by David Walcott Weekly Literature Week At A Glance Tested Skills for the Week Read-Aloud Anthology Listening Comprehension Readers’ Theater • • Vocabulary/ Comprehension Weekly Theme: Artists at Work Whole Group VOCABULARY skyscrapers, collage, barbecue, glorious, strutting, flicked, swarms Context Clues/Descriptions COMPREHENSION Strategy: Monitor Comprehension Skill: Character WRITING Descriptive Writing Social Studies Link Culture Small Group Options Differentiated Instruction for Tested Skills Vocabulary/ Comprehension Vocabulary/ Comprehension Social Studies Link Main Selection Genre Realistic Fiction Genre How-to Article 604A
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by David Walcott
Weekly Literature
Week At A Glance
Tested Skills for the Week
Read-Aloud AnthologyListening Comprehension
Readers’ Theater
•
•
Vocabulary/Comprehension
Weekly Theme: Artists at Work
Whole Group
VOCABULARY
skyscrapers, collage,
barbecue, glorious, strutting,
flicked, swarms
Context Clues/Descriptions
COMPREHENSION
Strategy: Monitor
Comprehension
Skill: Character
WRITING
Descriptive Writing
Social Studies LinkCulture
Small Group Options
Differentiated Instructionfor
Tested Skills
Vocabulary/Comprehension
Vocabulary/Comprehension
Social Studies LinkMain Selection Genre Realistic Fiction
Genre How-to Article
604A
A
UDIO CD
Everyday Everyday BeautyBeauty
by Kirsten Andersonillustrated by Matthew Archambault
Realistic Fiction
Everyday Everyday BeautyBeauty
by Kirsten Andersonillustrated by Matthew Archambault
Realistic Fiction
Everyday Everyday BeautyBeauty
by Kirsten Andersonillustrated by Matthew Archambault
Realistic Fiction
Everyday Everyday BeautyBeauty
by Kirsten Andersonillustrated by Matthew Archambault
Realistic Fiction
Everyday Everyday BeautyBeauty
by Kirsten Andersonillustrated by Matthew Archambault
Realistic Fiction
Everyday Everyday BeautyBeauty
by Kirsten Andersonillustrated by Matthew Archambault
Realistic Fiction
Resources for Differentiated Instruction
Leveled ReadersLeveled Readers
• Same Theme• Same Vocabulary• Same Comprehension Skills
Daily Writing Prompt: What famous person do you admire? Write a short paragraph that explains why you admire him or her.
Speech, 630–631B
Grammar Daily Language Activities, 631I
Comparing with More and Most, 631I
Grammar Practice Book, 147
Spelling Pretest Words with Final /ә r/, 631G
Spelling Practice Book, 147–148
Writing
Daily Writing Prompt: Write a paragraph about someone you are proud of. Explain why.
Speech, 630–631B
Grammar Daily Language Activities, 631I
Comparing with More and Most, 631I
Grammar Practice Book, 148
Spelling Word Sorts, 631G
Spelling Practice Book, 149ASSESSMENT
• Informal/Formal Vocabulary, 606
Comprehension, 607B
Comprehension, 619, 625
Phonics, 631E
Leveled Readers
Student Book
by David Walcott
Student Book
Differentiated Instruction 631M-631VDifferentiated Instruction 631M-631VTurn the Page for
Small Group Lesson Plan
Suggested Lesson Plan Instructional NavigatorInteractive Lesson Planner
604C604C
Vocabulary
Vocabulary Words
Context Clues/Descriptions
Comprehension
Strategy: Monitor Comprehension
Skill: Character
Writing
Descriptive Writing
Listening/Speaking
Focus Question Compare the story “Secondhand Art” with Me and Uncle Romie. How are the stories alike? How are they different? Use details from both selections in your answer.
Summarize, 627
Listening/Speaking/Viewing
Focus Question In Me and Uncle Romie, James made a collage. What did he do that was similar to the directions in this article? What did he do differently?
Expand Vocabulary: Artists, 631F
Listening/Speaking/Viewing
Focus Question Describe a person from your life whose character turned out to be different from what you expected. Tell about your expectations and how your opinion of that person changed.
Speaking and Listening Strategies, 631A
Vocabulary
Review Words in Context, 631C
Strategy: Context Clues/Description, 631D
Practice Book A-O-B, 175
Phonics
Decode Multisyllabic Words, 631E
Vocabulary
Context Vocabulary: background, images, 628
Homographs, 631F
Apply Vocabulary to Writing, 631F
Vocabulary
Spiral Review: Traveling Game, 631F
Me and Uncle Romie,608–625
Comprehension
Comprehension Check, 627
Maintain Skill: Summarize, 627B
Repeated Reading, 627A
Practice Book A-O-B, 173
“Making a Collage,”628–629
Comprehension
Art: How-To Article
Directions, 628
Practice Book A-O-B, 174
Partner Reading, 604I
Self-Selected Reading, 604I
Comprehension
Connect and Compare, 629
Practice, 627A
Partner Reading, 604I
Writing
Daily Writing Prompt: Suppose your friend is a great artist. Write a short paragraph listing the reasons why he or she is so great.
Writer’s Craft: Mood, 631A
Speech, 630–631B
Grammar Daily Language Activities, 631I
Mechanics and Usage, 631J
Grammar Practice Book, 149
Spelling Word Meanings, 631H
Spelling Practice Book, 150
Writing
Daily Writing Prompt: Imagine that you are introducing your student government president. Make a list of what you would say.
Writing Trait: Voice, 631B
Speech, 630–631B
Grammar Daily Language Activities, 631I
Comparing with More and Most, 631J
Grammar Practice Book, 150
Spelling Review and Proofread, 631H
Spelling Practice Book, 151
Writing
Daily Writing Prompt: Pretend you just won an award and your best friend has to introduce you. What would you want your friend to say?
