©2008 HMH Supplemental Publishers Inc. All rights reserved.3090/20M/NY/PRINT/1-08
9994260952
Whole Class Teacher’s Guide Sampler
Daily Success, Long-Term Confi dence.
FocusForward_TGsamp_v3.indd 1 1/23/08 9:35:11 PM
»»
ii Rigby Focus Forward
Grades 3–8 are critical years in the academic lives of students. Upper elementary and middle school students, who never developed essential literacy skills, require a unique approach to help them catch up:
• A return to the basic reading and writing skills they missed along the way, and
• Building the motivation and confi dence they need to be successful.
Introducing Rigby Focus Forward, an intensive intervention system for students in grades 3–8 who are reading below grade level. This all-new system builds foundational reading and writing skills and fosters student motivation every step of the way.
Daily Success, Long-Term Confi dence.
FocusForward_TGsamp_v3.indd 2 1/23/08 9:35:22 PM
Sampler 1
1
2
3
4
Foundational reading and writing skills taking students back to the very beginning—to fi ll in any skill gaps
High-interest student books with built-in scaffolding for step-by-step success and confi dence-building
Connected comprehension instruction across whole group and small groups to produce strategic readers
Predictable routines for differentiation and management
The Four Cornerstones of this Groundbreaking Program
Inside...
Introduction ......................................................................... ii
Complete System ................................................................2
Foundational Reading Skills .................................................4
Foundational Writing Skills ..................................................6
Connected Comprehension Instruction ...............................8
Whole Class: Sample Week of Instruction ........................10
Transparencies for Comprehension
and Writing Instruction ...............................................34
Small Group Teaching Versions .........................................36
Assessment .......................................................................40
FocusForward_TGsamp_v3.indd 1 1/23/08 9:35:27 PM
Teacher Professional Resource Package
Contains:
• Whole Class Teacher’s Guides (Volumes 1 and 2)
• Teaching Versions Groups 1 and 2
plus other resources
2 Rigby Focus Forward
A Complete System for Intensive InterventionRigby Focus Forward’s easy-to-manage teaching components are carefully designed to work together seamlessly. This comprehensive system offers teachers systematic differentiation, and offers students engaging books that build their reading confi dence.
Everything You Need to Differentiate and Manage Your ClassRigby Focus Forward includes a complete teaching system that provides:
• Focus for core instruction
• Professional development
• Teacher-friendly differentiated instruction
• Differentiated, easy-to-use assessment
• Purposeful technology with built-in tracking
Well-organized system for easy access to daily student books.
Group 1 Leveled Reader Packages Sets A-D
FocusForward_TGsamp_v3.indd 2 1/23/08 9:35:58 PM
Overview 3
Independent Library for
Self-Selected Reading
Well-organized system for easy access to daily student books.
Group 1 Leveled Reader Packages Sets A-D
Group 2 Leveled Reader Packages Sets A-D
FocusForward_TGsamp_v3.indd 3 1/23/08 9:36:34 PM
»
4 Rigby Focus Forward
Foundational Reading and Writing Skills
Step 2Group 1 students move to Group 2 after 16 weeks of instruction.
Step 1Rigby READS Intervention Assessment provides beginning-of-year placement into Group 1 or Group 2 student books.
Here’s How It Works:
Accelerate Reading Skills
»
Build Reading from the Ground Up Students who have mastered basic reading skills soon begin to accelerate their learning. With Rigby Focus Forward, students gain a solid foothold in foundational reading skills.
Return to the Basics to Build Reading MomentumUnlike other intervention programs, Rigby Focus Forward begins at the fi rst-grade reading level and progressively moves these students forward to gain three reading levels in one year! This intensive intervention system includes two groups for easy classroom management.
Group 1(grades 1-2.5)
Group 2(grades 2.5-early 4)
3 years progress in one year to 4th grade
level
1.5 years progress in
half a year— early exit to 4th grade
level
Group 2(grades 2.5-early 4)
First 16 Weeks Second 16 Weeks
PlacementTest
FocusForward_TGsamp_v3.indd 4 1/23/08 9:36:44 PM
Sampler 5
Student Books Reading Levels
Group 1 1.0 – 2.5
Group 2 2.6 – 4.0
Step 2Group 1 students move to Group 2 after 16 weeks of instruction.
Step 3Group 2 students that are successful on End-of-Group assessment transition out of Rigby Focus Forward.
Here’s How It Works:
Accelerate Reading Skills
» »
Return to the Basics to Build Reading MomentumUnlike other intervention programs, Rigby Focus Forward begins at the fi rst-grade reading level and progressively moves these students forward to gain three reading levels in one year! This intensive intervention system includes two groups for easy classroom management.
Both groups include language support for
English Language Learners.
Group 1(grades 1-2.5)
Group 2(grades 2.5-early 4)
3 years progress in one year to 4th grade
level
1.5 years progress in
half a year— early exit to 4th grade
level
Group 2(grades 2.5-early 4)
First 16 Weeks Second 16 Weeks
FocusForward_TGsamp_v3.indd 5 1/23/08 9:36:50 PM
©Rigby. All rights reserved.
WhereAction
WhatHow
WhereAction
WhatHow
Where
©Rigby. All rights reserved.
Action
©Rigby. All rights reserved.
What
©Rigby. All rights reserved.
Howa report about cell phones
©Rigby. All rights reserved.
Who Connector
When How
Who
©Rigby. All rights reserved.
Connector
©Rigby. All rights reserved.
When
©Rigby. All rights reserved.
How
over the weekend.
©Rigby. All rights reserved.
WhereAction
WhatHow
WhereAction
WhatHow
Where
©Rigby. All rights reserved.
Action
©Rigby. All rights reserved.
What
©Rigby. All rights reserved.
How
wrote
©Rigby. All rights reserved.
Who Connector
When How
Who
©Rigby. All rights reserved.
Connector
©Rigby. All rights reserved.
When
©Rigby. All rights reserved.
How
Carlos
Sentence Building
Cell phones have been around for 60 years, but they sure have changed a lot!
Now cell phones are smaller.
In 1947 the army used big cell phones.
Those cell phones
were about as big
as the cordless
phones of today.
Did you know cell phones have been around for 60 years?
40 years later people could buy cell phones.
People can put them in their pockets.
They were so big that they had to be carried cases.
»
6 Rigby Focus Forward
Foundational Reading and Writing Skills
Build Writing from the Ground Up:
Build-ITs are 16 Interlocking Tools that provide hands-on writing support for students—the perfect support for helping students put together the pieces of a writing puzzle!
Paragraph Building
Report Building
FocusForward_TGsamp_v3.indd 6 1/23/08 9:38:35 PM
develops into a paragrap
h
©Rigby. All rights reserved.
Who Connector
When How
Who
©Rigby. All rights reserved.
Connector
©Rigby. All rights reserved.
When
©Rigby. All rights reserved.
How
over the weekend.
40 years later people could buy cell phones. This is an example of
a body paragraph for a nonfi ction report.
Actual Writing Build-IT™ piece shown above.
Sampler 7
Final Report: Body Paragraph
In 1947 the army used big cell phones. They
were so big that they had to be carried in
cases. These phones were attached to cars.
Soldiers would use them to talk to each other
while they traveled.
Report Building
Notes for Paragraph
1947: big cell phones used in army• carried in cases • attached to cars• soldiers used while traveling
In 1947 the army used big cell phones.
FocusForward_TGsamp_v3.indd 7 1/23/08 9:39:07 PM
»
8 Rigby Focus Forward 8 Rigby Focus Forward
Connected Comprehension Instruction
Eight Key Strategies with Connected Skills
A comprehension strategy focus connects whole group and small group instruction to produce strategic readers. The program focuses on one comprehension strategy per week, introduced in whole class and practiced and applied in both small groups.
Comprehension Strategy Instructional Design
Whole Class Instruction
Teach and Introduce
Comprehension Strategy Connected Subskills
Make Connections Compare and Contrast
Use Background Knowledge
Create Images Enhance Understanding
Use Visuals
Revise
Ask Questions Author’s Purpose
Make Meaning
Understand Visuals
Determine Importance Using Purpose for Reading
Main Idea and Supporting Details
Synthesize Create a Summary
Sequence
Categorize
Infer Cause and Effect
Author’s Purpose
Fact and Opinion
Monitor Understanding Reread the Text
Adjust Pace
Stop and Think
Use Fix-Up Strategies Use Pictures
Read On
Systematic, Focused Comprehension Strategies Connect Whole Class and Small Group Instruction
Group 1
Lesson:
Practice
Independent Practice:
Apply
Group 2
Lesson:
Practice
Independent Practice:
Apply
Small Group Instruction
FocusForward_TGsamp_v3.indd 8 1/23/08 9:39:20 PM
Sampler 9
Eight Key Strategies with Connected Skills
A comprehension strategy focus connects whole group and small group instruction to produce strategic readers. The program focuses on one comprehension strategy per week, introduced in whole class and practiced and applied in both small groups.
Comprehension Strategy Instructional Design
Comprehension Strategy Connected Subskills
Make Connections Compare and Contrast
Use Background Knowledge
Create Images Enhance Understanding
Use Visuals
Revise
Ask Questions Author’s Purpose
Make Meaning
Understand Visuals
Determine Importance Using Purpose for Reading
Main Idea and Supporting Details
Synthesize Create a Summary
Sequence
Categorize
Infer Cause and Effect
Author’s Purpose
Fact and Opinion
Monitor Understanding Reread the Text
Adjust Pace
Stop and Think
Use Fix-Up Strategies Use Pictures
Read On
Sampler 9
Connected Subskills
Compare and Contrast
Use Background Knowledge
Enhance Understanding
Using Purpose for Reading
Main Idea and Supporting Details
Systematic, Focused Comprehension Strategies Connect Whole Class and Small Group Instruction
Group 2
Lesson:
Practice
Independent Practice:
Apply
FocusForward_TGsamp_v3.indd 9 1/23/08 9:39:23 PM
OVERVIEW
WEEK6
Whole Class Learning Objectives
COMPREHENSION Strategy: Infer
RETEACHING Phonemic Awareness: Segmenting, Blending
Phonics: Long Vowels, r-controlled vowelsr-controlled vowelsr
Comprehension: Synthesis
WRITING Craft: Introductory Sentence
Form: Report
Grammar, Usage, and Mechanics: Verb Tenses
122 Rigby Focus Forward
WEEK 6 Resources
Writing Build-ITsTM
Body Text Drafting Tool
IntroductorySentence
Drafting Tool
First, you need to
eat healthy and
drink lots of water.
