Differentiated Instruction in Treasures

Differentiated Instruction in Treasures Author Vicki Gibson defines differentiating instruction as teaching differently, changing both “how we teach” and “what we teach.” Vicki suggests that, “The first step in this process is to change the way we teach by using whole-class and small-group instruction.” Macmillan/ McGraw-Hill’s Treasures program gives teachers both the tools and guidance to make Differentiated Instruction a reality in their classroom. The “what we teach” of the Treasures program are the tested objectives of the program— vocabulary, skills and strategies—the core of instruction. Treasures has a clear plan for “how we teach” through whole-group and small-group instruction. The instructional approach in Treasures is a gradual release model that gives students the support they need to learn new concepts and skills. All students receive quality instruction during whole-class participation. But, because it is probable that not all students are on the same level at the same time, Treasures also provides differentiation options for every tested skill and strategy—small-group instructional options for students at varying skill levels. Differentiated Instruction options in the Treasures program address students “on the level,” “approaching the level,” and “beyond the level.” Treasures also includes support for English Learners. Differentiated Instruction is evident at every grade level of the Treasures program. It can be found in the lesson plans, instructional choices, and ancillary components, including leveled materials. Consider the following: n Instructional Planning n Classroom Management n Whole-Group Instruction n Monitoring Student Progress n Small-Group Instruction

Copyright © by The McGraw-Hill Companies, Inc.

Instructional Planning On the first page of each lesson plan, Week At a Glance gives an overview of the “what and how” of instruction. Here, the tested skill and strategies, those critical objectives for students at their grade level, are listed. The Week At a Glance also identifies times for whole- and small-group instruction.

Leadership Handbook—Addendum 1

Differentiated Instruction in Treasures

1

Differentiated Instruction in Treasures Week 4 At a Glance WHOLE GROUP Phonics/Word Study

Spelling

Diphthongs /oi/ and /ou/, Multisyllabic Words

Diphthongs /oi/ and /ou/: flower, voices, tower, mound, cowboy, gown, frown, south, howling, annoy, noises, pound, hound, pouch, thousand, wound, grouch, cough, grown, voyage

Vocabulary Robust Words: trembles, debris, rescuers, shifts, collapsed, area

Grammar/Mechanics

Multiple-Meaning Words

Possessive Pronouns Possessive Nouns and Pronouns

Comprehension Strategy: Visualize Skill: Draw Conclusions

Writing Formatting Dialogue

Skill: Theme

Read Aloud

Fluency

Genre: Folktale

Expression

SMALL GROUP Differentiated Instruction for Tested Skills Approaching Level

On Level

Beyond Level

English Learners

Technology to help plan and implement instruction PREPARE

TEACH • Theme Launcher Video • Classroom Presentation Toolkit • Vocabulary PuzzleMaker • Sound Pronunciation CD

• Professional Development Videos

• Parent Connection

PLAN/ORGANIZE

ASSESS

Go to

www.macmillanmh.com

Assessment Online

for Online Lesson Planner

C

D-ROM

Progress Reporter CD

Week At a Glance

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Sample Week At a Glance This section also identifies technology and digital Teacher Tools that can help teachers plan and organize Differentiated Instruction. Other teacher support materials include the online Teacher’s Edition, where teachers can link to video clips of master teachers using the key Treasures instructional routines and techniques, including small-group instruction.


The Suggested Lesson Planner also provides information for planning differentiated instruction.

Suggested Lesson Plan

The

Earth

Award Winning Selection

California Standards

Dragon wakes A

Go to www.macmillanmh.com for Online Lesson Planner

By Laurence Yep

The Earth Dragon Awakes, pp. 478–495

WHOLE GROUP

DAY 1

ORAL LANGUAGE

• Listening 15–20 min

Comprehension

• Speaking/Viewing

Listening/Speaking

?

Focus Question What are these teammates doing? Why are teams important during times of need?

Comprehension

Writing

Science

Vocabulary Words Multiple-Meaning Words

Strategy: Visualize Skill: Draw Conclusions

Formatting Dialogue

ES 4.5.a

R 4.1.5, R 4.1.6

R 4.2.2

DAY 3

DAY 2

Listening/Speaking/Viewing

Vocabulary

DAY 4

Listening/Speaking

?

Focus Question What does Chin conclude about his father by the end of the story?

Read Aloud: “Erh-lang and the Suns,” 474L–474M

W 4.1.2, W 4.1.10


?

Focus Question How are the descriptions of earthquakes in “Letters from Annie” and The Earth Dragon Awakes the same? How are they different?

?

DAY 5 Review and Assess

Focus Question Which of the Earthquake Safety Manual instructions did the characters in The Earth Dragon Awakes follow?


Summarize, 497 LAS 4.2.3

? Focus Question What is the most important thing to keep in mind if you ever experience an earthquake?

Build Background, 474

WORD STUDY

• Vocabulary

Vocabulary R 4.1.2, R 4.1.6





trembles, debris, rescuers, shifts, collapsed, area, 477, 501A

Review Words, Multiple-Meaning Words, 478, 501A

Review Words, Related Words, 501B

Review Words, Morphology, 501B

Assess Words, Connect to Writing, 501B

• Phonics/Word Study

Practice Book, 230

Practice Book, 235

Strategy: Multiple-Meaning Words, 476

Phonics R 4.1.1

Spelling Proofread, 501D LC 4.1.7 Practice Book, 237

Spelling Posttest, 501D LC 4.1.7 Reproducible, SP57

Read “Earth in Motion,” 498–501 ES 4.5.a

Read Self-Selected Reading, 474J R 4.2.2

Comprehension

Comprehension

20-30 min

Diphthongs /oi/ and /ou/ 474N–474O Practice Book, 229

• Spelling

Spelling Pretest: Diphthongs /oi/ and /ou/, 501C LC 4.1.7 Practice Book, 236

• Comprehension 20-30 min

The

Earth

Read “Letter from Annie” 476–477 R 4.2.2, R 4.2.4

Read The Earth Dragon Awakes, 478–495 R 4.2.2, R 4.2.4

Comprehension, 477A–495B

Comprehension, 478–495

Strategy: Visualize Skill: Draw Conclusions Practice Book, 231

• Fluency

Spelling Word Meanings, 501D LC 4.1.7 Reproducible, SP56

Spelling Word Sorts, 501C LC 4.1.7 Reproducible, SP55

READING

Student Book

Fluency Model Fluency, 474M R 4.1.1

Strategy: Visualize Skill: Draw Conclusions Practice Book, 232

The

Earth


Dragon wakes A

Read The Earth Dragon Awakes, 478–495 R 4.2.2, R 4.2.4

By Laurence Yep

A

By Laurence Yep

Comprehension Student Book

Critical Thinking, 497 Review Skill: Theme, 497B

Student Book

Fluency Repeated Reading: Expression, 497A Practice Book, 233 R 4.1.1

Fluency Repeated Reading: Expression, 497A R 4.1.1

The

Earth


Dragon wakes

Genre: Nonfiction Text Feature: Technical Manual, 498 R 4.2.7 Practice Book, 234

Fluency Repeated Reading: Expression, 497A R 4.1.1

• Writing

By Laurence Yep

Student Book

Fluency Practice, 474J R 4.1.1

Macmillan/McGraw-Hill

Writing W 4.1.2

Writing W 4.1.2

Writing W 4.1.2

Writing W 4.1.2

Writing W 4.1.10

Daily Writing Prompt Think about a problem and the perfect team to solve it. Write a paragraph describing each member of the team.

Daily Writing Prompt Write a first-hand account of a time you were very scared.

Daily Writing Prompt Make a list of safety tips to remember during a natural disaster. Formatting Dialogue, 503D

Daily Writing Prompt Write a diary entry describing the earthquake as any character in The Earth Dragon Awakes but Chin and Henry.

Daily Writing Prompt Write newspaper headlines about the earthquake of 1906.

