by Catherine Lutz Weekly Literature Week At A Glance Tested Skills for the Week Read-Aloud Anthology Listening Comprehension Readers’ Theater • • Vocabulary/ Comprehension Whole Group VOCABULARY weekdays, cardboard, slithered, genuine, apologize, harmless, ambulance Word Parts/Base Words COMPREHENSION Strategy: Generate Questions Skill: Make Inferences WRITING Persuasive Writing Science Link Life Science Describing Animals Small Group Options Differentiated Instruction for Tested Skills Weekly Theme: Snakes Main Selection Genre Humorous Fiction Science Link Genre Electronic Encyclopedia 248A
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by Catherine Lutz
Weekly Literature
Week At A Glance
Tested Skills for the Week
Read-Aloud AnthologyListening Comprehension
Readers’ Theater
•
•
Vocabulary/Comprehension
Whole Group
VOCABULARY
weekdays, cardboard,
slithered, genuine, apologize,
harmless, ambulance
Word Parts/Base Words
COMPREHENSION
Strategy: Generate
Questions
Skill: Make Inferences
WRITING
Persuasive Writing
Science LinkLife Science
Describing Animals
Small Group Options
Differentiated Instructionfor
Tested Skills
Weekly Theme: Snakes
Main Selection Genre Humorous Fiction
Science Link Genre Electronic Encyclopedia
248A
A
UDIO CD
North American Snakes
by Dina Anastasio
Informational Nonfiction
North American Snakes
by Dina Anastasio
Informational Nonfiction
North American Snakes
by Dina Anastasio
Informational Nonfiction
North American Snakes
by Dina Anastasio
Informational Nonfiction
North American Snakes
by Dina Anastasio
Informational Nonfiction
North American Snakes
by Dina Anastasio
Informational Nonfiction
Resources for Differentiated Instruction
Leveled ReadersLeveled Readers
• Same Theme• Same Vocabulary• Same Comprehension Skills
• Select a paragraph from the Fluency passage on page 69 of your Practice Book.
• With a partner, take turns reading the sentences aloud.
• Adjust your reading pace so that you are reading at the right speed.
Extension
• Read another paragraph from page 69 to a partner two times. The second time change your pace. Then ask your partner which way was easier to understand.
• Time Your Reading: Listen to the Audio CD.
Fluency
Fluency SolutionsListening Library
Things you need:
• Practice Book
19
In
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Ac
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Teacher-Led Small Groups
Lite
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Objectives• Read passage fluently. Time reading.
• Make inferences based upon reading.
• Select literature for reading enjoyment every day.
• Keep a personal reading list.
Objectives• Use a dictionary to find definitions of words.
Mark: It’s probably not a turtle or a lizard. Is it
a snake?
Jean: Yes!
250
VocabularyTEACH WORDS IN CONTEXT
Use the following routine.
■ Cardboard is a very stiff and heavy
paper used to make boxes. Sarah
mailed the cookies in a cardboard box
to keep them from breaking. How is
cardboard different from regular paper?
COMPARE AND CONTRAST
■ Slithered means “slid or glided like a
snake.” The dog slid under the house to
fetch the tennis ball and then slithered
back out. What other animals could
slithered describe? EXAMPLE
■ If something is genuine , it is real
or true. A genuine person is sincere
and natural. What is an antonym for
genuine? ANTONYM
■ When you apologize , you tell
someone that you are sorry. Liam was
sorry for breaking the vase, so he came
to apologize. Tell about a time you
needed to apologize. DESCRIPTION
■ Anything that is harmless cannot do
damage or hurt you. Crayons have to
be harmless to protect young children
from injury. What is a synonym for
harmless? SYNONYM
■ An ambulance is a special vehicle
that takes sick or injured people to the
hospital. After Andrew was injured, an
During Small Group Instruction
If No Approaching Level
Vocabulary, p. 271N
If Yes On Level Options,
pp. 271Q–271R
Beyond Level Options,
pp. 271S–271T
Do students understand
word meanings?
ambulance drove him to the hospital.
How can you tell if an ambulance
is taking someone to the hospital?
DESCRIPTION
Practicing Vocabulary
Use familiar student
experiences to develop the
vocabulary. For cardboard,
show cardboard boxes in
the classroom. For slithered,
use hand gestures to show
how an animal moves. Say
as you gesture, The snake
slithered through the grass.
For ambulance, ask about
siren noises students have
heard.
Define: Weekdays are the days of the
week except Saturday and Sunday.
Example: On Saturday and Sunday
we have pancakes for breakfast, but on
weekdays we have oatmeal.
Ask: What are regular weekdays like at
your house? EXPLANATION
250
Vocabulary and Comprehension
Reread for Comprehension
Generate QuestionsMake Inferences Generating questions as you read can help you make inferences. For example, ask yourself, “Why did the character just say that?” or “What are some clues to what might happen next?”