Student Books 26–30
Group 1 Group 2
Transparencies 16—18
ComprehensionComprehension
WritingWritingWritingWriting
Comprehension
Rigby Focus ForwardFluent Reader™ Software
Group 1 Group 2
Level F Passages
Level K Passages
Assessment
37Group 1 Week 1
Many people are afraid of bats. They think these small flying animals will hurt
them. But bats are very gentle animals. They are also helpful to people. Bats eat
insects, help flowers make fruit, and spread seeds.
Bats have wings and can fly. But they are not birds. They have fur instead
of feathers. Bats are in a group of animals called mammals. Mammals are
animals with warm blood. They also have hair. Mammal babies are born live, not
from eggs. Dogs, cats, and people are all mammals. Of all the mammals, only
bats can fly.
Bats sleep during the day. They hang upside down from their feet. Then
they come out late in the evening to eat.
Most bats in the United States eat only insects. In fact, a bat can eat hundreds of
insects in just one hour. Bats can eat so much because they use a lot of energy
flying around.
A bat can eat 2,000 bugs in one night. So next time you see a bat, say
thanks for the good work it does!
Week 1group 1group 1
»Batty About Bats
1 You can tell from the passage that feathers are things you can find on –a. dogsb. catsc. batsd. birds
2 What can you infer about the bats in Bracken Cave?a. They live somewhere else in the winter.b. They leave the cave one at a time.c. They come out of the cave when it’s cloudy.d. They eat fruits and seeds.
Read the passage. Then answer the questions. Circle the letter of the correct answer.
Assessment TestAssessment TestAssessment Test
© R
igb
y. A
ll ri
gh
ts r
eser
ved
.
Name Date
AssessmentGuidepages 12–13
Worktext pages 36–41
Group 2Group 1
IndependentReadingLibrary
Introductory
If you are serious
about becoming a
basketball player,
there are three
things you can do.
OVERVIE
WW
EEK6
Small Group Learning Objectives
Group 1 Titles Group 2 Titles
10 Rigby Focus Forward
Each week begins with an easy–to-follow overview planner with key whole class and small group objectives and resources needed for the week’s lessons.
» Whole Class: Sample Week of InstructionFollowing is a
sample week of instruction from the Whole Class Teacher’s Guide with day-by-day
lessons.
FocusForward_TGsamp_v3.indd 10 1/23/08 9:39:56 PM
OVERVIEW
WEEK6
Whole Class Learning Objectives
WEEK 6 Resources
Group 1 Group 2
Group 1 Group 2
Week 1
»Batty About Bats
d. birds
d. They eat fruits and seeds.
© R
igb
y. A
ll ri
gh
ts r
eser
ved
.
Name Date
Group 2Group 1
OVERVIE
WW
EEK6
Small Group Learning ObjectivesComprehension Strategy: Infer Day 2 Comprehension Subskill: Cause and Effect
Fluency: Use Punctuation to Inform Meaning
Group 1 Titles Group 2 Titles
Science
Skeletons
Vocabulary: bones, muscles, skeletons
Genre: Expository
Phonics: Consonant Digraph (-ng) Science
Garbage
Vocabulary: landfill, pollute, recycle, reduce
Genre: Expository
Phonics: Silent Letter ConsonantPattern (wr-)wr-)wr
Slow Down, Mrs. Brown!
Vocabulary: closed, late, scooter, shouted
Genre: Realistic Fiction
Phonics: Consonant Digraph (sh-)
The Giant’s Causeway
Vocabulary: giant, mighty, feeble, causeway
Genre: Myths & Legends
Phonics: Silent Letter Consonant Pattern (gh)
Science
Antarctic Animals
Vocabulary: feathers, oxygen, scientists
Genre: Expository
Phonics: Consonant Digraph (wh-) Social
Studies Studies
The Green Belt Movement
Vocabulary: cultures, educate, programs, provide, protested
Genre: Expository
Phonics: Silent Letter ConsonantPattern (kn-)
Science
Discovering Planets
Vocabulary: astronomer, farthest, planets
Genre: Expository
Phonics: Consonant Digraph (ch-) Social
Studies Studies
Pompeii
Vocabulary: ash, diverse, poisonous, preserved, trading center, volcano
Genre: Expository
Phonics: Silent Letter ConsonantPattern (ck)
On the Team
Vocabulary: basketball, coach, shoot hoops, slam dunk, winners
Genre: Realistic Fiction
Phonics: Consonant Digraph (sh-)
Trapped
Vocabulary: battery, deserted, rescued, stranded, survival, trapped
Genre: Realistic Fiction
Phonics: Silent Letter ConsonantPattern (gh)
Whole Class Teacher’s Guide 123
Sampler 11
Teachers can quickly scan the Student Books for the week.
FocusForward_TGsamp_v3.indd 11 1/23/08 9:40:15 PM
Differentiated Instruction
Whole Class
Whole Class
Assessment
Small Group Reading Time
• Comprehension• Phonics• High-Frequency Words• Vocabulary• Fluency• Literary Analysis• Nonficton Text Feature• Genre• Vocabulary Strategy
See pages 122–123 for skills taught in Small Group Reading Plan.
Reteaching Time• Phonemic Awareness• Phonics• Comprehension• Fluency• Self-Selected Reading• Weekly Assessment
Whole Class and Independent Writing Time
• Writing Form• Writer’s Craft• Writing Process• Writing Trait• Grammar, Usage, and
Mechanics
Reading Time• Comprehension
Instruction
Day 1 Day 2
ComprehensionTeach and Model Infer
Transparency 16
ComprehensionGuided Practice with Infer
Transparency 16Transparency 18
Ses
sio
n 1
Group 1 Group 2 Group 1 Group 2
LessonIndependent
Practice LessonIndependent
Practice
Group 1 Book 26Skeletons Group 2 Worktext,
page 37Self-Assessment
Group 1 Book 27Slow Down, Mrs. Brown!
Group 2 Worktext,page 38Comprehensionand Vocabulary
Ses
sio
n 2
Group 1 Group 2 Group 1 Group 2
IndependentPractice
Lesson IndependentPractice
Lesson
Group 1 Worktext,page 37Comprehensionand Vocabulary
Group 2 Book 26Garbage Group 1 Worktext,
page 38Comprehension,Phonics, and High-Frequency Words
Group 2 Book 27The Giant’s Causeway
Reteach Group Reteach Group
Phonemic Awareness and Group 1 Phonics
• Segmenting• Blending• Long Vowels
Group 2 Phonics • r -controlled vowels
Independent Group Independent Group
Rigby Focus ForwardFluent ReaderTM software
Rigby Focus ForwardFluent ReaderTM software
Writing FormTeach Nonfiction Report
Writer’s CraftTeach Introductory Sentence
Group 1 Worktext, page 36Group 2 Worktext, page 36
Transparency 17
Writing ProcessShared Writing: Prewrite
Writer’s CraftIntroductory Sentence
Group 1 Worktext, page 36Group 2 Worktext, page 36
Transparency 17
Daily Comprehension Check Daily Comprehension Check
WEEK6 at a GlancE
20
min
ute
s
20
20
min
ute
s
20
= tested
10
min
ute
s
10
20
min
ute
s
20
20
min
.
20
Day 3 Day 4 Day 5
ComprehensionRevisit Infer
Transparency 16
ComprehensionGuided Partner Practice with Infer
Transparency 16, 18
ComprehensionPractice Infer with Partner
Infer Organizer
Group 1 Group 2 Group 1 Group 2 Group 1 Group 2
LessonIndependent
Practice LessonIndependent
Practice LessonIndependent
Practice
Group 1 Book 28Antarctic Animals Group 2 Worktext,
page 39Comprehension,Phonics, and High-Frequency Words
Group 1 Book 29Discovering
PlanetsGroup 2 Worktext,page 40Comprehensionand Vocabulary
Group 1 Book 30On the Team Group 2 Worktext,
page 41Comprehension,Phonics, and High- Frequency Words
Group 1 Group 2 Group 1 Group 2 Group 1 Group 2
IndependentPractice
Lesson IndependentPractice
Lesson IndependentPractice
Lesson
Group 1 Worktext,page 39Comprehensionand Vocabulary
Group 2 Book 28The Green Belt
MovementGroup 1 Worktext,page 40Comprehension,Phonics, and High- Frequency Words
Group 2 Book 29Pompeii Group 1 Worktext,
page 41Self-Assessment
Group 2 Book 30Trapped
All Students: Independent Reading Reteach Group All Students:WeeklyTests
Independent Library: Self-SelectedReading
Comprehension: Synthesize Weekly Test Group 1Weekly Test Group 2
Independent Group
Rigby Focus ForwardFluent ReaderTM software
Writing ProcessShared Writing: Draft
Writer’s CraftIntroductory Sentence
I T sWriting Build- TM
Transparency 17
Writing ProcessShared Writing: Revise and Edit
Writer’s CraftIntroductory Sentence
I T sWriting Build- TM
Transparency 17
Writing ProcessShared Writing: Revise, Transcribe, and Share
Writing Grammar, Usage, and MechanicsVerb Tense
Writer’s CraftIntroductory Sentence Transparency 17
Group 1 Worktext, page 36Group 2 Worktext, page 36
Daily Comprehension Check Daily Comprehension Check/Fluency Assessment
WeeklyTest /Writing Assessment
12 Rigby Focus Forward
At-A-Glance Weekly Planner highlights daily lessons for each week for all four steps of the lesson.
STEP 2
STEP 1
STEP 3
STEP 4
Suggested pacing for the four steps of the lesson are provided for each day.