Formatting Dialogue, 503C Practice Book, 240

Formatting Dialogue, 502–503B

• Grammar

Explore Science Discover History/Social Science

Critical Thinking, 501 ES 4.5.a

A

Content Reader

LANGUAGE ARTS 20-30 min

Student Book


Dragon wakes

Grammar Daily Language Activities, 501E Possessive Pronouns, 501E Reproducible, GR55 LC 4.1.4

Grammar Daily Language Activities, 501E Possessive Pronouns, 501E LC 4.1.4 Practice Book, 238

Grammar Daily Language Activities, 501E Mechanics and Usage, 501F LC 4.1.4 Reproducible, GR56

Reading/Writing Connection, 503E–503F

Conferences/Revision (Assignments), 503G– 503H

Grammar Daily Language Activities, 501E Possessive Pronouns, 501F LC 4.1.4 Practice Book, 239 LC 4.1.4

Grammar Daily Language Activities, 501E Possessive Pronouns, 501F LC 4.1.4 Reproducible, GR57 LC 4.1.4

ASSESSMENT

• Informal/Formal

Quick Check Vocabulary, 476

Quick Check Comprehension, 495

Quick Check Fluency, 497A

Quick Check Vocabulary, 501B

Weekly Assessment, 503I–503J

Comprehension, 477B

SMALL GROUP Lesson Plan

Differentiated Instruction 503K–503JJ

45–60 min

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The Earth Dragon Awakes

Unit 4 Week 4

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Sample Suggested Lesson Plan

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2

Differentiated Instruction in Treasures This planner contains weekly and daily plans that consider pacing as well as content and that clearly identify tested skills and appropriate instructional strategies. It includes daily plans for both whole-group and small-group instruction. Instruction addresses the following strands: Oral Language, Word Study, Reading, Language Arts, and Assessment which are paced throughout the week in a whole-group setting. The assessment strand includes Quick Checks which help teachers address questions such as “What if students failed to master or excelled at the tested objectives? What do I do next?” The answer to these questions is small-group instruction, and to assist teachers in planning for small groups, Treasures provides Suggested Lesson Plans for Small Groups. These plans support differentiated instruction for all the tested objectives for all levels of students: Approaching Level, On Level, Beyond Level, and English Learners.

Differentiated Instruction What do I do in small groups?

Small Group

Focus on Skills IF… students need additional instruction and practice based on your Quick Check observations of the following skills:

Skill-Based Practice Readers

Manipulatives Use for Hands-on Learning.

Sound-Spelling WorkBoard Main Idea/Details

Sequence

Cause/Effect

Main Idea

Apply skills and strategies while reading appropriate leveled books.

Diphthongs /oi/ and /ou/

Vocabulary Words

by Dan Furey


Informational Nonfiction

The Story of

by Dan Furey

wh_


San Francisco

The Story of

>`]PZS[ /bbS[^ba

Compare/Contrast

#FHJOOJOH

%JGGFSFOU "MJLF %JGGFSFOU

=cbQ][Sa

/FYU

.JEEMF

4VNNBSZ

Summary

-BTU A]ZcbW]\


San San Francisco Francisco by Dan Furey

© Macmillan/McGraw-Hill • photo Wegner, P. / Peter Arnold, Inc.

The Story of

San Francisco

Comprehension

&GGFDU

Summary

Problem/Solution

'JSTU $BVTF

Detail 2

&OE

Sound-Spelling WorkBoard a

ar

i _y i_e _ie igh

or oar ore

ai_ a_e _ay ea ei


trembles, debris, rescuers, shifts, collapsed, area Strategy: Multiple-Meaning Words

Detail 1

whale

©Macmillan/McGraw-Hill

Phonics/Word Study

Description of Sound The sound of wh in whale is a digraph. The two letters represent one sound. The voice is not used to make the wh sound. The sound is made as air moves along the roof of the mouth and escapes through a narrow opening of the teeth. How to Make the Sound Put your teeth close together. Stick out you lips a little. The sides of your tongue should touch your side teeth. Make your breath flow steadily through your teeth

ir ur er

ow ou

o o_e oa_ ow _oe

oi _oy oo oo u_e u _ew ue _ui_ ou

u u_e _ew _ue


Articulation

Words for Oral Practice Initial Position whale, what, wheat, wheel, when, where, while, whir, whirl, whisper, whistle, white, why

44

Small Group Word Lists

e_e e ee ea _ie_ _y _ey

au aw th

sh

wh_

ch _tch

_ng ©Macmillan/McGraw-Hill

air are ear ere

by Dan Furey

Sound-Spelling Cards

Sound-Spelling WorkBoards


Fluency

Macmillan/McGraw-Hill Macmillan/McGraw-Hill

Vocabulary/Comprehension Write-on/Wipe-off Boards


THEN…

Approaching English Learners

Preteach and Reteach Skills

On Level

Consolidate Learning

Beyond

Enrich and Accelerate Learning

Teacher’s Edition with California Content Standards instruction is also available. Leveled Practice Database Go to www.macmillanmh.com.

Hands-on activities for reinforcing weekly skills

Suggested Small Group Lesson Plan Focus on Skills

DAY 1

Phonics/Word Study • Diphthongs /oi/ and

English Learners Preteach Diphthongs /oi/ and /ou/, 503L

DAY 2 On Level Reteach Diphthongs /oi/ and /ou/, 503U

DAY 3

DAY 4

DAY 5

Approaching Diphthongs /oi/ and /ou/, 503L Beyond Extend and Accelerate, 503Y

Approaching Diphthongs /oi/ and /ou/, 503L English Learners Writing/Spelling, 503HH

English Learners Review Diphthongs /oi/ and /ou/, 503L

Approaching Review Vocabulary, 503N On Level Practice Reader Lesson 2, 503X

English Learners Vocabulary, Practice Reader, 503II

/ou/

Vocabulary • Week 4 Words



San The Story of Francisco San The Story of Francisco The Story of San San Francisco Francisco Informational Nonfiction

Approaching Preteach; Academic Language, 503K, 503M On Level Review, 503U


by Dan Furey

by Dan Furey

by Dan Furey

by Dan Furey


Beyond Practice Reader Lesson 1, 503AA English Learners Preteach; Academic Language, 503CC–503DD

Approaching Practice Reader Lesson 1, 503P

Approaching Practice Reader Lesson 2, 503Q

Beyond Practice Reader Lesson 2, 503BB English Learners Preteach Vocabulary; Access to Core Content, 503DD–503EE

On Level Practice Reader Lesson 1, 503W English Learners Preteach Vocabulary; Access to Core Content; Grammar, 503DD–503EE, 503GG

Approaching Reteach; Practice Reader Lesson 1, 503O–503P Beyond Practice Reader Lesson 2, 503BB

Approaching Practice Reader Lesson 2, 503Q On Level Practice Reader Lesson 1, 503W

Approaching Practice Reader Lesson 3, 503R On Level Practice Reader Lesson 2, 503X

Approaching Book Talk, 503JJ On Level Book Talk, 503JJ

English Learners Practice Reader, 503II


Beyond Book Talk, 503JJ English Learners Book Talk, 503JJ


Approaching Reread, Model, 503S On Level Reread, Model, 503V

Approaching Self-Selected Reading, 503T On Level Self-Selected Reading, 503V

Beyond Reread, Model, 503Z English Learners Reread, Model, 503FF

Beyond Self-Selected Reading, 503Z English Learners Self-Selected Reading, 503FF

Beyond Enrich, 503Y English Learners Vocabulary, 503II–503JJ

Macmillan/McGraw-Hill Macmillan/McGraw-Hill Macmillan/McGraw-Hill

Comprehension • Strategy: Visualize • Skill: Draw

Approaching Prepare to Read, 503K Beyond Practice Reader Lesson 1, 503AA English Learners Prepare to Read, 503CC

Conclusions

Fluency


Beyond Practice Reader Lesson 2, 503BB

• Repeated Reading


474F

Unit 4 Week 4

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Sample Suggested Lesson Plan for Small Groups

The Suggested Lesson Plan for Small Groups includes instructional options for every skill, every group, everyday. It also includes suggestions and guidelines for managing these smallgroup lessons.



3

Differentiated Instruction in Treasures Classroom Management While small-group instruction is ideal for student learning, it challenges teachers to find creative and productive ways to manage the rest of the class while they are working with a single group. The Treasures program provides classroom management options and materials to help teachers meet this challenge.