Reread the selection and make inferences. Write the clues in the Inferences Word Web.
Student Book pages 250–251 available on Comprehension Transparencies 10a and 10b
Vocabulary and Comprehension
Reread for Comprehension
Generate QuestionsMake Inferences Generating questions as you read can help you make inferences. For example, ask yourself, “Why did the character just say that?” or “What are some clues to what might happen next?”
Reread the selection and make inferences. Write the clues in the Inferences Word Web.
Mark: Remember when my pet snake
got loose and slithered across
my mother’s foot? I had to
return it to the pet store.
Jean: What did the store say?
Mark: I think they were genuine
when they off ered to speak with
my mom. I knew that wouldn’t
help, though.
Jean: Did you apologize to your
mom and say you were sorry?
Mark: Of course, but she didn’t
change her mind.
Jean: Okay, back to studying.
Mark: Does the snake crush its prey?
Jean: No.
Mark: So it’s not a python. Is it
harmless?
Jean: No. It’s dangerous. Its bite can
be fatal. If you get bitten, you’d
need an ambulance!
Mark: Yikes. Does it give a warning
before it attacks?
Jean: Its tail shakes and makes a
noise. Each time the snake
sheds, its tail gets a new
segment in it.
Mark: I’ve got it! It’s a rattlesnake!
Narrator: Did you guess the reptile
before Mark did?
Is it a crocodile?
It’s a rattlesnake!
251
Transparency 10b
Vocabularyweekdays apologize
cardboard harmless
slithered ambulance
genuine
Word PartsBase Words can help you
figure out the meaning of
a word.
harm = “hurt; injury”
harmless = “without hurt”
by Catherine Lutz
Narrator: Mark and Jean have been studying
together weekdays aft er school for a big test on
Friday. Jean takes a card from a cardboard box.
Th e card has the name of a reptile on it. Now
Mark will ask questions and try to name the
reptile. Can you guess the answer before Mark?
Mark: Is it furry?
Jean: No. Remember, reptiles don’t have fur.
Mark: Th at’s right. Where does it live?
Jean: Mostly in the southwestern United States.
Mark: What does it eat?
Jean: It eats small birds, rabbits, mice, and
squirrels.
Mark: Is it a crocodile?
Jean: No. Crocodiles live near streams, and this
reptile lives where it’s dry.
Mark: How big is it?
Jean: Some can be 7 feet long. Others are only
2 feet long.
Mark: It’s probably not a turtle or a lizard. Is it
a snake?
Jean: Yes!
250
Transparency 10a
251A
Vocabulary/Comprehension
Sometimes you have to use clues and what you know from your own experiences to help you make inferences about what’s happening in a story.
Read the story. Then make inferences to answer the questions.
Evangeline didn’t look up from her book when the new student said
hello. The book was called Adventures with Reptiles. She’d already read it
twice, but she just couldn’t put it down. At the end of a chapter, she finally
looked up from her book.
“I have that book,” Jae said. “It’s great. Do you want to come over after
school to meet my pet lizard?”
“You bet!”
1. How does Evangeline feel when Jae says hello? How do you know?
2. Is the book Evangeline is reading one of her favorites? Why or why not?
3. What kinds of books would the new student like to read? How do you
know?
4. Do you think Evangeline and the new student will become friends? Why
or why not?
It is one of her favorites. She has read it twice before,
and she’s reading it again.
They may because they seem to have a lot
in common.
She doesn’t want to be interrupted. She keeps
reading and doesn’t answer.
She would like books about reptiles. She has a
pet lizard.
Possible responses provided.
On Level Practice Book O, page 67
Approaching Practice Book A, page 67
Beyond Practice Book B, page 67
MODEL
Read the first page of “Name That Reptile” on Student Book
page 250.
Think Aloud I know from the narration that Mark and Jean
are studying by using questions to test their knowledge of
reptiles. Why does Mark ask if the reptile is furry? Doesn’t
he know very much about reptiles? I think he does, because
when Jean corrects him, he says, “That’s right.” I can infer
that he is remembering a fact he knows. Why does Mark ask
about what the reptile eats and where it lives? I think that
information will help him narrow down his guesses. From
Mark’s questions and Jean’s answers, I can infer that they both
know a lot about reptiles.
GUIDED PRACTICE
■ Ask students to reread the left column of dialogue on page
251. Then ask why Mark had to return the snake to the store.
Help students identify clues in the dialogue that tell why.
■ Have students use the clues and their inference to complete
an Inferences Word Web. (Mark’s mother is afraid of the
snake.) See the completed graphic organizer at the right.
APPLY
Ask students to explain how making inferences is important to
Mark and Jean’s study method. (Mark is asking questions that will
help him to eliminate choices from the list of possible reptiles. He
combines what he already knows with the information that Jean
provides to make inferences about the kind of reptile it could be.)