FocusForward_TGsamp_v3.indd 12 1/23/08 9:40:30 PM
Differentiated Instruction
Whole Class
Whole Class
Assessment
Small Group Reading Time
• Comprehension• Phonics• High-Frequency Words• Vocabulary• Fluency• Literary Analysis• Nonficton Text Feature• Genre• Vocabulary Strategy
See pages 122–123 for skills taught in Small Group Reading Plan.
Reteaching Time• Phonemic Awareness• Phonics• Comprehension• Fluency• Self-Selected Reading• Weekly Assessment
Whole Class and Independent Writing Time
• Writing Form• Writer’s Craft• Writing Process• Writing Trait• Grammar, Usage, and
Mechanics
Reading Time• Comprehension
Instruction
Day 1 Day 2
ComprehensionTeach and Model Infer
Transparency 16
ComprehensionGuided Practice with Infer
Transparency 16Transparency 18
Ses
sio
n 1
Group 1 Group 2 Group 1 Group 2
LessonIndependent
Practice LessonIndependent
Practice
Group 1 Book 26Skeletons Group 2 Worktext,
page 37Self-Assessment
Group 1 Book 27Slow Down, Mrs. Brown!
Group 2 Worktext,page 38Comprehensionand Vocabulary
Ses
sio
n 2
Group 1 Group 2 Group 1 Group 2
IndependentPractice
Lesson IndependentPractice
Lesson
Group 1 Worktext,page 37Comprehensionand Vocabulary
Group 2 Book 26Garbage Group 1 Worktext,
page 38Comprehension,Phonics, and High-Frequency Words
Group 2 Book 27The Giant’s Causeway
Reteach Group Reteach Group
Phonemic Awareness and Group 1 Phonics
• Segmenting• Blending• Long Vowels
Group 2 Phonics • r -controlled vowels
Independent Group Independent Group
Rigby Focus ForwardFluent ReaderTM software
Rigby Focus ForwardFluent ReaderTM software
Writing FormTeach Nonfiction Report
Writer’s CraftTeach Introductory Sentence
Group 1 Worktext, page 36Group 2 Worktext, page 36
Transparency 17
Writing ProcessShared Writing: Prewrite
Writer’s CraftIntroductory Sentence
Group 1 Worktext, page 36Group 2 Worktext, page 36
Transparency 17
Daily Comprehension Check Daily Comprehension Check
WEEK6 at a GlancE
20
min
ute
s
20
20
min
ute
s
20
= tested
10
min
ute
s
10
20
min
ute
s
20
20
min
.
20
Day 3 Day 4 Day 5
ComprehensionRevisit Infer
Transparency 16
ComprehensionGuided Partner Practice with Infer
Transparency 16, 18
ComprehensionPractice Infer with Partner
Infer Organizer
Group 1 Group 2 Group 1 Group 2 Group 1 Group 2
LessonIndependent
Practice LessonIndependent
Practice LessonIndependent
Practice
Group 1 Book 28Antarctic Animals Group 2 Worktext,
page 39Comprehension,Phonics, and High-Frequency Words
Group 1 Book 29Discovering
PlanetsGroup 2 Worktext,page 40Comprehensionand Vocabulary
Group 1 Book 30On the Team Group 2 Worktext,
page 41Comprehension,Phonics, and High- Frequency Words
Group 1 Group 2 Group 1 Group 2 Group 1 Group 2
IndependentPractice
Lesson IndependentPractice
Lesson IndependentPractice
Lesson
Group 1 Worktext,page 39Comprehensionand Vocabulary
Group 2 Book 28The Green Belt
MovementGroup 1 Worktext,page 40Comprehension,Phonics, and High- Frequency Words
Group 2 Book 29Pompeii Group 1 Worktext,
page 41Self-Assessment
Group 2 Book 30Trapped
All Students: Independent Reading Reteach Group All Students:WeeklyTests
Independent Library: Self-SelectedReading
Comprehension: Synthesize Weekly Test Group 1Weekly Test Group 2
Independent Group
Rigby Focus ForwardFluent ReaderTM software
Writing ProcessShared Writing: Draft
Writer’s CraftIntroductory Sentence
I T sWriting Build-
Introductory Sentence
sTM
Transparency 17
Writing ProcessShared Writing: Revise and Edit
Writer’s CraftIntroductory Sentence
I T sWriting Build-
Introductory Sentence
sTM
Transparency 17
Writing ProcessShared Writing: Revise, Transcribe, and Share
Writing Grammar, Usage, and MechanicsVerb Tense
Writer’s CraftIntroductory Sentence Transparency 17
Group 1 Worktext, page 36Group 2 Worktext, page 36
Daily Comprehension Check Daily Comprehension Check/Fluency Assessment
WeeklyTest /Writing Assessment
Sampler 13
At-A-Glance Weekly Planner highlights daily lessons for each week for all four steps of the lesson.
FocusForward_TGsamp_v3.indd 13 1/23/08 9:40:41 PM
DAY 1WEEK 6
Learning ObjectivesLearning Objectives
Comprehension: Infer Fluency: Use Punctuation to Inform Meaning Writing: Introductory Sentence
Reteach Phonemic Awareness and Group 1 Phonics: Segmenting, Blending, and Consonant Digraphs
Group 1 Book Group 2 Book
Skeletons
Vocabulary: bones, muscles, skeletons
Genre: Expository
Nonfiction Feature: Index, Labels, Sidebar Text
Phonics: Consonant Digraph (-ng)
Garbage
Vocabulary: landfill, pollute, recycle, reduce
Genre: Expository
Nonfiction Feature: Charts and Diagrams
Phonics: Silent Letter Consonant Pattern (wr-)wr-)wr
126 Rigby Focus Forward
Comprehension Instruction: InferBuild BackgroundIntroduce the topic of basketball using the art on Transparency 16. Have students share what they know about basketball. Supply any missing background knowledge: Teams shoot a ball in a hoop to score.
Teach Comprehension: InferExplain to students that when we infer, we fill in information that is not directly stated in the text. Good readers use what they know to deepen their understanding of what they read.
Read and Model Comprehension: InferRead the Passage Cover up Passage 2 on the Transparency. Read Passage 1 on Transparency 16, tracking the text with your fingers.
Model Use the following Think Aloud to model the comprehension strategy Infer when you see the light bulb icon. As you model the skill, circle the text on the transparency that helps you make an inference.
In the text I see swoosh and the crowd cheered after Anna shot the ball. I know that a basketball often makes a swooshing sound when it goes through the hoop. I also know that people usually cheer when something good happens. Based on what I see in the text and what I know, I can infer that Anna’s shot went in the hoop.
Restate the Strategy When we infer, we use what we already know to deepen our understanding of the text.
»Whole Class Reading Time
ScienceScience
Transparency 16
Think Aloud
Grouping Strategy Follow the chart below for Session 1 and Session 2.
»Small Group Reading TimeDifferentiated Instruction
Whole Class Teacher’s Guide 127
20
min
ute
s
20
20
min
ute
s
20
in Small Group Lessons
Daily Assessment
Se
ssi
on
1
Group 1 Group 2
Lesson
Teacher Material
Small GroupTeaching Version Group 1 Book 26 Skeletons
Student Material
Student BookGroup 1 Book 26 Skeletons
Follow the lesson plan in the Small GroupTeaching Version to teach the small group session.
Independent Practice
Student Materials
Group 2 Worktext,page 37Self-Assessment
Student BookGroup 2 Book 25 Vega Bay
1. Students complete Worktext page.2. Students reread last week’s book Vega Bay.3. Optional: Students use writing prompt.4. Optional: Students use Rigby Focus
Forward Fluent Reader TM software.
Se
ssi
on
2
Group 1 Group 2
Independent Practice
Student Materials
Group 1 Worktext,page 37 Comprehension and Vocabulary
Student BookGroup 1 Book 26 Skeletons
1. Students complete Worktext page.2. Students reread Skeletons.3. Optional: Students use writing prompt.4. Optional: Students use Rigby Focus
Forward Fluent Reader TM software.
Lesson
Teacher Material
Small GroupTeaching Version Group 2 Book 26 Garbage
Student Material
Student BookGroup 2 Book 26 Garbage
Follow the lesson plan in the Small GroupTeaching Version to teach the small group session.
14 Rigby Focus Forward
The teacher uses a transparency to model the comprehension strategy using the Think-Aloud feature.
A key comprehension strategy is introduced on Day 1 for the week’s instruction.
STEP 1
STEP 2
FocusForward_TGsamp_v3.indd 14 1/23/08 9:41:02 PM
DAY 1WEEK 6
Learning Objectives
Group 1 Book Group 2 Book
Build Background
Teams shoot a ball in a hoop to score.
Teach Comprehension:
Good readers use what they know to deepen their understanding of what they read.
Read and Model Comprehension:
In the text I see swoosh and the crowd cheered after Anna shot the ball. I know that a basketball often makes a swooshing sound when it goes through the hoop. I also know that people usually cheer when something good happens. Based on what I see in the text and what I know, I can infer that Anna’s shot went in the hoop.
When we infer, we use what we already know to deepen our understanding of the text.
Whole Class Reading Time
ScienceScience
Grouping Strategy Follow the chart below for Session 1 and Session 2.
»Small Group Reading TimeDifferentiated Instruction
Whole Class Teacher’s Guide 127
20
min
ute
s
20
20
min
ute
s
20
in Small Group Lessons
Daily Assessment
Se
ssi
on
1
Group 1 Group 2
Lesson
Teacher Material
Small GroupTeaching Version Group 1 Book 26 Skeletons
Student Material
Student BookGroup 1 Book 26 Skeletons
Follow the lesson plan in the Small GroupTeaching Version to teach the small group session.
Independent Practice
Student Materials
Group 2 Worktext,page 37Self-Assessment
Student BookGroup 2 Book 25 Vega Bay
1. Students complete Worktext page.2. Students reread last week’s book Vega Bay.3. Optional: Students use writing prompt.4. Optional: Students use Rigby Focus
Forward Fluent Reader TM software.
