Unit 19 - Voyager Learning

STORY READING 6 • Flat Stanley, Chapter 5WITH THE TEACHERCHAPTER 5 INSTRUCTIONSStudents read pages 55–60 with the teacher and pages 60–65 on their own.Page 60 is split between the two reading sections.Note: If you’re working on a 9- to 12-Day Plan, you will read pages60–65 with students.COMPREHENSION PROCESSESRemember, Understand, Apply, EvaluatePROCEDURES1. Reviewing Chapter 4, pages 49–53Summarizing—Events; Inferring; Using Vocabulary—furious; Explaining—End/ConclusionDiscuss the questions from the previous Setting a Purpose.Say something like:Yesterday, you read pages 49–53 on your own. Let’s see what you found out.What would the thieves do to anyone who tried to capture them? (They would kill them.)PREP NOTEStudents will stop andstart reading in the middleof pages 39, 49, and 60.Mark those places instudents’ books with asticky note.Why did Stanley yell? What did he yell? (He was furious. His plan was to call for the policewhen he saw the thieves. He yelled “Police! The sneak thieves are here.”)What happened to the thieves? (They were arrested.)What happened at the end of the chapter? (Stanley got a medal and his picture in the paper.)2. Introducing Chapter 5Identifying—Title; Using Vocabulary—jealous; Inferring; PredictingWhat’s the title of the chapter? (Arthur’s Good Idea)How do you think Arthur felt when Stanley got the medal and helped catch the thieves?(He was probably jealous.)I wonder if he also felt a little proud. What do you think? (He was probably proud too.)Given the title of this chapter, what do you think might happen?(Arthur will figure out how to get Stanley back to normal.)3. First Reading• Ask questions and discuss the story as indicated by the blue text in this guide.• Mix group and individual turns, independent of your voice.Have students work toward a group accuracy goal of 0–6 errors.Quietly keep track of errors made by all students in the group.• After reading the story, practice any difficult words.Repeat if students have not reached the accuracy goal.4. Second Reading, Timed Readings: Repeated Reading• As time allows, have students do Timed Readings while others follow along.• Time individuals for 30 seconds and encourage each child to work for apersonal best.• Determine words correct per minute. Record student scores.92