Monitor ComprehensionCharacter To monitor your comprehension of characters, think about their traits, or the long-lasting parts of their personalities. Thinking about a character’s traits will help you understand why a character does or says things and what he or she might do next.
A Character Web will help you gather information about a character’s traits. Reread the story to find examples of Emma’s traits.
Answer each question, substituting the vocabulary word for its underlined definition.
1. Have you seen Jason? Why was he walking in a proud manner down the hall?
2. Why were there great numbers of people at the mall?
3. Did the horse get you when she snapped her tail?
4. What kinds of food do you like to eat at an outdoor gathering at which meat is roasted over an open fi re and served?
5. Where can you go to see very tall buildings?
6. How would you describe an exceedingly beautiful or splendid day?
7. What materials are you using to make that artistic composition made by pasting or gluing materials together on a surface?
Use two of the words above in one sentence.
8.
Possible responses provided.
Possible responses provided.
He was strutting because he scored the winning basket in the game last night.
Those swarms of people were taking advantage of a big sale.
She sure did. She flicked her tail right in my face.
I like to eat cheeseburgers, ribs, and corn on the cob at a barbecue.
You have to go to big cities to see skyscrapers.
A glorious day would be warm and sunny, with a nice breeze blowing in from the ocean.
I’m making a collage from an old-fashioned magazine.
What a glorious collage you made!
On Level Practice Book O, page 170
Approaching Practice Book A, page 170
Beyond Practice Book B, page 170 Me and Uncle Romie 607
LOZ_Subhd_LFTVocabulary/Comprehension
Objectives• Monitor comprehension
• Analyze character
• Use academic language:
monitor, comprehension,
analyze, character
Materials
• Comprehension
Transparencies 24a and 24b
• Graphic Organizer 24
• Leveled Practice Books, p. 171
Reread for
ComprehensionSTRATEGYMONITOR COMPREHENSION
Students should use strategies that help them monitor their
comprehension. For example, they can ask themselves questions about
the text, reread passages, or read ahead to correct any errors in their
understanding. Students can also visualize, adjust their reading rate,
and paraphrase as they go along to make sure they know what they
have read.
SKILLCHARACTER
■ Sometimes the focus of a story is on what one character does and
says. As students read the story, they should look for descriptions
of the character’s traits. The author may describe the traits directly
or provide clues about them from the point of view of other
characters in the story. Students should look for information about
the character’s thoughts, feelings, words, and actions.
Model Self Monitoring
Explicitly use the strategies
of asking questions,
rereading, and so on, to
show how you derive
meaning and figure
things out that you don’t
understand. Afterwards,
ask, What did you see me do
to help myself understand
what I read? (ask questions,
reread, make connections)
Student Book pages 606–607 available on Comprehension Transparencies 24a and 24b
Vocabulary and Comprehension
Reread for Comprehension
Monitor ComprehensionCharacter To monitor your comprehension of characters, think about their traits, or the long-lasting parts of their personalities. Thinking about a character’s traits will help you understand why a character does or says things and what he or she might do next.
A Character Web will help you gather information about a character’s traits. Reread the story to find examples of Emma’s traits.
■ Students should identify any problem or conflict a character
might face at the beginning of the story. Then they can ask
themselves how the character might go about trying to solve
the problem. When they finish reading, they can decide if
their predictions were correct.
MODEL
Read aloud the first four paragraphs of “Secondhand Art” from
Student Book page 606.
Think Aloud
I notice that both Danny and Emma are trying to
solve the problem of what to make for the art contest. It
doesn’t seem as if either Danny or Emma is the main
character, because they are partners working together. They
make a joke out of what Mr. Buckle said about the sky being
the limit, so they seem to be friends that get along well.
Emma thinks about Danny’s suggestion about making a
collage, but she points out the added problem that many
other students will make collages. I will find out more about
these characters when I read how they solve their problem.
GUIDED PRACTICE
■ Help students describe Danny using the Character Web. Ask them
to identify clues in the first four paragraphs to show a character
trait of Danny’s. (Danny has a sense of humor.) Have them write
this trait in one of the outer ovals on the chart.
■ Have students continue reading and identifying Danny’s character
traits. Provide guidance as necessary.
APPLY
■ Have students reread the remainder of “Secondhand Art” and
complete the Character Web. Ask them to write paragraphs
discussing what they learned about Danny’s character traits from
the way he and Emma solved their problem.
During Small Group Instruction
If No Approaching Level Comprehension, p. 631O
If Yes On Level Options, pp. 631Q–631R
Beyond Level Options, pp. 631S–631T
Can students identify characters’ traits?
Characters are the people, and sometimes animals, that you read about in a story. The main character is the story’s most important character. You can learn about characters from the things they say, do, and feel.
Read the following passage. Then answer the questions that follow.
Brian said to his mom, “I’m worried about going to art camp. I won’t
know anyone there.”
“Don’t worry about it,” his mom said. “You’ll see. It’ll be fine.”
When Brian walked into the camp meeting room, he swallowed hard.
Most of the tables were full of kids talking and laughing with each other.
There was only one spot open, and it was at a table way in the back.
There were three other kids at the table—Alex, Kenya, and Mike. They
all knew each other, but they were happy to talk to Brian, too. The four
of them wound up working on a project together. By the time Brian went
home, he knew he had a new set of friends for the summer.
1. Who is the main character?
2. Name the other characters in the story.
3. What kind of person do you think Brian is?
4. Do you think that Alex, Kenya, and Mike are friendly? Explain your answer.