Managing the Class

Independent Activities

What do I do with the rest of my class? • • • •

ONLINE INSTRUCTION www.macmillanmh.com

Available on CD Literacy Workstations Practice Book Online Activities Classroom Library

Oral Language Activities

LISTENING LIBRARY Recordings of selections • Main Selections • Paired Selections • Practice Readers • EL Readers

• Focus on Unit Vocabulary and

Classroom Management Tools Date

My To-Do List Reading Read a story

Phonics⁄Word Study

Research earthquakes

Write a personal narrative

Make a diagram

History⁄ Social Science Research the largest earthquake

History/Social Science Programs Computer Literacy Lessons

Practice Readers Write About It!

• Focus on Keyboard and Internet Skills • Media Literacy

• Read Other Books by Author or

Content Connection

Illustrator Vocabulary Puzzlemaker

FLUENCY SOLUTIONS Recorded passages at two speeds for modeling and practicing fluency

Other books by Laurence Yep • Yep, Laurence. Dragon’s Gate. New York: HarperTrophy, 2004. • Yep, Laurence. When the Circus Came to Town. New York: HarperTrophy, 2004.

Write the facts

Technology

Vocabulary/Spelling Activities

• Laurence Yep grew up in San Francisco. He helped his father run a corner grocery store before and after school • Laurence likes to write at least seven drafts of a story before showing it to anyone.

Science

Write a news article

• Research Roadmap • Research and Presentation Tools • Theme Launcher Video • Links to CA Science and

Laurence Yep

Use multiple-meaning words Sort words with ou, oi sounds

Writing

• English Learner Support

Meet the Author/Illustrator

✔ Put a check next to the activities you complete. Practice fluency

Concepts

StudentWorks Plus • Summaries in Multiple Languages • Word-by-Word Reading • Assessment

Weekly Contract Name

Research Toolkit

• Differentiated Lists and Activities

Independent Practice Practice Book, 229–240

Fluency Solutions Listening Library

Teacher-Led Small Groups

www.macmillanmh.com

Red Green Literacy Workstations

Independent Activities

Jack Eliza Blue Green Vincent Dean Orange Isabella

How-to Guide

Classroom Library

Literacy Workstation Flip Charts Daily independent and partner activities connected to the weekly skills. See pages 474J–474K.

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Maria

Also Available: Approaching Reproducible

Rotation Chart Approaching

474H

Practice Book

Use the trade books to apply skills. See lessons on pages T2–T7. See also Theme Bibliography, pages T8–T9, to select books for 30 minutes of daily independent reading.

On Level

Beyond

Beyond Reproducible

Unit 4 Week 4

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Sample Classroom Management Suggestions

There are weekly contracts, rotation charts, and a how-to manual for small-group management—tools to help teachers organize and communicate plans for student work. Small-groups may involve collaborative, independent, or partner work. Student tasks are also varied. They may involve activities or projects, address a previously-taught skill, or involve a written assignment. To address the various types of groups and group work, Treasures provides a variety of tools: technology resources, Classroom Library suggestions, Leveled Practice Resources, ready-made Workstation Flip Charts, and more. Treasures Workstation Flip Charts are convenient and easy to use for both teachers and students. Suggested workstations activities reinforce the skills and cross-curricular learning. These convenient small-group tasks involve students in meaningful practice and extensions of the tested concepts. Each of the four workstation books—Reading, Word Study, Writing, and Science/Social Studies—has two activities per chart, and each activity has an extension for early finishers.



4

Differentiated Instruction in Treasures Managing the Class

Literacy Workstations

What do I do with the rest of my class? Literacy Workstation Flip Charts

Reading

Phonics/Word Study

Writing

Content Literacy

Objectives • Develop fluency through partner-reading • Listen to the pronunciation of difficult words • Draw conclusions about a story

Objectives • Identify multiple-meaning words using a dictionary • Sort words with diphthongs according to spelling patterns

Objectives • Write a news article about earthquakes • Write a personal narrative using sensory details

Objectives • Research information about how earthquakes occur • Research information about the biggest earthquake in history

R 4.1.1

Reading

R 4.1.6

• With a partner, take turns reading the sentences aloud. Listen for the pronunciation of unfamiliar or difficult words.

Phonics/ Word Study

20 Minutes

Fluency

• Select a paragraph from the Fluency passage on page 233 of your Practice Book.

Multiple Meanings

• On a piece of paper, write these words: track, check, and corner.

Extension • Read each sentence again. Emphasize different words this time.

track

check

• Write a news article reporting on an earthquake. Write a headline for your article and three subheadings.

• Include context clues in each sentence.

20 Minutes

Science

Earthquakes

• Use science books or the Internet to find out how earthquakes occur.

Extension • Write a “Be Prepared” list to go with your article telling readers what to do in an earthquake.

Things you need:

corner

• Make a diagram showing what happens to the earth’s surface in an earthquake.

20 Minutes

Extension • Look up what U.S. states have had the largest earthquakes. Make a list of these states next to your diagram. Things you need:

• dictionary

• a place to run

Things you need:

W 4.1.7

Earthquakes in the news

Writing

• Choose one word and write a sentence for each meaning.

• Using a dictionary, look up as many meanings as you can find for each word and write the definitions in the correct column.

• Listen to the Audio CD.

20 Minutes

Extension

• Make a column for each word.

• Discuss how the meaning of each word changes.

W 4.2.3

Things you need:

• pencil and paper

• computer or science books

• pen and paper

• Practice Book

• pen and paper

Fluency Solutions Listening Library

37

For additional vocabulary and spelling games, go to www.macmillanmh.com

R 4.2.4

Reading

• Use what you have learned about asking questions to help you understand the story. •

Draw a conclusion about the lesson and write your conclusion in your response journal.

Phonics/ Word Study

20 Minutes

Vocabulary PuzzleMaker

37

37

20 Minutes

Writing

• Think of a time that you were brave.

• List specific details and evidence from the story that led you to this conclusion.

• Draw two octopuses. Write /ou/ in the center of one and /oi/ in the center of the other.

•

• Share your conclusion with a partner.

• Underline the letters that spell the /ou/ sound and the /oi/ sound.

• For each octopus, write a word with that sound on each of its eight arms.

Things you need: • book

Things you need:

• pen and paper

• note cards and pen

38

For additional vocabulary and spelling games, go to www.macmillanmh.com

W 4.1.7

History/Social Science

20 Minutes

Personal Narrative

Extension

• Sort the cards into two piles according to their sounds.

37

W 4.2.1.c

Vowel Sound Sor t

• Write each of these words on its own note card: flower, voices, tower, south, annoy, mound, drought, howl, frown, and noises.

Extension

For more books about Creative Solutions, go to the Author/Illustrator section of www.macmillanmh.com

474J

D-ROM

LC 4.1.7

Independent Reading

• Choose a story to read. Think about the main point that the author is making.

C

7= C2 1

2

/

• colored pencils or markers

Extension

Write a story telling what happened and what you did. Use sensory details to tell what you heard or saw and how you felt.

• Illustrate one part of your story. Write a caption to explain your picture.

• Use the Internet, an almanac, or other science books to find out the largest earthquake ever recorded. • Write a report about the event. Where in the world did the earthquake happen? What was the measurement?

Things you need: • pen and paper • colored pencils or markers.

38

The Biggest Earthquake

38

Unit 4 Week 4

20 Minutes

Extension • Find the place of the earthquake on a globe or map. Things you need: • computer, almanac or other science books • pen and paper • globe or map

Internet Research and Inquiry Activity Students can find more facts at www.macmillanmh.com

38


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Sample Workstation Options


IO UD C

D


A

The Skill-Based Practice Readers are an exciting Treasures component for small-group instruction. There are leveled readers for the different student skill levels: On Level, Approaching Level, Beyond Level, and English Learners. These Treasures readers contain the themes, vocabulary, and comprehension skills that support the lesson plans. For English Learners, there is also an On Level Practice Reader, sheltered for use with English Learners. And each of the Practice Readers has activities in the back the book.