Se
ssi
on
2
Group 1 Group 2
Independent Practice
Student Materials
Group 1 Worktext,page 37 Comprehension and Vocabulary
Student BookGroup 1 Book 26 Skeletons
1. Students complete Worktext page.2. Students reread Skeletons.3. Optional: Students use writing prompt.4. Optional: Students use Rigby Focus
Forward Fluent Reader TM software.
Lesson
Teacher Material
Small GroupTeaching Version Group 2 Book 26 Garbage
Student Material
Student BookGroup 2 Book 26 Garbage
Follow the lesson plan in the Small GroupTeaching Version to teach the small group session.
Sampler 15
This chart helps teachers easily manage Small Group Reading Time – pacing, materials, and assignments.
STEP 2
FocusForward_TGsamp_v3.indd 15 1/23/08 9:41:13 PM
Reteach Phonemic Awareness and PhonicsGrouping StrategyUse Weekly Test 5 to identify Group 1 students who need additional phonics instruction. In addition, use Phonemic Awareness Screening 1 (Week 4) to identify students who need additional segmenting and blending instruction. Then select from the activities below as needed.
Reteach and Practice SkillsPhoneme Segmenting Tell students that you are going to say a word and ask them to say each sound in the word. If I say dig, you would say /d/ /i/ /g/. Model saying each sound separately. Now say each sound in the word that you hear: bet (/b/ /e/ /t/). Repeat this process with the words fat, bow, shipand bath.
Phoneme Blending Tell students that you are going to say the sounds in a word. Ask them to put the sounds together to say the word. If I say /t/ /i/ /p/, what would you say? (tip) Repeat this process with the words yet, tow, wash, and chin.
Consonant Digraphs (-ng) Write the word sing on the board. Drawing your finger under the ng, say the word sing, emphasizing the ng sound. With students, practice saying the word. Write the words long, wing, hang, thing on the board and have students read the words. For additional practice, use Online Practice page 59.
Assess Phonemic Awareness and Phonics Use the rubric below to assess student progress. Continue working on these skills for beginning or developing students.
Phonemic Awareness and Phonics Rubric
1. Successful 2. Developing 3. Beginning
Student consistently responds appropriately(at least 4 out of 5).
Student sometimesresponds appropriately(2–3 out of 5).
Student rarely responds appropriately (0–1 out of 5).
Next Step: For beginning and developing students, continue with the instruction above, using different words.
Reteaching Group Independent Group
• Segmenting• Blending• Consonant Digraph (-ng )
Fluency Practice with Rigby Focus ForwardFluent ReaderTM software
»Reteaching TimeDifferentiated Instruction
»Reteaching TimeDifferentiated Instruction
128 Rigby Focus Forward
Online Practice
Daily Assessment
Whole Class Writing Time
Teach Form:A report is nonfiction
writing that tells someone about a specific topic.
Teach Writing Skill:
Use Writing Build-ITsTM:
The green piece is the introductory sentence. The neutral piece is the rest of the paragraph. Together they make a complete paragraph.
Independent Writing:
ELL
I like this sentence because
Differentiating for ELLs
Levels 1–2 Level 3 Levels 4–5
Week 6
4 Write Your Own Introductory Sentence
2 Gather Ideas
3 Check Your Introductory Sentence
1 Find an Example from Your Book
Daily Assessment
16 Rigby Focus Forward
STEP 3
This helpful rubric assists the teacher in measuring the level of student progress.
Students in need of reteaching are identifi ed by Weekly Tests and Phone-mic Awareness Screenings.
Day 1 continued
FocusForward_TGsamp_v3.indd 16 1/23/08 9:41:25 PM
Reteach Phonemic Awareness and PhonicsGrouping StrategyUse Weekly Test 5 to identify Group 1 students who need additional phonics instruction. In addition, use Phonemic Awareness Screening 1 (Week 4) to identify students who need additional segmenting and blending instruction. Then select from the activities below as needed.
Reteach and Practice SkillsPhoneme Segmenting Tell students that you are going to say a word and ask them to say each sound in the word. If I say dig, you would say /d/ /i/ /g/. Model saying each sound separately. Now say each sound in the word that you hear: bet (/b/ /e/ /t/). Repeat this process with the words fat, bow, shipand bath.
Phoneme Blending Tell students that you are going to say the sounds in a word. Ask them to put the sounds together to say the word. If I say /t/ /i/ /p/, what would you say? (tip) Repeat this process with the words yet, tow, wash, and chin.
Consonant Digraphs (-ng) Write the word sing on the board. Drawing your finger under the ng, say the word sing, emphasizing the ng sound. With students, practice saying the word. Write the words long, wing, hang, thing on the board and have students read the words. For additional practice, use Online Practice page 59.
Assess Phonemic Awareness and Phonics Use the rubric below to assess student progress. Continue working on these skills for beginning or developing students.
Phonemic Awareness and Phonics Rubric
1. Successful 2. Developing 3. Beginning
Student consistently responds appropriately(at least 4 out of 5).
Student sometimesresponds appropriately(2–3 out of 5).
Student rarely responds appropriately (0–1 out of 5).
Next Step: For beginning and developing students, continue with the instruction above, using different words.
Reteaching Group Independent Group
• Segmenting• Blending• Consonant Digraph (-ng )
Fluency Practice with Rigby Focus ForwardFluent ReaderTM software
»Reteaching TimeDifferentiated Instruction
128 Rigby Focus Forward
Online Practice
Daily Assessment
Whole Class Writing Time»Whole Class Writing Time
Whole Class Teacher’s Guide 129
Whole Class and Independent WritingTeach Form: Nonfiction ReportGive students a brief explanation of nonfiction reports. A report is nonfiction writing that tells someone about a specific topic.
Teach Writing Skill: Introductory SentenceIntroduce the Skill Explain to students that an introductory sentence is the first sentence of a paragraph. It tells the topic of a paragraph or passage.
Read the Writing Model Read the Writing Model from Transparency 17. Ask students to identify the topic of the paragraph. Then ask them to identify the sentence that tells them the topic. Circle that sentence on the transparency.
Use Writing Build-ITsTM: Introductory SentenceIntroduce the Concept Write the introductory sentence on the green Build-IT Cling-On, and add the neutral Cling-On to it. The green piece is the introductory sentence. The neutral piece is the rest of the paragraph. Together they make a complete paragraph. Tell students that they will use their Writing Build-ITsTM when they begin drafting their introductory sentences on Day 3.
Support Writing Skill Discuss the “Ways to Interest Your Reader” on Transparency 17: use strong action, describe in detail, use sensory language, and ask an interesting question.
Independent Writing: Apply Writing SkillFind a Good Introductory Sentence Have students take out their books from reading group and look for an example of a good introductory sentence. ELL
Record the Sentence When students have found an example, have them record the sentence on Worktext page 36. Have students explain their choice by filling out the prompt I like this sentence because . .
Differentiating for ELLs
Levels 1–2Pair these students with more proficient speakers to assist in locating an appropriate sentence. Then have them circle words and phrases that make it a good introductory sentence.
Level 3Provide the following word bank: strong action words, details, sensory language, and asks a question. Have students write words and phrases from their good introductory sentence next to the appropriate words from the bank.
Levels 4–5Have these students answer the sentence frame using academic language such as action, detail, sensory language, and asks a question.
Transparency 17
36
Week 6Week 6
Writing� Group 1 Worktext
4 Write Your Own Introductory Sentence
2 Gather Ideas
3 Check Your Introductory Sentence
My Introductory Sentence...
clearly states the topic. uses correct verb tense and word order.
will interest the reader. uses correct spelling, punctuation,
� � and capitalization.
Writing an Introductory Sentence
1 Find an Example from Your Book
Good Introductory Sentence ���������������������������������������������
������������������������������������������������������������������������
Why I Like this Sentence �������������������������������������������������
������������������������������������������������������������������������
My Introductory Sentence
�������������������������������������������������������������������������
�������������������������������������������������������������������������
Worktext page 36
Daily Assessment
Overhead Display
If you are serious If you are serious If you are serious
about beabout beabout becoming a coming a coming a
basketball player, basketball player, basketball player,
there are three there are three there are three
things you can dothings you can dothings you can do...
First of all, you can First of all, you can First of all, you can
drink lots of watdrink lots of watdrink lots of water.er.er.drink lots of water.drink lots of watdrink lots of watdrink lots of water.drink lots of water.drink lots of water.drink lots of watdrink lots of watdrink lots of water.drink lots of wat
I TWriting Build- sTM
Sampler 17
STEP 4
Teachers introduce the writing skill for the week using a writing model on a transparency.
FocusForward_TGsamp_v3.indd 17 1/23/08 9:41:39 PM
WEEK 6
Learning ObjectivesLearning Objectives
Comprehension: Infer Fluency: Use Punctuation to Inform Meaning Writing: Introductory Sentence
Reteach Group 2 Phonics: r -controlled vowels
Group 1 Titles Group 2 Titles
Slow Down, Mrs. Brown!
Vocabulary: closed, late, scooter, shouted
Genre: Realistic Fiction
Literary Analysis: Point of View
Phonics: Consonant: Digraph (sh-)
Comprehension Subskill: Infer: Cause and Effect
The Giant’s Causeway
Vocabulary: giant, mighty, feeble, causeway
Genre: Myths and Legends
Literary Analysis: Character
Phonics: Silent Letter Consonant Pattern (gh-)
Comprehension Subskill: Infer: Cause and Effect
Comprehension Instruction: InferRevisit Comprehension InferRemind students that when we infer, we use what we know to fill in information that is not directly stated in the text. Remember that good readers use what they know to deepen their understanding of what they read.
Support Comprehension with OrganizerIntroduce Organizer Show students the Infer Organizer on Transparency 18.
ReviewText Reuse Transparency 16 to review infer with students. As you cover up Passage 2, reread Passage 1, tracking the text with your finger. Remind students that you made an inference when you got to the light bulb icon. Basedon what I saw in the text and on what I already know, I made the inference that Anna’s shot went in the hoop.
