for Fluency, Self-Selected |

|Independent Reading |

WHOLE GROUP READING PLANS

|DAY 3 |Unit 2 Work and Play – Week 1 |

|Oral Language |What do the other basketball players think about Jo's talent? |

|Skill/Strategy |Reteach as needed, Review Skill - Draw Conclusions PB 56 |

|Building Background and |Practice Vocab PB 54-55 |

|Vocabulary | |

|Spelling |Connect to Writing – write two-lines rhymes, SPB 23 |

|Others: | |

SMALL GROUP READING PLANS- This may need to be adjusted depending on schedules for students with Title I and LS services.

|DAY 3 |SI – Group 1 |OL – Group 2 |AL – Group 3 |

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|Rotation 1 |Discuss What Jo Did, address comp questions |Fabulous Female Athletes Practice page 34 or |Finish reading What Jo Did, Complete Reader |

| | |35 |Response, go over comp questions with |

| | | |partners |

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|Rotation 2 |Strategy Response Log, Daily Edit |Continue What Jo Did, reading in sections and |Daily Edit, Cause & Effect PB 53 |

| | |discussing | |

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|Rotation 3 |Cheers for Cheetahs Practice page 34 or 35 |Continue reading What Jo Did, answer comp |Discuss What Jo Did - go over comp questions |

| | |questions |and Reader Response |

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|Independent Opportunities Day 3 |

|Daily Fix It, Phonics/Spelling Practice Page, Strategy Response Log, Reader Response, Look Back and Write |

|Independent Opportunities for the Week |

|Skill/Strategy Practice Page, Cross-Curricular Centers, Write to Read (see Target Skill/Strategy), Grammar Practice Pages, Rereading for Fluency, Self-Selected |

|Independent Reading |

WHOLE GROUP READING PLANS

|DAY 4 |Unit 2 Work and Play – Week 1 |

|Oral Language |In what ways might the boys' attitudes toward girls in sports have changed after they played basketball with Jo? |

|Skill/Strategy |Reteach/Review as needed |

|Building Background and |Reteach/Practice if needed |

|Vocabulary | |

|Spelling |Review – Problem Parts |

|Others: | |

SMALL GROUP READING PLANS- This may need to be adjusted depending on schedules for students with Title I and LS services.

|DAY 4 |SI – Group 1 |OL – Group 2 |AL – Group 3 |

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|Rotation 1 |Discuss What Jo Did, complete Cause & Effect chart|Finish reading What Jo Did, Complete Reader |Cause & Effect PB 56, Daily Edit |

| | |Response | |

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|Rotation 2 |Reader Response, Daily Edit |Discuss What Jo Did, complete Cause & Effect |Complete Cause & Effect Chart for What Jo Did|

| | |chart | |

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|Rotation 3 |Leveled Reader Practice Page 34 or 35 |Daily Edit, Cause & Effect PB 56 |Group Discussion What Jo Did |

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|Independent Opportunities Day 4 |

|Daily Fix It, Phonics/Spelling Practice Page, Strategy Response Log, Reader Response, Look Back and Write, Connect Text to Text, Selection Test |

|Independent Opportunities for the Week |

|Skill/Strategy Practice Page, Cross-Curricular Centers, Write to Read (see Target Skill/Strategy), Grammar Practice Pages, Rereading for Fluency, Self-Selected |

|Independent Reading |

WHOLE GROUP READING PLANS

|DAY 5 |Unit 2 Work and Play – Week 1 |

|Oral Language |Revisit: How can we learn to appreciate the talents of others? |

|Skill/Strategy |Assessment |

|Building Background and |Assessment |

|Vocabulary | |

|Spelling |Posttest |

|Others: | |

SMALL GROUP READING PLANS- This may need to be adjusted depending on schedules for students with Title I and LS services.

|DAY 5 |SI – Group 1 |OL – Group 2 |AL – Group 3 |

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|Rotation 1 | | | |

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|Rotation 2 | | | |

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|Rotation 3 | | | |

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|Small Group Opportunities Day 5 |

|Catch up with any groups that are not finished, with Main Selection or Leveled Reader, Try the Paired Selection, Return to the Leveled Reader for a discussion or |

|strategy lesson, Use multiple copy books in a small group guided reading lesson, Extend to a Writing Activity, Read and Discuss the poem |

|Independent Opportunities Day 5 |

|Daily Fix It, Phonics/Spelling Practice Page, Look Back and Write, Connect Text to Text, Internet Inquiry Activity, Research/Study Skills, Selection Test |

|Independent Opportunities for the Week |

|Skill/Strategy Practice Page, Cross-Curricular Centers, Write to Read (see Target Skill/Strategy), Grammar Practice Pages, Rereading for Fluency, Self-Selected |

|Independent |

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