• Same Theme • Same Vocabulary • Same Comprehension Skills

Informational Informational Nonfiction Informational Nonfiction Informational Nonfiction Informational Nonfiction Informational Nonfiction Nonfiction

of Story The of Story The of Story The of Story The of Story The The Story of

San San San San San isco Franc San isco Franc isco Franc isco Franc isco Franc Francisco by Dan Furey by Dan Furey by Dan Furey by Dan Furey by Dan Furey by Dan Furey

Macmillan/McGraw-Hill Macmillan/McGraw-Hill Macmillan/McGraw-Hill Macmillan/McGraw-Hill Macmillan/McGraw-Hill Macmillan/McGraw-Hill

Approaching Level

Informational Informational Nonfiction Informational Nonfiction Informational Nonfiction Informational Nonfiction Nonfiction

Informational Informational Nonfiction Informational Nonfiction Informational Nonfiction Informational Nonfiction Nonfiction Informational Nonfiction

TheStory Storyof of The The Storyof of The Story The Story of The Story of

San San San San San Francisco San Francisco Francisco Francisco Francisco Francisco by Dan Furey by Dan Furey by Dan Furey by Dan Furey by Dan Furey by Dan Furey


On Level


TheStory Storyof of The The

Storyof of TheStory Story The of San San The Story of San San San Franc isco Franc isco Franc San isco Franc isco Franc isco Francisco by Dan Furey by Dan Furey by Dan Furey by Dan Furey by Dan Furey

by Dan Furey


Beyond Level

Informational Informational Nonfiction Informational Nonfiction Informational Nonfiction Informational Nonfiction Nonfiction Informational Nonfiction

San San San San San Francisco San Francisco Francisco Francisco Francisco Francisco by Dan Furey by Dan Furey by Dan Furey by Dan Furey by Dan Furey by Dan Furey

On Level Practice Reader sheltered for English Learners


English Learner

Sample Skill-Based Practice Readers



5

Differentiated Instruction in Treasures Forty percent of the leveled Practice Readers are fiction and sixty percent are nonfiction. During fiction weeks, all four readers have different selections and titles, but during nonfiction weeks, they have the same title with content written at different levels. Each reader specifically addresses science and history/social science standards. So, teachers can address reading and content standards all at the same time! To further support individualized instruction, reading levels, including lexiles, are printed on the back of each Practice Reader. And when additional leveled readers are needed, teachers can log on to the Leveled Reader database and search for titles by reading level, content area, skill, or genre. This database gives teachers access to every leveled reader in the Macmillan library. There are also Leveled Practice books that directly support instruction. There are separate Student Practice Books and Reproducibles for On level, Approaching, and Beyond Level students. And for English Learners, the English Learner Resource Book is a helpful tool.

Practice Book

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Also Available: Approaching Reproducible Beyond Reproducible

Sample Leveled Practice Book

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Hands-on learning is important for most students, and small-groups offer a way to provide tactile learning and practice experiences. Hands-on materials, such as the sound-spelling workboards, word cards, and the write-on/wipe-off boards, are coordinated with Treasures lessons and provide ready-made tools for student use. There are also visual vocabulary resources with bilingual scripts for each lesson.



Sequence

Cause/Effect

Main Idea Detail 1

'JSTU $BVTF

&GGFDU

Summary

Problem/Solution >`]PZS[ /bbS[^ba

Detail 2

whale

Compare/Contrast

#FHJOOJOH


=cbQ][Sa

/FYU

.JEEMF

4VNNBSZ

Summary

-BTU A]ZcbW]\

&OE

Sound-Spelling WorkBoard ar


a ai_ a_e _ay ea ei

wh_



T4v4_CA_U4W4_MCIA_RD10.indd 474I


ir ur er

i _y i_e _ie igh

or oar ore ow ou

o o_e oa_ ow _oe


u u_e _ew _ue


Articulation



44



au aw th

sh

wh_

ch _tch


air are ear ere




Sample Manipulatives Leadership Handbook—Addendum 1


6

Differentiated Instruction in Treasures In addition to the all the leveled materials, teachers can provide additional learning support with Dinah Zikes foldables and Digital Learning resources that include the Listening Library, Fluency Solutions Audio CD, and other instructional activities. Treasures Teacher Editions guide and support teachers as they differentiate instruction. These books provide a variety of instructional options that are visually easy to locate: whole-group lessons are on white pages and small-group lessons are on yellow pages. Whole-Group Instruction In the Treasures program, whole-group instruction precedes and informs small-group instruction. Whole-group instruction introduces tested skills and lets teachers identify areas of students weakness. It is scaffolded—progressing from easier to more complex content. During this introductory period, skills and strategies are modeled for students and practice is guided. This provides students opportunities to learn before they take on independent practice or activities.

Prepare

Prepare

Vocabulary/Comprehension

Vocabulary/Comprehension

Reread for

Objectives

Comprehension

• Visualize • Draw conclusions • Use academic language: visualize, draw conclusions

Authors state some, but not all, information. A reader must use logical reasoning, or common sense, to draw conclusions from the information writers provide.

■

Have a volunteer jump up and down while smiling and clapping. Ask what conclusions students draw. Point out that in a similar way, a writer might state that a character is jumping up and down, smiling, and clapping. Readers would use the clues and their own knowledge to conclude that the character is happy or excited.

STRATEGY VISUALIZE

Materials

• Transparencies 4, 19a, 19b • Practice Book, p. 231

What Is It? Explain that when you visualize, you use the details a writer provides to create pictures in your mind that help you understand the text. Why Is It Important? Point out that when you visualize as you read, you have to pay close attention to identify and think about the descriptive details. You use the details and your own knowledge to picture what is happening. That helps you understand what you read.

CA CONTENT STANDARD

R 4.2.2

Use appropriate strategies when reading for different purposes.

Skills Trace Draw Conclusions Introduce

295A–B

Practice/ Apply

296–319; Practice Book, 145–146

Reteach/ Review

325M–Z, 477A–B, 478–497, 503O–BB; Practice Book, 231–232

Assess

Weekly Tests; Units 3, 4, 6 Tests

Maintain

349B, 391B, 745A–B, 746–769, 773O–BB, 797B

MODEL

How Do I Use It? Read aloud the first paragraph of “Letters from Annie” on Student Book page 477. Explain that you will use Transparency 4 to record text clues and conclusions. Think Aloud I can draw conclusions from details the writer gives in

the first paragraph. I know that Annie was in an earthquake and that earthquakes are scary, so I conclude that Annie was scared during the earthquake and relieved when it was over—especially because she says that everyone is okay. Annie also says there was damage. I visualize cracks in the street and shattered windows on some houses. Finally, Annie says that everyone faced it together. I visualize people outside helping their neighbors to clean their yards. I conclude that the neighbors helped each other. Annie must live in a friendly, caring neighborhood.

SKILL DRAW CONCLUSIONS

EXPLAIN CA CONTENT STANDARD

R 4.2.4

Evaluate new information and hypotheses by testing them against known information and ideas.

What Is It? Explain that when you draw conclusions, you use clues from the text and your own experiences to figure out information that the writer does not state. Why Is It Important? Point out that drawing conclusions helps you understand characters and events in a story. To form conclusions about a story you evaluate the people and events based on your own experiences, so drawing conclusions helps you relate to the story.

English Learners Transparency 19a

UNIVERSAL ACCESS


■

Transparency 19b

Transparency 4 Text Clues Annie was in an earthquake.

Conclusions Annie was scared.

The earthquake ended.

Annie was relieved.

Everybody faced the earthquake together.

Annie lives in a friendly, caring neighborhood.

During earthquakes, the ground shifts and trembles.

Earthquakes are scary and very dangerous.

Annie’s house was still standing.

Annie was lucky because her house could have been destroyed.

Losing possessions was hard, but the people are okay.

People are more important than belongings.

Graphic Organizer Transparency

GUIDED PRACTICE

Continue by helping students draw conclusions from text clues in the second paragraph. Have them identify the clues and tell what conclusions they can draw based on those clues.

Vocabulary and Comprehension

Academic Language Preteach the following academic language words to English Learners and Approaching Level students during Small Group time: visualize, draw conclusions. See pages 503CC and 503K.

Vocabulary shifts

collapsed

trembles

debris

area

by Lisa Richards

rescuers

Dictionary Multiple-Meaning Words have more than one meaning. Use a dictionary to find the different meanings of the word shifts.