Fill Out with Class Guide students in completing the Infer Organizer on Transparency 18. Remind students of your Think Aloud and fill out the columns in the organizer to show how you made an inference.
Have students suggest other inferences they made from Passage 1 and fill out the organizer with their ideas. The chart below provides samples.
Sample Inferences
What I See in theText + What I Know = My Inference
Heart beats quickly.+
Heart beats quickly when nervous. =
Anna is nervous about shooting the ball.
Players glance nervously at scoreboard. +
Scoreboard tells which team is winning. =
Teammates worry she might miss and lose the game.
»Whole Class Reading Time
WEEK 6DAY 2
130 Rigby Focus Forward
Transparency 18
Grouping Strategy Follow the chart below for Session 1 and Session 2.
»Small Group Reading TimeDifferentiated Instruction
Whole Class Teacher’s Guide 131
Daily Assessment
in Small Group Lessons
20
min
ute
s
20
20
min
ute
s
20
Se
ssi
on
1
Group 1 Group 2
Lesson
Teacher Material
Small GroupTeaching Version Group 1 Book 27 Slow Down, Mrs. Brown!
Student Material
Student BookGroup 1 Book 27 Slow Down, Mrs. Brown!
Follow the lesson plan in the Small GroupTeaching Version to teach the small group session.
Independent Practice
Student Materials
Group 2 Worktext,page 38 Comprehensionand Vocabulary
Student BookGroup 2 Book 26 Garbage
1. Students complete Worktext page.2. Students reread Garbage.3. Optional: Students use writing prompt.4. Optional: Students use Rigby Focus
Forward Fluent Reader TM software.
Se
ssi
on
2
Group 1 Group 2
Independent Practice
Student Materials
Group 1 Worktext,page 38 Comprehension, Phonics, and High-Frequency Words
Student BookGroup 1 Book 27 Slow Down, Mrs. Brown!
1. Students complete Worktext page.2. Students reread Slow Down, Mrs. Brown!3. Optional: Students use writing prompt.4. Optional: Students use Rigby Focus
Forward Fluent Reader TM software.
Lesson
Teacher Material
Small GroupTeaching Version Group 2 Book 27 The Giant’s Causeway
Student Material
Student BookGroup 2 Book 27 The Giant’s Causeway
Follow the lesson plan in the Small GroupTeaching Version to teach the small group session.
18 Rigby Focus Forward
On Day 2, teacher shows students how to practice the comprehension strategy with a graphic organizer.
STEP 1
STEP 2
FocusForward_TGsamp_v3.indd 18 1/23/08 9:43:18 PM
WEEK 6
Learning Objectives
Comprehension: Infer Fluency: Use Punctuation to Inform Meaning Writing: Introductory Sentence
Reteach Group 2 Phonics: r -controlled vowels
Group 1 Titles Group 2 Titles
Slow Down, Mrs. Brown!
Vocabulary: closed, late, scooter, shouted
Genre: Realistic Fiction
Literary Analysis: Point of View
Phonics: Consonant: Digraph (sh-)
Comprehension Subskill: Infer: Cause and Effect
The Giant’s Causeway
Vocabulary: giant, mighty, feeble, causeway
Genre: Myths and Legends
Literary Analysis: Character
Phonics: Silent Letter Consonant Pattern (gh-)
Comprehension Subskill: Infer: Cause and Effect
Comprehension Instruction: InferRevisit Comprehension InferRemind students that when we infer, we use what we know to fill in information that is not directly stated in the text. Remember that good readers use what they know to deepen their understanding of what they read.
Support Comprehension with OrganizerIntroduce Organizer Show students the Infer Organizer on Transparency 18.
ReviewText Reuse Transparency 16 to review infer with students. As you cover up Passage 2, reread Passage 1, tracking the text with your finger. Remind students that you made an inference when you got to the light bulb icon. Basedon what I saw in the text and on what I already know, I made the inference that Anna’s shot went in the hoop.
Fill Out with Class Guide students in completing the Infer Organizer on Transparency 18. Remind students of your Think Aloud and fill out the columns in the organizer to show how you made an inference.
Have students suggest other inferences they made from Passage 1 and fill out the organizer with their ideas. The chart below provides samples.
Sample Inferences
What I See in theText + What I Know = My Inference
Heart beats quickly.+
Heart beats quickly when nervous. =
Anna is nervous about shooting the ball.
Players glance nervously at scoreboard. +
Scoreboard tells which team is winning. =
Teammates worry she might miss and lose the game.
»Whole Class Reading Time
DAY 2
130 Rigby Focus Forward
Transparency 18
Grouping Strategy Follow the chart below for Session 1 and Session 2.
»Small Group Reading TimeDifferentiated Instruction
Whole Class Teacher’s Guide 131
Daily Assessment
in Small Group Lessons
20
min
ute
s
20
20
min
ute
s
20
Se
ssi
on
1
Group 1 Group 2
Lesson
Teacher Material
Small GroupTeaching Version Group 1 Book 27 Slow Down, Mrs. Brown!
Student Material
Student BookGroup 1 Book 27 Slow Down, Mrs. Brown!
Follow the lesson plan in the Small GroupTeaching Version to teach the small group session.
Independent Practice
Student Materials
Group 2 Worktext,page 38 Comprehensionand Vocabulary
Student BookGroup 2 Book 26 Garbage
1. Students complete Worktext page.2. Students reread Garbage.3. Optional: Students use writing prompt.4. Optional: Students use Rigby Focus
Forward Fluent Reader TM software.
Se
ssi
on
2
Group 1 Group 2
Independent Practice
Student Materials
Group 1 Worktext,page 38 Comprehension, Phonics, and High-Frequency Words
Student BookGroup 1 Book 27 Slow Down, Mrs. Brown!
1. Students complete Worktext page.2. Students reread Slow Down, Mrs. Brown!3. Optional: Students use writing prompt.4. Optional: Students use Rigby Focus
Forward Fluent Reader TM software.
Lesson
Teacher Material
Small GroupTeaching Version Group 2 Book 27 The Giant’s Causeway
Student Material
Student BookGroup 2 Book 27 The Giant’s Causeway
Follow the lesson plan in the Small GroupTeaching Version to teach the small group session.
Sampler 19
Grouping Strategy
»Differentiated Instruction
STEP 2
FocusForward_TGsamp_v3.indd 19 1/23/08 9:43:29 PM
Reteach PhonicsGrouping StrategyUse Weekly Test 5 to identify Group 2 students who need additional phonics instruction.
Reteach and Practice: r-Controlled VowelsTeach the Skill Write enter on the board. Review that r often changes the sound of a vowel it follows. Drawing your finger under er, say enter, emphasizing the er sound. The letters e and r make the /ur/ sound. With students, practice saying the word. Repeat with dark, bird, hurt, and pattern.
Practice the Skill
• Write an r-controlled word, such as story. Ask a student to read the word. Continue in a game-like fashion, gradually increasing word difficulty: fur,apart, heart, different, and government.
• For written practice, use Online Practice page 60.
Assess PhonicsUse the rubric below to assess student progress as you observe the activity.
Phonics Rubric
1. Successful 2. Developing 3. Beginning
Student consistently responds appropriately(at least 4 out of 5).
Student sometimesresponds appropriately(2–3 out of 5).
Student rarely responds appropriately (0–1 out of 5).
Next Step: For beginning and developing students, continue with the instruction above, using different words.
Reteaching Group Independent Group
• r-controlled vowels Fluency Practice with Rigby Focus ForwardFluent ReaderTM software
»Reteaching TimeDifferentiated Instruction
instruction above, using different words.Differentiating for ELLs
132 Rigby Focus Forward
Levels 1–2Have students write “after school” in the center of the web. Provide the words: sports, TV, homework. Have students draw pictures in and label the surrounding circles.
Level 3Have students write “after school” in the center of the web. Provide the words: sports, TV, homework. Have students write phrases, such as play sports, in the circles.
Levels 4–5Have students fill in their web with phrases that describe what they like to do after school.
Daily Assessment
Online Practice
Whole Class and Independent WritingRevisit Writing Skill: Introductory SentenceRemind students that introductory sentences introduce the topic and make the reader want to keep reading. Writers can use strong action, specific details, sensory language, and interesting questions to write good introductory sentences.
Generate Class Writing Topic: Nonfiction ReportTell students that together you are going to brainstorm topics for a report. Areport is a kind of informational text. A strong report topic will have a lot of information to learn about and share. If students are stuck, you can provide one of the following topics: cell phones, basketball players, or after-school activities.
Shared Prewriting with ClassModel filling in an idea web on a blank transparency. Write the chosen topic in the center circle and details related to the topic in the surrounding squares. Explain your thinking to students as you fill in the web.
watch games
exercise
eat healthy foods
practice
whatbasketballplayers do
Independent Writing: Apply Writing SkillGenerate an Idea Have students brainstorm ideas for their writing assignment. Circulate to provide support. If students are stuck, you can provide prompts:
• What kinds of things do people use cell phones for?• What’s the most exciting part of a basketball game?• What are some things you like to do after school?
Prewriting with an Idea Web Tell students to fill in the idea web on Worktext page 36 with their topic and four interesting details. ELL
»Whole Class Writing Time
Whole Class Teacher’s Guide 133
Daily Assessment
20 Rigby Focus Forward
STEP 3
Day 2 continued
FocusForward_TGsamp_v3.indd 20 1/23/08 9:43:54 PM
Reteach PhonicsGrouping StrategyUse Weekly Test 5 to identify Group 2 students who need additional phonics instruction.
Reteach and Practice: r-Controlled VowelsTeach the Skill Write enter on the board. Review that r often changes the sound of a vowel it follows. Drawing your finger under er, say enter, emphasizing the er sound. The letters e and r make the /ur/ sound. With students, practice saying the word. Repeat with dark, bird, hurt, and pattern.
Practice the Skill
• Write an r-controlled word, such as story. Ask a student to read the word. Continue in a game-like fashion, gradually increasing word difficulty: fur,apart, heart, different, and government.
• For written practice, use Online Practice page 60.
