• By teacher observation as they participate in classroom discussion, being prompted by the teacher with guiding comprehension questions. 
• Using a selection test at the completion of each selection to determine students' understanding of the selection and their use of character and plot.
• Using a timed one-minute reading test to assess fluency rate and tone of voice.

• By teacher observation as they participate in classroom discussion, being prompted by the teacher with guiding comprehension questions.
• Using a selection test at the completion of each selection to determine students' understanding of the selection and their use of cause and effect.
• Using a timed one-minute reading test to assess fluency rate and tone of voice.

Story:  Island of the Blue Dolphins

• By teacher observation as they participate in classroom discussion, being prompted by the teacher with guiding comprehension questions.
• Using a selection test at the completion of each selection to determine students' understanding of the selection and identification of theme and setting.
• Using a timed one-minute reading test to assess fluency rate and pitch.

Story:  Satchel Paige

• By teacher observation as they participate in classroom discussion, being prompted by the teacher with guiding comprehension questions.
• Using a selection test at the completion of each selection to determine students' understanding of the selection and ability to determine sequence.
• Using a timed one-minute reading test to assess fluency rate and phrasing.

Story:  Shutting Out the Sky

• By teacher observation as they participate in classroom discussion, being prompted by the teacher with guiding comprehension questions.
• Using a selection test at the completion of each selection to determine students' understanding of the selection and ability to identify and use cause and effect.
• Using a timed one-minute reading test to assess fluency rate and pauses.

Students will take an End-of-Unit 1 Benchmark test to determine their understanding of the selections and the concepts learned.

• Lead discussion to activate students' prior knowledge.
• Ask guiding questions to help the students predict, draw conclusions, and identify the character and plot while reading the story aloud.
• Use SMART Board to complete Practice Book page 3, Plot and Character, together with students. 
• Model the use and creation of a graphic organizer (T-chart) to identify the characters, plot and important events that occur in a story.
• Introduce and discuss point of view.  Model and show examples of how to use clue words to determine which point of view a selection is told from.

Story:  Thunder Rose
During whole group and guided instruction, using prepared lesson materials, the teacher will:

• Lead discussion to activate students' prior knowledge.
• Ask guiding questions to help the students predict, draw conclusions and identify causes and effects while reading the story aloud.
• Use SMART Board to complete Practice Book page 13 together with students. 
• Model the use and creation of a graphic organizer to show the causes and effects in a selection.
• Model the use of questioning to monitor comprehension, making sure that the causes and effects are being understood.
• Discuss examples of author's craft with the students.  Explain some of the choices that the author makes when writing.

Story:  Island of the Blue Dolphins
During whole group and guided instruction, using prepared lesson materials, the teacher will:

• Lead discussion to activate students' prior knowledge.
• Ask guiding questions to help the students predict, draw conclusions and identify the theme and setting while reading the story aloud.
• Use SMART Board to complete Practice Book page 23, theme and setting, together with students. 
• Model the use and creation of a graphic organizer (word web) to identify the theme and setting of a selection.  The web should include senses: smells, sounds, sights, tastes, and feelings.
• Discuss imagery with the students.  Explain that it is the use of words to help readers experience the way things look, sound, smell, taste, or feel.  Work with the students on page 77, paragraph 4, to find some examples of imagery.

Story:  Satchel Paige
During whole group and guided instruction, using prepared lesson materials, the teacher will:

• Lead discussion to activate students' prior knowledge.
• Ask guiding questions to help the students predict, draw conclusions and determine sequencing while reading the story aloud.
• Use SMART Board to complete Practice Book page 33, sequence, together with students. 
• Model the use and creation of a graphic organizer (time line) to track the sequence of a selection.  Begin with the earliest event.
• Use skill transparency 4 to teach sequence and ask questions to help follow and comprehend a story.
• Discuss the author's viewpoint with the students.  Explain that it is the way an author looks at the subject he or she is writing about.  It can be learned by looking at the words her/she uses and opinions that are expressed.  By using context clues, you can sometimes figure out an author's viewpoint even when it is not stated.  Use page 102, paragraph 1, to model finding clues to identify the author's viewpoint.

Story:  Shutting Out the Sky
During whole group and guided instruction, using prepared lesson materials, the teacher will:

• Lead discussion to activate students' prior knowledge.
• Ask guiding questions to help the students, predict, draw conclusions, identify causes/effects, and use them to summarize, while reading the story aloud.
• Use SMART Board to complete Practice Book page 43, cause and effect, together with students. 
• Model the use and creation of a graphic organizer to show the causes and effects of a selection.  Guide the students as they use the information to summarize.  Discuss the key concepts of summarizing as shown on page 112.
• Discuss paraphrasing with the students.  Explain that paraphrasing should keep the author's ideas and overall meaning, but should be easier to read.  You rewrite it using your own words.

While students are completing independent assignments, the teacher will assist and guide students that are having difficulties.

During small group time, the teacher will pay close attention to each student, monitoring progress and addressing areas in which extra practice is needed.  The teacher will guide the students, asking questions, pointing out key factors and generating ideas, as they read and discuss the level readers in their groups.

1. Students will complete Fresh Reads for Differentiated Test Practice pages 1-6 for extended practice on comprehension of a story and fluency rate.
2. Students will complete Fresh Reads for Differentiated Test Practice pages 7-12 for extended practice on comprehension of a story and fluency rate.
3. Students will complete Fresh Reads for Differentiated Test Practice pages 13-18 for extended practice on comprehension of a story and fluency rate.
4. Students will complete Fresh Reads for Differentiated Test Practice pages  19-24 for extended practice on comprehension of a story and fluency rate.
5. Students will complete Fresh Reads for Differentiated Test Practice pages  25-30 for extended practice on comprehension of a story and fluency rate.