Woodland Hills, California September 3 Dear Monique, I finally have a chance to write you about the earthquake we had. First of all, we are all okay. Everyone in the neighborhood had some damage. But because we all faced it together, it was easier. I’ve felt little movements before, but this was different. I know in the Midwest where you live, you have seen really strong thunderstorms . An earthquake is like nothing I have felt before. Far under the earth’s surface, land shifts. Then the ground under your feet trembles. Sometimes the shaking can bring whole buildings down! An earthquake can affect a very large area, but each place will have different kinds of damage.

Practice Book, page 231

APPLY

part of our garage In last week’s earthquake, was still standing straight, roof collapsed. Our house cracked a little. and the foundation was only worked to help clean Everyone in the neighborhood and walls. Rescuers had up debris from fallen trees neighbors, Mr. Vasquez. to be called for one of my room in his house. Despite He was trapped in a back the damage, we all felt lucky. pottery jars fell and Inside my room, some of my dishes and glasses. A broke. My mom lost some into thousands of mirror in the living room smashed fell down. else pieces, but luckily nothing your West Coast Thank you for caring about cousin! Write me soon.

Have students draw conclusions based on details given in the rest of the letter. Tell them to complete the Conclusions Chart. Then help them use the chart to visualize information in the letter. Remind students that they are drawing conclusions when they visualize. Model how to use their visualizations and conclusions to discuss what they learned about Annie and the earthquake.

Love,

8IFOZPVESBXDPODMVTJPOT ZPVVTFDMVFTGSPNUIFUFYUBOEZPVS PXOFYQFSJFODFTUPGJHVSFPVUJOGPSNBUJPOUIBUUIFXSJUFSEPFTOPU TUBUF

3FBEUIFQBSBHSBQIBOEBOTXFSUIFRVFTUJPOTCFMPX

Will stopped for several seconds and glanced around at his friends and neighbors. Many were shoveling sand into plastic bags. Others were carrying the heavy bags and piling them into a wide row along the riverbank to keep the rising water from spilling into the streets. The water had already destroyed some stores along Main Street. He feared that his dad’s auto repair shop might have been one of them. Everyone was working frantically because the water was rising quickly and it was getting dark. All Will wanted to do was change into dry clothes and sleep for hours, but he grabbed a shovel and started back to work. 8IBUDPODMVTJPODBOZPVESBXBCPVUXIFSF8JMMJT Will

Quick Check

is near a

flooding river. 8IBUUFYUDMVFTIFMQFEZPVESBXUIBUDPODMVTJPO riverbank; rising

Can students draw conclusions? Reread for

water; spilling into streets

Comprehension

8IBUUFYUDMVFTIFMQZPVESBXUIFDPODMVTJPOUIBUUIJTTDFOFJTOFBS

During Small Group Instruction

Visualize Draw Conclusions Many authors do not state every detail in a text. Readers must often visualize, apply what they know, and look for text clues to help them draw conclusions about what they read. A Conclusions Chart can help you analyze what you read. Reread the selection to look for clues and draw conclusions about Annie and her experience.

8JMMTIPNF neighbors; his dad’s auto repair shop 8IBUDPODMVTJPODBOZPVESBXBCPVUIPX8JMMJTGFFJOH He’s wet

Text Clues Conclusion

If No If Yes

476

477

Approaching Level Reteach the skill using the Comprehension lesson, pp. 503O–503R.

and tired. 8IBUUFYUDMVFTIFMQFEZPVESBXUIBUDPODMVTJPO change into dry

clothes and sleep for hours

On Level Consolidate the learning using pp. 503W–503X. Beyond Level Extend the learning using pp. 503AA–503BB.

Approaching Reproducible, page 231 Beyond Reproducible, page 231

Student Book pages 476–477 available on Comprehension Transparencies 19a and 19b

477A

Unit 4 Week 4

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10/23/07 11:49:26 PM T4v4_CA_U4W4_WGP_VC_RD10.indd 477B

477B

11/7/07 4:06:40 PM

Sample Skill Instruction Pages

While the scaffolded, gradual release model of instruction in Treasures offers students extensive opportunities for success, some students may need more instruction, while others may need a different approach to learning. Small-group instruction based on the teacher’s analysis and evaluation of students’ skill levels can meet these needs.



7

Differentiated Instruction in Treasures Monitoring Student Progress In an ideal classroom the teacher is constantly involved in monitoring student progress— before, during, and after instruction. To differentiate instruction, the teacher selects smallgroup instruction or leveled materials by using data, assessments, and classroom observations. Treasures has a key component to help teachers with that selection—the Quick Check.

Quick Check Can students draw conclusions? During Small Group Instruction If No

Approaching Level Reteach the skill and have students apply it to a simpler text. Use Practice Reader lesson, pp. 503P–503R.

If Yes

On Level Have students apply the skill to a new text to consolidate learning. Use Practice Reader lesson, pp. 503W–503X. Beyond Level Have students apply the skill to a more complex text to extend learning. Use Practice Reader lesson pp. 503AA–503BB.


Sample Quick Check from a Grade 4 Comprehension Lesson

Quick Checks are identified throughout each lesson plan. They identify the tested objectives that are important to the lesson and important for future assessment. During instruction T4v4_CA_U4W4_WGR_MSR_RD10.indd 495 for any tested skill, teachers should observe student responses, both verbal and written, to determine whether or not students achieve mastery. Some questions to consider: Have students approached the level of the skill but not mastered it? Have students reached level with the skill but could consolidate their learning with more practice? Are students beyond level and ready to extend their learning? For each category there is a plan for small-group instruction. The Treasures Teacher’s Editions include instruction suggestions for all levels of learners with page number references for small-group instruction. In small-group instruction, there are opportunities to reteach, practice or extend student learning, differentiating instruction for all levels of students.



8

Differentiated Instruction in Treasures Small-Group Instruction Each day’s instruction includes a plan for teaching students the tested skills and within that plan is another—a small group plan for meeting the different learning needs of students. Through classroom observation and the Quick Checks, teachers identify the students’ needs and make appropriate small-group assignments. Teachers should be strategic and flexible in creating these groups, assigning to students instruction that is right for them at the current time: On Level, Approaching Level, Beyond Level, and English Learner support.

Small Group

Differentiated Instruction What do I do in small groups?

Focus on Skills IF… students need additional instruction and practice based on your Quick Check observations of the following skills:




Sequence

Cause/Effect

Main Idea

Apply skills and strategies while reading appropriate leveled books.

Diphthongs /oi/ and /ou/

Vocabulary Words

by Dan Furey



The Story of

by Dan Furey

wh_


San Francisco

The Story of


San San Francisco Francisco by Dan Furey

Compare/Contrast

#FHJOOJOH


=cbQ][Sa

.JEEMF

-BTU A]ZcbW]\

4VNNBSZ

&OE

ar

or oar ore


ir ur er

ow ou

o o_e oa_ ow _oe


u u_e _ew _ue


Articulation



44


au aw th

sh

wh_

ch _tch


air are ear ere

by Dan Furey




Fluency

Macmillan/McGraw-Hill Macmillan/McGraw-Hill



THEN…

>`]PZS[ /bbS[^ba

/FYU

Summary


The Story of

San Francisco

Comprehension

&GGFDU

Summary

Problem/Solution

'JSTU $BVTF

Detail 2

Sound-Spelling WorkBoard a

i _y i_e _ie igh

ai_ a_e _ay ea ei


trembles, debris, rescuers, shifts, collapsed, area Strategy: Multiple-Meaning Words

Detail 1

whale


Phonics/Word Study

Approaching English Learners

Preteach and Reteach Skills

On Level

Consolidate Learning

Beyond

Enrich and Accelerate Learning

Teacher’s Edition with California Content Standards instruction is also available. Leveled Practice Database Go to www.macmillanmh.com.