Assess PhonicsUse the rubric below to assess student progress as you observe the activity.
Phonics Rubric
1. Successful 2. Developing 3. Beginning
Student consistently responds appropriately(at least 4 out of 5).
Student sometimesresponds appropriately(2–3 out of 5).
Student rarely responds appropriately (0–1 out of 5).
Next Step: For beginning and developing students, continue with the instruction above, using different words.
Reteaching Group Independent Group
• r-controlled vowels Fluency Practice with Rigby Focus ForwardFluent ReaderTM software
»Reteaching TimeDifferentiated Instruction
Differentiating for ELLs
132 Rigby Focus Forward
Levels 1–2Have students write “after school” in the center of the web. Provide the words: sports, TV, homework. Have students draw pictures in and label the surrounding circles.
Level 3Have students write “after school” in the center of the web. Provide the words: sports, TV, homework. Have students write phrases, such as play sports, in the circles.
Levels 4–5Have students fill in their web with phrases that describe what they like to do after school.
Daily Assessment
Online Practice
Whole Class and Independent WritingRevisit Writing Skill: Introductory SentenceRemind students that introductory sentences introduce the topic and make the reader want to keep reading. Writers can use strong action, specific details, sensory language, and interesting questions to write good introductory sentences.
Generate Class Writing Topic: Nonfiction ReportTell students that together you are going to brainstorm topics for a report. Areport is a kind of informational text. A strong report topic will have a lot of information to learn about and share. If students are stuck, you can provide one of the following topics: cell phones, basketball players, or after-school activities.
Shared Prewriting with ClassModel filling in an idea web on a blank transparency. Write the chosen topic in the center circle and details related to the topic in the surrounding squares. Explain your thinking to students as you fill in the web.
watch games
exercise
eat healthy foods
practice
whatbasketballplayers do
Independent Writing: Apply Writing SkillGenerate an Idea Have students brainstorm ideas for their writing assignment. Circulate to provide support. If students are stuck, you can provide prompts:
• What kinds of things do people use cell phones for?• What’s the most exciting part of a basketball game?• What are some things you like to do after school?
Prewriting with an Idea Web Tell students to fill in the idea web on Worktext page 36 with their topic and four interesting details. ELL
»Whole Class Writing Time
Whole Class Teacher’s Guide 133
Daily Assessment
Sampler 21
Teachers use this feature to scaffold differentiated in-struction for ELLs at varying profi -ciency levels.
During whole class shared writ-ing, teachers and students collabo-rate to create a piece of writing.
STEP 4
FocusForward_TGsamp_v3.indd 21 1/23/08 9:44:07 PM
WEEK 6
Learning ObjectivesLearning Objectives
Comprehension: Infer Fluency: Use Punctuation to Inform Meaning Writing: Introductory Sentence
Self-Selected Independent Reading
Group 1 Titles Group 2 Titles
Antarctic Animals
Vocabulary: feathers, oxygen, scientists
Genre: Expository
Nonfiction Feature: Diagrams, Glossary, Labels
Phonics: Consonant Digraph (th-)
The Green Belt Movement
Vocabulary: cultures, educate, programs, provide, protested
Genre: Expository
Nonfiction Feature: Headings, Index, Maps
Phonics: Silent Letter Consonant Pattern (kn-)
Comprehension Instruction: Infer
Build BackgroundIntroduce the topic of rainy days using the art on Transparency 16. Have students share how they feel when it rains. Supply any missing background knowledge: Sometimes rain means that you have to change your plans.
Revisit Comprehension InferRemind students that when we infer, we use what we know to fill in information that is not directly stated in the text. Remember that good readers use what they already know to help them understand a text better.
Read and Model Comprehension Infer
Read the Passage Cover up Passage 1 on Transparency 16. Read Passage 2, tracking the text with your fingers.
GuidedThink Along Have students join you in a Think Along. The text mentions sunscreen and a towel. When do you use sunscreen? When do you use a towel? What can you infer about what the boy was going to do today?
Restate the Strategy When we infer, we use what we already know to help us understand the text better.
»Whole Class Reading Time
Transparency 16
WEEK 6DAY 3
134 Rigby Focus Forward
Think Along
Science Social Studies Studies
Grouping Strategy Follow the chart below for Session 1 and Session 2.
»Small Group Reading TimeDifferentiated Instruction
Whole Class Teacher’s Guide 135
Daily Assessment
in Small Group Lessons
20
min
ute
s
20
20
min
ute
s
20
Se
ssi
on
1
Group 1 Group 2
Lesson
Teacher Material
Small GroupTeaching Version Group 1 Book 28 Antarctic Animals
Student Material
Student BookGroup 1 Book 28 Antarctic Animals
Follow the lesson plan in the Small GroupTeaching Version to teach the small group session.
Independent Practice
Student Materials
Group 2 Worktext,page 39 Comprehension, Phonics, and High-Frequency Words
Student BookGroup 2 Book 27 The Giant’s Causeway
1. Students complete Worktext page.2. Students reread The Giant’s Causeway (Day 2).3. Optional: Students use writing prompt.4. Optional: Students use Rigby Focus
Forward Fluent Reader TM software.
Se
ssi
on
2
Group 1 Group 2
Independent Practice
Student Materials
Group 1 Worktext,page 39 Comprehensionand Vocabulary
Student BookGroup 1 Book 28 Antarctic Animals
1. Students complete Worktext page.2. Students reread Antarctic Animals.3. Optional: Students use writing prompt.4. Optional: Students use Rigby Focus
Forward Fluent Reader TM software.
Lesson
Teacher Material
Small GroupTeaching Version Group 2 Book 28 The Green Belt Movement
Student Material
Student BookGroup 2 Book 28 The Green Belt Movement
Follow the lesson plan in the Small GroupTeaching Version to teach the small group session.
22 Rigby Focus Forward
STEP 1
STEP 2
Think-Alongs engage students in actively using the strategy to gain meaning from text.
FocusForward_TGsamp_v3.indd 22 1/23/08 9:44:35 PM
WEEK 6
Learning Objectives
Group 1 Titles Group 2 Titles
Build Background
Sometimes rain means that you have to change your plans.
Revisit Comprehension Infer
Remember that good readers use what they already know to help them understand a text better.
Read and Model Comprehension Infer
The text mentions sunscreen and a towel. When do you use sunscreen? When do you use a towel? What can you infer about what the boy was going to do today?
When we infer, we use what we already know to help us understand the text better.
Whole Class Reading Time
DAY 3
Science Social Studies
Grouping Strategy Follow the chart below for Session 1 and Session 2.
»Small Group Reading TimeDifferentiated Instruction
Whole Class Teacher’s Guide 135
Daily Assessment
in Small Group Lessons
20
min
ute
s
20
20
min
ute
s
20
Se
ssi
on
1
Group 1 Group 2
Lesson
Teacher Material
Small GroupTeaching Version Group 1 Book 28 Antarctic Animals
Student Material
Student BookGroup 1 Book 28 Antarctic Animals
Follow the lesson plan in the Small GroupTeaching Version to teach the small group session.
Independent Practice
Student Materials
Group 2 Worktext,page 39 Comprehension, Phonics, and High-Frequency Words
Student BookGroup 2 Book 27 The Giant’s Causeway
1. Students complete Worktext page.2. Students reread The Giant’s Causeway (Day 2).3. Optional: Students use writing prompt.4. Optional: Students use Rigby Focus
Forward Fluent Reader TM software.
Se
ssi
on
2
Group 1 Group 2
Independent Practice
Student Materials
Group 1 Worktext,page 39 Comprehensionand Vocabulary
Student BookGroup 1 Book 28 Antarctic Animals
1. Students complete Worktext page.2. Students reread Antarctic Animals.3. Optional: Students use writing prompt.4. Optional: Students use Rigby Focus
Forward Fluent Reader TM software.
Lesson
Teacher Material
Small GroupTeaching Version Group 2 Book 28 The Green Belt Movement
Student Material
Student BookGroup 2 Book 28 The Green Belt Movement
Follow the lesson plan in the Small GroupTeaching Version to teach the small group session.
Sampler 23
Grouping Strategy
STEP 2
FocusForward_TGsamp_v3.indd 23 1/23/08 9:44:47 PM
Structured Independent ReadingHave students use the Independent Reading Poster to select books.
Independent Reading Log Have students record their reading in an Independent Reading Log. Include a comment, such as “Noises in the Night: Why didn’t the noises wake Carla up?”
Fiction and Nonfiction Independent Reading Guides Have students fill out a Fiction or Nonfiction Independent Reading Guide for their reading. Sample guide for Noises in the Night: Characters: Jess, Carla; Setting: Carla’s house; Problem/Solution: Noises frighten Jess./Jess lets the cat inside.
Comprehension Focus Remind students to focus on the comprehension strategy infer as they read today.
Conference with ReadersSelect Readers Select two students for a conference each week, either rotating through all students or identifying those with the greatest need.
Independent Reading Logs: Conferencing Prompts
• Do you see a pattern in the books you’ve been selecting for independent reading?• What would a new and different choice for you be?(fiction, nonfiction, and so on)• I see you used audio with this book. Can you reread that book next week without audio?
Tips for Evaluating Independent Reading Guides
If the Student... That Means Heor She...
Next Step
can provide interesting and appropriate details about the book.
is able to understand independent reading at the book’s level.
Encourage the student to select books at or above the difficulty level.
is unable to recall the book or its details.
is not understanding the book independently.
Encourage the student to use audio with books of similar difficulty.
Reading Conferences Self-Selected Reading
Two 5-minute conferences Independent Reading Practice with Focus ForwardIndependent Reading Library
Differentiated Instruction
136 Rigby Focus Forward
»Conferences and Self-Selected Reading
What Book Should I Choose?
» Read the first paragraph. Is the book too hard,too easy, or just right?
» Is there a genre or author that you particularlyliked? Look for a similar book.
How Should I Read It?
» If the book seems a little hard, use audio.
» If you’re comfortable without audio, give it a try!
How Do I Stay Engaged in My Reading?
» Use your weekly comprehension strategy.