Suggested Small Group Lesson Plan Focus on Skills

DAY 1

Phonics/Word Study • Diphthongs /oi/ and

English Learners Preteach Diphthongs /oi/ and /ou/, 503L

DAY 2 On Level Reteach Diphthongs /oi/ and /ou/, 503U

DAY 3

DAY 4

DAY 5

Approaching Diphthongs /oi/ and /ou/, 503L Beyond Extend and Accelerate, 503Y

Approaching Diphthongs /oi/ and /ou/, 503L English Learners Writing/Spelling, 503HH

English Learners Review Diphthongs /oi/ and /ou/, 503L

Approaching Review Vocabulary, 503N On Level Practice Reader Lesson 2, 503X

English Learners Vocabulary, Practice Reader, 503II

/ou/

Vocabulary • Week 4 Words



San The Story of Francisco San The Story of Francisco The Story of San San Francisco Francisco Informational Nonfiction

Approaching Preteach; Academic Language, 503K, 503M On Level Review, 503U


by Dan Furey

by Dan Furey

by Dan Furey

by Dan Furey


Beyond Practice Reader Lesson 1, 503AA English Learners Preteach; Academic Language, 503CC–503DD

Approaching Practice Reader Lesson 1, 503P


Beyond Practice Reader Lesson 2, 503BB English Learners Preteach Vocabulary; Access to Core Content, 503DD–503EE

On Level Practice Reader Lesson 1, 503W English Learners Preteach Vocabulary; Access to Core Content; Grammar, 503DD–503EE, 503GG

Approaching Reteach; Practice Reader Lesson 1, 503O–503P Beyond Practice Reader Lesson 2, 503BB

Approaching Practice Reader Lesson 2, 503Q On Level Practice Reader Lesson 1, 503W

Approaching Practice Reader Lesson 3, 503R On Level Practice Reader Lesson 2, 503X

Approaching Book Talk, 503JJ On Level Book Talk, 503JJ



Beyond Book Talk, 503JJ English Learners Book Talk, 503JJ


Approaching Reread, Model, 503S On Level Reread, Model, 503V

Approaching Self-Selected Reading, 503T On Level Self-Selected Reading, 503V

Beyond Reread, Model, 503Z English Learners Reread, Model, 503FF

Beyond Self-Selected Reading, 503Z English Learners Self-Selected Reading, 503FF

Beyond Enrich, 503Y English Learners Vocabulary, 503II–503JJ

Macmillan/McGraw-Hill Macmillan/McGraw-Hill Macmillan/McGraw-Hill

Comprehension • Strategy: Visualize • Skill: Draw

Approaching Prepare to Read, 503K Beyond Practice Reader Lesson 1, 503AA English Learners Prepare to Read, 503CC

Conclusions

Fluency


Beyond Practice Reader Lesson 2, 503BB

• Repeated Reading

474F


Unit 4 Week 4

T4v4_CA_U4W4_SGOP_RD10.indd 474F

474G 10/23/07 T4v4_CA_U4W4_SGOP_RD10.indd 11:27:41 PM

474G

10/23/07 11:27:51 PM


Sample Suggested Lesson Plan for Small Groups

One of the resources for small-group instruction is the Practice Reader. Every week there are four readers, and each reader has the same theme, vocabulary, comprehension skill, and even the same graphic organizer. On Level students are reaching the desired benchmarks for instruction at their grade level. In the On Level plan, learners are reviewing and practicing their tested skills. They also are using the Practice Readers to consolidate learning of the tested skills. There are two lessons for each On Level Practice Reader. In both lessons, students read to apply strategies and skills. But in lesson two, students also reread to develop fluency. Students can use a reproducible fluency pages as they listen to the check-practice-speed version of the passage found on the Fluency Solutions Audio CD.



9

Differentiated Instruction in Treasures Benchmark

Benchmark Benchmark

Benchmark

San Francisco

Objective Materials

by Dan Furey

Read to apply strategies and skills

• Practice Reader: The Story of San Francisco • Practice Book, p. 232

BEFORE READING

Objective Materials

A

The Story of

San Francisco

Reread to apply skills and strategies and develop fluency

• Practice Reader: The Story of San Francisco • Practice Book, p. 233

by Dan Furey

BEFORE READING

Preview and Predict Have students read the title and preview the book by reading the chapter titles and looking at the pictures. Ask them to predict what this book is about.


Practice Reader

Review Strategy and Skill Review students’ completed Conclusions Charts from the first read. Remind them that we visualize by creating a mental picture to help us better understand what we are reading. This can also help us summarize what we read.

Review the Vocabulary Words Have students read the vocabulary words on the inside front cover. Ask them to state related words they have learned. Review definitions, as needed.


Practice Reader

If students’ Conclusions Charts are incomplete, provide a model Conclusions Chart. Or use a student Conclusions Chart and revise it as a group, using details from the story. Have students copy the revised Conclusions Charts in their Writer’s Notebooks.

Set a Purpose for Reading Let’s read to find out about the city and its history.

Book Talk

Set a Purpose for Reading Let’s reread to check our understanding of the information in the book about San Francisco and to work on our reading fluency.

DURING READING

STRATEGY

See page 503JJ. Students will work with peers of varying language abilities to discuss this week’s Practice Readers.

VISUALIZE

Remind students that when they visualize, they create mental images. They picture the people or places being described.

DURING READING

Reread The Story of San Francisco with students. Have them read silently, two pages at a time, or read aloud to a partner. Stop and have students summarize before reading the next two pages. Model oral summaries as needed.

SKILL DRAW CONCLUSIONS

Remind students that when they draw conclusions, they use details from the text along with their own experiences to figure out things the author does not say. Point out that they often draw conclusions when they visualize. Read Chapter 1 with students. Ask open-ended questions to facilitate rich discussion, such as What is the most surprising thing you have learned about the city so far? Why did the author include this information? Build on students’ responses to develop deeper understanding of the text. Have them fill in the first section of the Conclusions Chart before they continue reading.

AFTER READING CA CONTENT STANDARD

R 4.1.1

Read narrative and expository text aloud with gradeappropriate fluency and accuracy and with appropriate pacing, intonation, and expression.

Check Comprehension Have partners complete the Comprehension Check on page 24. Review students’ answers. Help students find evidence for their answers in the text. Model Fluency Model reading the fluency passage on Practice Book page 233. Tell students to pay close attention to your expression as you read. Then read one sentence at a time, and have students echo-read the sentences, copying your expression. During independent reading time, have students work with a partner using the fluency passage. One student reads aloud, and the other repeats each sentence. If students need additional support, have them listen to the “practice speed” version of the passage on the Fluency Solutions Audio CD.

Multiple-Meaning Words As they read, have students point out this week’s new vocabulary words and any words with multiple meanings that they come across. Ask them to use the context or a dictionary to determine the meanings.

R 4.2.5

Compare and contrast information on the same topic after reading several passages or articles.

503W

Practice Book, page 233 "T*SFBE *XJMMQBZBUUFOUJPOUPFYQSFTTJPO

The monkey was having a simply splendid day. Then she spotted a tiger bounding toward her through the jungle. The monkey was sure the tiger would eat her on the spot. She had to think fast. The monkey covered a big pile of coconuts with some banana leaves. She marched back and forth in front of it. The tiger was intrigued by the monkey’s odd behavior and didn’t attack. “What are you doing?” the tiger demanded. “I’m the king’s guardian,” proclaimed the monkey. “I am guarding the king’s food.” “Hmm,” the tiger thought. “The king’s food is bound to be more delicious than that skinny monkey. Perhaps I can trick the monkey into giving it to me.” “You are too small to be the king’s guardian,” said the tiger. “A big animal like me should be the protector of his food.”

Comprehension Check 8IBUJTUIFBVUIPSTQVSQPTFJOUIJTQBTTBHF "VUIPST1VSQPTF

The author’s purpose is to entertain and maybe to teach a lesson.

AFTER READING CA CONTENT STANDARD

IO UD C


Practice Reader Lesson 2


The Story of

D

IO UD C


SMALL GROUP

On Level

On Level

D

A

SMALL GROUP

8IBUQSPCMFNEPFTUIFNPOLFZGBDF )PXEPFTTIFUSZUPTPMWFJU

1SPCMFNBOE4PMVUJPO The monkey is afraid of being eaten by the tiger. She tries to trick him.

Ask students to compare San Francisco to the place they live or to another place they know well. Have them draw conclusions about why people might like living in either place better.