» Complete your Independent Reading Guideto write down key details. This will help youfocus on the book’s meaning.
» Don’t forget to record your book in yourIndependent Reading Log!
What Do I Do in a Reading Conference?
» Discuss the kinds of books you’ve chosen forindependent reading.
» Discuss when you needed audio andwhen you didn’t.
» Choose a book to discuss with your teacher.Show that you understood it well.
Independent Reading Poster
For summaries of Independent Reading Library
titles, see pages T52–T56 in the Program Guide.
Whole Class and Independent WritingRevisit Writing Skill: Introductory SentenceRead the WritingTips Read aloud the “Ways to Interest Your Reader” on Transparency 17. A good introductory sentence makes the reader want to know more. Grab your reader’s attention by using strong action words, sensory language, vivid details, or a question.
Revisit the Writing Model Review with students the introductory sentence of the writing model that you identified on Day 1. Which of the writing tips did the writer use to get the reader’s attention? (question)
Review Day 2 Prewriting Review with students the shared prewriting from Day 2. We are going to use our idea web to draft an introductory sentence. Remind students that the introductory sentence tells the topic of the sentence. Let’s focus on the thought in the center circle of our idea web as we draft our introductory sentence.
Draft with Writing Build-ITsTM: Introductory SentenceUsing a green Build-IT Cling-On, prepare to draft an introductory sentence with students.
• Review the writing tips and decide on a strategy, such as asking a question.• As a class, work together on an introductory sentence, then scribe the
sentence onto the green Build-IT Cling-On. • Explain that the rest of the details in the organizer are represented by the
neutral piece and attach that cling-on to the green one.
Independent Writing: Apply Writing Skill
Student Drafting with Writing Build-ITsTM: Introductory Sentence Have students use a green Build-IT to draft an introductory sentence. Circulate to provide support. Have students:
• place a sticky note on a green Build-IT. • decide on a strategy, such as asking a question.• draft an introductory sentence using the ideas in their Worktexts on Day 2. • attach the green and neutral Build-ITs to represent the whole paragraph. • save their work for the following day. ELL
»Whole Class Writing Time
Transparency 17
Overhead Display
If you are serious
about becoming a
basketball player,
there are three
things you can do.
First of all, you can
drink lots of water.
If you are serious
about becoming a
basketball player,
there are three
things you can do.
First of all, you can
drink lots of water.
Whole Class Teacher’s Guide 137
I T sWriting Build- TM
Differentiating for ELLs
Levels 1–2Pair these students with more proficient speakers. Have them provide their partners with key words from the drawings on their idea webs.
Level 3Provide these students with writing strategy support by reviewing question word order and action verb forms.
Levels 4–5Provide these students with support by having them identify examples of details and sensory language in their student books.
24 Rigby Focus Forward
On Day 3 of each week, students do self-selected reading from the Independent Reading Library.
STEP 3
Conferencing prompts and evaluation tips assist teachers in making the most out of 5 minute independent reading conferences.
Day 3 continued
FocusForward_TGsamp_v3.indd 24 1/23/08 9:45:08 PM
Structured Independent ReadingHave students use the Independent Reading Poster to select books.
Independent Reading Log Have students record their reading in an Independent Reading Log. Include a comment, such as “Noises in the Night: Why didn’t the noises wake Carla up?”
Fiction and Nonfiction Independent Reading Guides Have students fill out a Fiction or Nonfiction Independent Reading Guide for their reading. Sample guide for Noises in the Night: Characters: Jess, Carla; Setting: Carla’s house; Problem/Solution: Noises frighten Jess./Jess lets the cat inside.
Comprehension Focus Remind students to focus on the comprehension strategy infer as they read today.
Conference with ReadersSelect Readers Select two students for a conference each week, either rotating through all students or identifying those with the greatest need.
Independent Reading Logs: Conferencing Prompts
• Do you see a pattern in the books you’ve been selecting for independent reading?• What would a new and different choice for you be?(fiction, nonfiction, and so on)• I see you used audio with this book. Can you reread that book next week without audio?
Tips for Evaluating Independent Reading Guides
If the Student... That Means Heor She...
Next Step
can provide interesting and appropriate details about the book.
is able to understand independent reading at the book’s level.
Encourage the student to select books at or above the difficulty level.
is unable to recall the book or its details.
is not understanding the book independently.
Encourage the student to use audio with books of similar difficulty.
Reading Conferences Self-Selected Reading
Two 5-minute conferences Independent Reading Practice with Focus ForwardIndependent Reading Library
Differentiated Instruction
136 Rigby Focus Forward
»Conferences and Self-Selected Reading
What Book Should I Choose?
» Read the first paragraph. Is the book too hard,too easy, or just right?
» Is there a genre or author that you particularlyliked? Look for a similar book.
How Should I Read It?
» If the book seems a little hard, use audio.
» If you’re comfortable without audio, give it a try!
How Do I Stay Engaged in My Reading?
» Use your weekly comprehension strategy.
» Complete your Independent Reading Guideto write down key details. This will help youfocus on the book’s meaning.
» Don’t forget to record your book in yourIndependent Reading Log!
What Do I Do in a Reading Conference?
» Discuss the kinds of books you’ve chosen forindependent reading.
» Discuss when you needed audio andwhen you didn’t.
» Choose a book to discuss with your teacher.Show that you understood it well.
Independent Reading Poster
For summaries of Independent Reading Library
titles, see pages T52–T56 in the Program Guide.
Whole Class and Independent WritingRevisit Writing Skill: Introductory SentenceRead the WritingTips Read aloud the “Ways to Interest Your Reader” on Transparency 17. A good introductory sentence makes the reader want to know more. Grab your reader’s attention by using strong action words, sensory language, vivid details, or a question.
Revisit the Writing Model Review with students the introductory sentence of the writing model that you identified on Day 1. Which of the writing tips did the writer use to get the reader’s attention? (question)
Review Day 2 Prewriting Review with students the shared prewriting from Day 2. We are going to use our idea web to draft an introductory sentence. Remind students that the introductory sentence tells the topic of the sentence. Let’s focus on the thought in the center circle of our idea web as we draft our introductory sentence.
Draft with Writing Build-ITsTM: Introductory SentenceUsing a green Build-IT Cling-On, prepare to draft an introductory sentence with students.
• Review the writing tips and decide on a strategy, such as asking a question.• As a class, work together on an introductory sentence, then scribe the
sentence onto the green Build-IT Cling-On. • Explain that the rest of the details in the organizer are represented by the
neutral piece and attach that cling-on to the green one.
Independent Writing: Apply Writing Skill
Student Drafting with Writing Build-ITsTM: Introductory Sentence Have students use a green Build-IT to draft an introductory sentence. Circulate to provide support. Have students:
• place a sticky note on a green Build-IT. • decide on a strategy, such as asking a question.• draft an introductory sentence using the ideas in their Worktexts on Day 2. • attach the green and neutral Build-ITs to represent the whole paragraph. • save their work for the following day. ELL
»Whole Class Writing Time
Transparency 17
Overhead Display
If you are serious
about becoming a
basketball player,
there are three
things you can do.
First of all, you can
drink lots of water.
If you are serious
about becoming a
basketball player,
there are three
things you can do.
First of all, you can
drink lots of water.
Whole Class Teacher’s Guide 137
I T sWriting Build- sTM
Differentiating for ELLs
Levels 1–2Pair these students with more proficient speakers. Have them provide their partners with key words from the drawings on their idea webs.
Level 3Provide these students with writing strategy support by reviewing question word order and action verb forms.
Levels 4–5Provide these students with support by having them identify examples of details and sensory language in their student books.
Sampler 25
STEP 4
Students use Writing Build-ITs™, (interactive tools) to draft an introductory sentence.
Teachers and students work together to draft introductory sentences as they learn how to build paragraphs, and ultimately reports.
FocusForward_TGsamp_v3.indd 25 1/23/08 9:45:22 PM
WEEK 6
Learning ObjectivesLearning Objectives
Comprehension: Infer Fluency: Use Punctuation to Inform Meaning Writing: Introductory Sentence
Reteach Comprehension Strategy: Synthesis
Group 1 Titles Group 2 Titles
Discovering Planets
Vocabulary: astronomer, farthest, planets
Genre: Expository
Nonfiction Feature: Captions, Diagrams, Glossary
Phonics: Consonant Digraph (ch-)
Pompeii
Vocabulary: ash, diverse, poisonous, preserved, trading center, volcano
Genre: Expository
Nonfiction Feature: Headings, Images, Index
Phonics: Silent Letter Consonant Pattern (-ck)
Comprehension Instruction: Infer
Revisit Comprehension InferRemind students that when we infer, we use what we know to fill in information that is not directly stated in the text.
Guide Comprehension with Organizer
Review Organizer Clean off the Infer Organizer on Transparency 18, and review an inference you filled in together on Day 2.
ReviewText Review an inference you made together for Transparency 16Passage 2: We inferred that Tom was going to the beach.
Interactive Writing with the Organizer
• Ask a volunteer to use the inference to fill in a row of the organizer at the overhead. What were the text clues? What background information did we use? What was our inference?
• Have volunteers suggest other inferences they made from Passage 2 and come up to the overhead to fill out the organizer with their ideas.
Sample Inferences
What I See in theText + What I Know = My Inference
He kicked the sunscreen. +
People usually kick things when they are angry. =
Tom is angry because he can’t go to the beach.
Crash!+
You hear a crash when something breaks. =
Tom broke the window with the sunscreen.
»Whole Class Reading Time
WEEK 6DAY 4
138 Rigby Focus Forward
Social Studies Studies
Science
Grouping Strategy Follow the chart below for Session 1 and Session 2.
»Small Group Reading TimeDifferentiated Instruction
Whole Class Teacher’s Guide 139
Daily Assessment
in Small Group Lessons
20
min
ute
s
20
20
min
ute
s
20
Se
ssi
on
1
Group 1 Group 2
Lesson
Teacher Material
Small GroupTeaching Version Group 1 Book 29 Discovering Planets
Student Material
Student BookGroup 1 Book 29 Discovering Planets
Follow the lesson plan in the Small GroupTeaching Version to teach the small group session.