8PSET3FBE

m

Number of Errors

'JSTU3FBE

m

4FDPOE3FBE

m

Words Correct Score


Unit 4 Week 4

503X

T4v4_CA_U4W4_SGBEN_RD10.indd 503X 10/23/07 11:20:36 PM

T4v4_CA_U4W4_SGBEN_RD10.indd 503W

10/23/07 11:20:38 PM

Sample On Level Instruction Plan For students who need reteaching or more instruction, the Approaching Level plan offers daily instruction in the tested skills. In addition to the two lessons per Practice Reader, the Approaching level has an additional lesson. This lesson focuses on fluency and encourages rereading again for fluency and skill development. A reproducible fluency page is also available for On Level students.

Strategic

Strategic Strategic


Strategic

Approaching Level

IO UD C

D

A

SMALL GROUP


San Francisco

Objective Materials

by Dan Furey


• Practice Reader: The Story of San Francisco • Approaching Reproducible, p. 233

BEFORE READING

Review the Strategy and Skill Review students’ completed Conclusions Charts from the first read. Remind them that when they visualize, they create mental images based on descriptive details in the text.


Practice Reader

Review the Vocabulary Words Have students search the book for each vocabulary word. Ask them to read aloud the sentence containing the word and state the word’s definition or provide related words. Challenge students to look for multiple-meaning words. Ask which meaning applies, based on the word’s context. Set a Purpose for Reading Let’s reread to check our understanding of the information in the book and to work on our reading fluency. DURING READING

Reread The Story of San Francisco with students. Have them read silently two pages at a time or read aloud to a partner. Stop and have students summarize before reading the next two pages. Model oral summaries, as needed. AFTER READING

Approaching Reproducible, page 233 "T*SFBE *XJMMQBZBUUFOUJPOUPFYQSFTTJPO

Approaching Level


The Story of

Just beyond the hills lay a quiet stretch of woods. The animals there lived together in peace. They were kind to each other. Their babies played in the meadow near the river. But something was about to interfere with the gentle order of things. Soon those quiet woods would be turned upside down. They were about to be stirred up like a swarm of angry hornets. One morning a fox woke up very hungry. He was eager to do some mischief. He came across a rabbit working in his garden. The fox hid in the bushes and watched the rabbit make a scarecrow out of straw and mud. “My, my, my! That scarecrow gives me a wonderful idea,” chuckled the fox.

Comprehension Check 8IBUJTUIFBVUIPSTQVSQPTFJOUFMMJOHUIJTUBMF "VUIPST1VSQPTFThe

author’s purpose is to entertain. 8IPEPZPVUIJOLJTHPJOHUPUVSOUIFRVJFUXPPETVQTJEFEPXO 1MPU %FWFMPQNFOUThe fox is probably going to stir things

Practice Reader Lesson 3 Objective Materials

Build fluency

• Practice Reader: The Story of San Francisco • Approaching Reproducible, p. 233

FOCUS ON FLUENCY CA CONTENT STANDARD

R 4.1.1


Timed Reading Tell students that they will be doing a final timed reading of the fluency passage on Approaching Reproducible page 233 that they have been practicing. With each student, follow these directions: ■

Place the passage facedown.

■

When you say “Go,” the student begins reading the passage aloud.

■

When you say “Stop,” the student stops reading the passage.

As they read, note words students mispronounce and their overall expression. Stop after one minute. Help students record and graph the number of words they read correctly. REREAD PREVIOUSLY READ BOOKS ■

Distribute copies of the past six Practice Readers. Have students select two to reread. Tell students that rereading these books will help them develop their skills. The more times they read the same words, the quicker they will learn these words. This will make the reading of other books easier.

■

Circulate and listen in as students read. Stop them periodically and ask how they are figuring out difficult words and how they are monitoring their comprehension. Note students who need additional work with specific decoding or comprehension skills.

■

Have students read other previously read Practice Readers during independent reading time or for homework.

Check Comprehension Have partners complete the Comprehension Check on page 24. Review students’ answers. Help students find evidence for their answers in the text. Model Fluency Model reading the fluency passage on Approaching Reproducible page 233. Tell students to pay close attention to your expression as you read. Then read one sentence at a time, and have students echo-read the sentences, copying your expression.

SMALL GROUP

Meet Grade-Level Expectations As an alternative to this day’s lesson, guide students through a reading of the On Level Practice Reader. See page 503W. Since both books contain the same vocabulary, phonics, and comprehension skills, the scaffolding you provided will help most students gain access to this more challenging text.

Book Talk See page 503JJ. Students will work with peers of varying language abilities to discuss this week’s Practice Readers.

During independent reading time, have students work with a partner using the fluency passage. One student reads aloud, and the other repeats each sentence. If students need additional support, have them listen to the “practice speed” version of the passage on the Fluency Solutions Audio CD.

up with his mischief. 8PSET3FBE

m

Number of Errors

'JSTU3FBE

m

4FDPOE3FBE

m

503Q

Words Correct Score

Unit 4 Week 4

T4v4_CA_U4W4_SGSTR_RD10.indd 503Q


10/23/07 11:32:17 T4v4_CA_U4W4_SGSTR_RD10.indd PM 503R

503R

11/7/07 4:21:25 PM

Sample Approaching Level Instruction Plan Leadership Handbook—Addendum 1


10

Differentiated Instruction in Treasures For advanced students, the Beyond Level plan provides extensions to enrich learning and to accelerate overall skill mastery. Beyond Level Readers also have 2 lessons and a fluency page. These students also can check their fluency by using the expert speed version, found on the Fluency Solutions Audio CD.

Advanced Advanced

SMALL GROUP A Informational Nonfiction

Practice Reader Lesson 2 Objective Materials

IO UD C

D

Beyond Level

The Story of

San Francisco


• Practice Reader: The Story of San Francisco • Beyond Reproducible, p. 233

by Dan Furey

BEFORE READING

Review Strategy and Skill Have students discuss their visualizations of details or events in the book. Ask them to tell which details helped them create mental pictures. Ask them to draw and display their visualizations. Have other students describe the parts of the book in the visualizations.


Practice Reader

Review students’ completed Conclusions Charts from the first read. Guide volunteers to share what details led them to draw conclusions. Then ask what personal experiences led them to draw thier conclusions.

Book Talk

Set a Purpose for Reading Let’s reread to check our understanding of the information in the book and work on our reading fluency.

See page 503JJ. Students will work with peers of varying language abilities to discuss this week’s Practice Readers.

DURING READING

Have students reread The Story of San Francisco silently or with a partner. If reading in pairs, prompt students to stop every two pages and summarize or ask their partner probing questions. AFTER READING CA CONTENT STANDARD

R 4.1.1


Check Comprehension Have students independently complete the Comprehension Check on page 24. Review students’ answers. Help them find evidence for their answers in the text. Model Fluency Model reading the fluency passage on Beyond Reproducible page 233. Tell students to pay close attention to your expression as you read. Then read one sentence at a time, and have students echo-read the sentences, copying your expression. During independent reading time, have students work with a partner using the fluency passage. One student reads aloud, and the other repeats each sentence. Students can check their fluency by reading along with the “expert speed” version of the passage on the Fluency Solutions Audio CD.

Beyond Reproducible, page 233 "T*SFBE *XJMMQBZBUUFOUJPOUPFYQSFTTJPO

Far away, in a land of ice and snow, there lived a father, a mother, and their young son. The boy was small for his age. Everyone in the village called him Miki, which meant “little” in the Inupiac language. One day, Miki’s father and his uncle went north to hunt. They were gone for many long days, and Miki and his mother began to worry. At long last, Miki’s uncle returned. But he was alone and empty-handed. He insisted that something had taken his brother away in the dark of night. But he could not tell Miki or his mother what kind of creature had carried him away. No footprints had been left behind. He said, “The North Wind must have covered the footprints with snow. Or maybe the North Wind itself blew my brother away. Either way, he will never return.” Miki and his mother did not give up hope. They knew in their hearts that the father could still be alive. They watched and waited for him. But there came a time when there was no food and it was left to Miki to provide for the family. It was a big responsibility for such a small boy.

Comprehension Check )PXDBOZPVUFMMUIBU.JLJBOEIJTNPUIFSEPOPUCFMJFWFUIFVODMF 1MPU %FWFMPQNFOUYou can tell that Miki and his mother do

not because they continue to wait for his father. 8IBUIBTPDDVSSFEJOUIFQMPUUPDIBOHFUIFMJWFTPGUIFDIBSBDUFST 1MPU %FWFMPQNFOUMiki’s father might be dead. Now Miki is

responsible for finding food.


8PSET3FBE

m

Number of Errors

'JSTU3FBE

m

4FDPOE3FBE

m

Words Correct Score


T4v4_CA_U4W4_SGADV_RD10.indd 503BB

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Sample Beyond Level Instruction Plan English Learners In Treasures, instruction for English Learners is focused on the students’ acquisition of language. Like other students, English Learners may be at any learning level—on level, approaching level, beyond level. But English Learners still need language support. In the Treasures program, small-group instruction for English Learners includes the content and activities students need for that support. Small-group instruction for English Learners differs from other small-group instruction. Instead of reteaching or accelerating to extend, small-group instruction for English Learners helps students access the critical concepts within the core lesson plan. This means that for each step of the lesson, not just the test skills and strategies, Treasures provides additional support for building background, language acquisition, words and phrases, academic language Leadership Handbook—Addendum 1


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Differentiated Instruction in Treasures development, grammar, writing and spelling. The small-group lessons for English Learners parallel the content of the mainstream lesson. Every English Learner lesson focuses on developing universal access for all students, including students at varying levels of proficiency.

English Learners SMALL GROUP

English Learners

30 MINUTES DAILY

Prepare to Read

Daily Planner DAY 1

• Build Background Knowledge • Vocabulary

DAY 2

• Vocabulary • Access to Core Content The Earth Dragon Awakes

DAY 3

• Vocabulary • Grammar • Access to Core Content The Earth Dragon Awakes

DAY 4

• Vocabulary • Writing/Spelling • Access to Core Content “The Earth in Motion”

DAY 5

• Vocabulary • Practice Reader San Francisco • Self-Selected Reading

The

Earth


Dragon wakes A

By Laurence Yep

Content Objective Describe surviving an earthquake Language Objective Use key words to describe how people can come together after a natural disaster

Materials • StudentWorks Plus

BUILD BACKGROUND KNOWLEDGE ■

Have students preview The Earth Dragon Awakes using StudentWorks Plus, the interactive eBook. This version of the Student Book contains oral summaries in multiple languages, online multilingual glossaries, word-by-word highlighting, and questions that assess and build comprehension.

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Students can build their word-reading fluency by reading along as the text is read or by listening during the first reading and, at the end of each paragraph, returning to the beginning of the paragraph and reading along.

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Students can build their comprehension by reviewing the definitions of key words in the online glossary and by answering the comprehension questions. When appropriate, the text required to answer the question is highlighted to provide students with additional support and scaffolding.

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Following the reading, ask students to respond to this question: Have you ever experienced an earthquake or know someone who has? If so, describe what it was like.

Academic Language Language Objective Use academic language in classroom conversations ■

This week’s academic words are boldfaced throughout the lesson. Define the word in context, and provide a clear example from the selection. Then ask students to generate an example or a word with a similar meaning.

Academic Language Used in Whole Group Instruction StudentWorks Plus

Theme Words natural disaster teamwork volunteers


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Key Selection Words trembles debris rescuers shifts collapsed area

Strategy and Skill Words visualize draw conclusions possessive pronouns multiple-meaning words expression

Unit 4 Week 4

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Sample Preparing English Learners to Read

In the small-group lessons for the English Learners Practice Reader, students are actively involved before, during, and after reading, and each step of this plan engages English Learners in language. They whisper read, echo read, and choral read. They retell, state main ideas, explain, respond, and write.



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Differentiated Instruction in Treasures English Learners

English Learners

SMALL GROUP

English Learners D

A

Practice Reader IO UD C


San Francisco

AFTER READING

Content Objective Read to apply skills and strategies Language Objective Retell information, using complete sentences Materials • Practice Reader: San Francisco

• English Learner Resource Book, p. 209

by Dan Furey

BEFORE READING CA CONTENT STANDARD

CA CONTENT STANDARD

LAS 4.2.3

Deliver oral summaries of articles and books that contain the main ideas of the event or article and the most significant.

Book Talk Write the Book Talk Prompts below on the board, or distribute copies of English Learner Resource Book page 209. Students will work with peers of varying language abilities to discuss them. Form groups so that students who read the Beyond Level, On Level, Approaching Level, and English Learner versions of San Francisco and The Story of San Francisco are in the same group.

Preview Read the title San Francisco. Ask: What’s the title? Say it again. Repeat with the author’s name. Then page through the book. Use simple language to tell about each page. Immediately follow up with questions, such as San Francisco is a city in what state? This is a trolley. What might it feel like to ride on one?

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Review Skills Use the inside front cover to review the phonics skill and vocabulary words.

• Tell what you learned about the first residents of the area.

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Set a Purpose Say: Let’s read to find out about the history of San Francisco.

• Explain how San Francisco rebuilt itself after the earthquake of 1906.

Identify the main events of the plot, their causes, and the influence of each event on future actions.

• Describe how the Spanish settled in the San Francisco area.

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Have students whisper-read each page, or use the differentiated suggestions below. Circulate, listen in, and provide corrective feedback, such as modeling how to blend a decodable word or clarifying meaning by using techniques from the Interactive Question-Response Guides. Retell Stop after every two pages and ask students to state the main ideas they have learned so far. Reinforce language by restating students’ comments when they have difficulty using story-specific words. Provide differentiated sentence frames to support students’ responses and engage students in partner-talk where appropriate.

• Explain how the Gold Rush affected San Francisco. • Write one question about the book to ask your group.

CA CONTENT STANDARD

LAS 4.1.1

Ask thoughtful questions and respond to relevant questions with appropriate elaboration in oral settings.

English Learners

Develop Listening and Speaking Skills Tell students to remember the following: ■

Ask thoughtful questions and respond to questions with appropriate elaboration. Discuss the proper time to ask questions. Also discuss how to use details from the text.

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Summarize major ideas and supporting evidence presented in discussion. Students should ask themselves: What were the main ideas we discussed? What details supported those ideas?

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Use details, examples, or experiences to explain or clarify the information being presented. Ask: How can you make this information easier to understand?

UNIVERSAL ACCESS

Beginning/ Early Intermediate Echo-Read Have students echo-read after you. Check Comprehension Point to pictures and ask questions, such as Do you see the Golden Gate Bridge? Point to it.

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English Learner Resource Book

• Tell what you learned about the building of the Golden Gate Bridge.

DURING READING ■

English Learner

Resource Book

Help students determine who will be the leader for the discussion. Then have students discuss the following:

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R 4.3.2 Macmillan/McGraw-Hill

Practice Reader

SMALL GROUP

English Learners

Intermediate Choral Read Have students chorally read with you. Check Comprehension Ask questions/prompts, such as These pictures show members of the Ohlone. What did the author tell us about these Native Americans?

Early Advanced Choral Read Have students chorally read. Check Comprehension Ask: What did you learn about the history of San Francisco? Use the timeline to help you tell important ideas about the city.

CA CONTENT STANDARD

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Emphasize points in ways that help the listener follow important ideas. Ask: Which ideas do you want to emphasize? How can you help your listeners focus on those ideas?

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Use volume, phrasing, and gestures to enhance meaning in the discussion. Remind students to speak clearly, with good phrasing. Ask: Can you use gestures to reinforce your meaning?

LAS 4.1.7

Emphasize points in ways that help the listener or viewer to follow important ideas and concepts.

Unit 4 Week 4

Newcomer Have students continue to work on the oral language games and activities at www.macmillanmh.com. These games and activities help students build basic vocabulary and survival skills necessary to function in the classroom.


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Sample Before, During, and After Reading for English Learners

Lessons for English Learners contain numerous tools, such as the English Learners Practice Reader, the English Learner Resource Book for practice, the Visual Vocabulary Resources with instructional dialogues, and the interactive-question response guides. Throughout, you will find helpful information in the margins of your Teacher’s Edition, including special notes for newcomers, skill support, and corrective feedback.


English Learner instruction and materials in Treasures are integral to each lesson, making sure that English Learners, like all other students, have the experiences needed to build language as they learn to read.



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