Independent Practice
Student Materials
Group 2 Worktext,page 40 Comprehensionand Vocabulary
Student BookGroup 2 Book 28 The Green Belt Movement
1. Students complete Worktext page.2. Students reread The Green Belt Movement (Day 3).3. Optional: Students use writing prompt.4. Optional: Students use Rigby Focus
Forward Fluent Reader TM software.
Se
ssi
on
2
Group 1 Group 2
Independent Practice
Student Materials
Group 1 Worktext,page 40 Comprehension, Phonics, and High-Frequency Words
Student BookGroup 1 Book 29 Discovering Planets
1. Students complete Worktext page.2. Students reread Discovering Planets.3. Optional: Students use writing prompt.4. Optional: Students use Rigby Focus
Forward Fluent Reader TM software.
Lesson
Teacher Material
Small GroupTeaching Version Group 2 Book 29 Pompeii
Student Material
Student BookGroup 2 Book 29 Pompeii
Follow the lesson plan in the Small GroupTeaching Version to teach the small group session.
26 Rigby Focus Forward
Teachers guide students to take a more active role in completing the comprehension strategy graphic organizer on the overhead.
Comprehension Instruction:
STEP 1
STEP 2
FocusForward_TGsamp_v3.indd 26 1/23/08 9:45:44 PM
WEEK 6
Learning Objectives
Group 1 Titles Group 2 Titles
Revisit Comprehension Infer
Guide Comprehension with Organizer
We inferred that Tom was going to the beach.
What were the text clues? What background information did we use? What was our inference?
Sample Inferences
Whole Class Reading Time
DAY 4
Social Studies
Science
Grouping Strategy Follow the chart below for Session 1 and Session 2.
»Small Group Reading TimeDifferentiated Instruction
Whole Class Teacher’s Guide 139
Daily Assessment
in Small Group Lessons
20
min
ute
s
20
20
min
ute
s
20
Se
ssi
on
1
Group 1 Group 2
Lesson
Teacher Material
Small GroupTeaching Version Group 1 Book 29 Discovering Planets
Student Material
Student BookGroup 1 Book 29 Discovering Planets
Follow the lesson plan in the Small GroupTeaching Version to teach the small group session.
Independent Practice
Student Materials
Group 2 Worktext,page 40 Comprehensionand Vocabulary
Student BookGroup 2 Book 28 The Green Belt Movement
1. Students complete Worktext page.2. Students reread The Green Belt Movement (Day 3).3. Optional: Students use writing prompt.4. Optional: Students use Rigby Focus
Forward Fluent Reader TM software.
Se
ssi
on
2
Group 1 Group 2
Independent Practice
Student Materials
Group 1 Worktext,page 40 Comprehension, Phonics, and High-Frequency Words
Student BookGroup 1 Book 29 Discovering Planets
1. Students complete Worktext page.2. Students reread Discovering Planets.3. Optional: Students use writing prompt.4. Optional: Students use Rigby Focus
Forward Fluent Reader TM software.
Lesson
Teacher Material
Small GroupTeaching Version Group 2 Book 29 Pompeii
Student Material
Student BookGroup 2 Book 29 Pompeii
Follow the lesson plan in the Small GroupTeaching Version to teach the small group session.
Sampler 27
Grouping Strategy
»STEP 2
FocusForward_TGsamp_v3.indd 27 1/23/08 9:45:55 PM
Reteach ComprehensionGrouping StrategyUse Weekly Test 5 to identify students who need additional comprehension instruction.
Reteach and Practice: Synthesize
Teach the Skill Use a Think Aloud to model synthesize using a common movie, such as Star Wars.
In one scene, Luke Skywalker stands alone watching twin sunsets. What is he thinking about? I connect pieces of the movie: In an earlier scene, Luke played with a toy starship. Later, he wanted to become a pilot, but his uncle made him help with the farm. When I combine these pieces of information, I come up with a new idea: Luke is worried that he will never be able to leave home and find adventure.
• Tell students that when we synthesize, we put individual pieces of information together to form a new idea.
• Have student volunteers talk about a movie they have recently seen. Encourage them to synthesize information.
Practice the Skill For additional practice with synthesize, use Online Practiceon page 60.
Assess: Synthesize
Comprehension Rubric
1. Successful 2. Developing 3. Beginning
Student can consistently connect three appropriate text sections and uses them to make a relevant synthesis.
Student can connect three appropriate text sections but cannot consistently use them to make a relevant synthesis.
Student does not connect or inappropriately connects text sections. Resulting synthesis is not logical.
Next Step: For beginning and developing students, continue modeling, using relevant movies and text selections.
Reteaching Group Independent Group
• Synthesize Fluency Practice with Rigby Focus ForwardFluent ReaderTM software
140 Rigby Focus Forward
»Reteaching Time
Think Aloud
Online Practice
Daily Assessment
Whole Class and Independent WritingRevisit Writing Skill: Introductory SentenceReview with students the features of an introductory sentence.
Review Day 3 Draft Introductory Sentence Display the introductory sentence you drafted with the class on Day 3. Point out that the introductory sentence on the green Build-IT Cling-On gave the topic of the paragraph and that the neutral piece represented the details of the paragraph. Tell students that you are now going to revise your introductory sentence together.
Revise with Build-ITs: Introductory Sentence
Revise with WritingTips Have students make suggestions about how to revise the introductory sentence based on the “Ways to Interest Your Reader” portion of Transparency 17. Use these prompts to guide students.
• Did we state our topic clearly?• What technique did we use to interest our reader?• How can we improve our word choice or details?
If appropriate, include a verb tense error in your sentence to provide a platform for Day 5 grammar instruction.
Independent Writing: Apply Writing SkillStudent Revising with Writing Build-ITsTM: Introductory Sentence Have students get out their Build-ITs with introductory sentences from Day 3. Have them use the “Ways to Interest Your Reader” portion of Transparency 17 to revise their sentences on the sticky notes. Circulate to provide support, using the prompts above to guide students. ELL
»Whole Class Writing Time
Transparency 17
Overhead Display
If you are serious
about becoming a
basketball player,
there are three
things you can do.
First of all, you can
drink lots of water.
If you are serious
about becoming a
basketball player,
there are three
things you can do.
First of all, you can
drink lots of water.
Whole Class Teacher’s Guide 141
I T sWriting Build- TM
Differentiating for ELLs
Levels 1–2Pair these students with more proficient speakers. Using Transparency 17 as a word bank, have them write key words, such as details or question, to suggest ways to improve their introductory sentence.
Level 3Review with students strong action words and sensory language, and then encourage them to provide key words and phrases that improve their introductory sentence.
Levels 4–5Have these students discuss how the word order and word choice of their introductory sentences could be different. Then encourage them to write a more complex introductory sentence.
28 Rigby Focus Forward
Students in need of reteaching comprehension strategy from the prior week are identifi ed by weekly tests.
»STEP 3
Day 4 continued
FocusForward_TGsamp_v3.indd 28 1/23/08 9:46:15 PM
Reteach ComprehensionGrouping StrategyUse Weekly Test 5 to identify students who need additional comprehension instruction.
Reteach and Practice: Synthesize
Teach the Skill Use a Think Aloud to model synthesize using a common movie, such as Star Wars.
In one scene, Luke Skywalker stands alone watching twin sunsets. What is he thinking about? I connect pieces of the movie: In an earlier scene, Luke played with a toy starship. Later, he wanted to become a pilot, but his uncle made him help with the farm. When I combine these pieces of information, I come up with a new idea: Luke is worried that he will never be able to leave home and find adventure.
• Tell students that when we synthesize, we put individual pieces of information together to form a new idea.
• Have student volunteers talk about a movie they have recently seen. Encourage them to synthesize information.
Practice the Skill For additional practice with synthesize, use Online Practiceon page 60.
Assess: Synthesize
Comprehension Rubric
1. Successful 2. Developing 3. Beginning
Student can consistently connect three appropriate text sections and uses them to make a relevant synthesis.
Student can connect three appropriate text sections but cannot consistently use them to make a relevant synthesis.
Student does not connect or inappropriately connects text sections. Resulting synthesis is not logical.
Next Step: For beginning and developing students, continue modeling, using relevant movies and text selections.
Reteaching Group Independent Group
• Synthesize Fluency Practice with Rigby Focus ForwardFluent ReaderTM software
140 Rigby Focus Forward
»Reteaching Time
Think Aloud
Online Practice
Daily Assessment
Whole Class and Independent WritingRevisit Writing Skill: Introductory SentenceReview with students the features of an introductory sentence.
Review Day 3 Draft Introductory Sentence Display the introductory sentence you drafted with the class on Day 3. Point out that the introductory sentence on the green Build-IT Cling-On gave the topic of the paragraph and that the neutral piece represented the details of the paragraph. Tell students that you are now going to revise your introductory sentence together.
Revise with Build-ITs: Introductory Sentence
Revise with WritingTips Have students make suggestions about how to revise the introductory sentence based on the “Ways to Interest Your Reader” portion of Transparency 17. Use these prompts to guide students.
• Did we state our topic clearly?• What technique did we use to interest our reader?• How can we improve our word choice or details?
If appropriate, include a verb tense error in your sentence to provide a platform for Day 5 grammar instruction.
Independent Writing: Apply Writing SkillStudent Revising with Writing Build-ITsTM: Introductory Sentence Have students get out their Build-ITs with introductory sentences from Day 3. Have them use the “Ways to Interest Your Reader” portion of Transparency 17 to revise their sentences on the sticky notes. Circulate to provide support, using the prompts above to guide students. ELL
»Whole Class Writing Time
Transparency 17
Overhead Display
If you are serious
about becoming a
basketball player,
there are three
things you can do.
First of all, you can
drink lots of water.
If you are serious
about becoming a
basketball player,
there are three
things you can do.
First of all, you can
drink lots of water.
Whole Class Teacher’s Guide 141
I T sWriting Build- sTM
Differentiating for ELLs
Levels 1–2Pair these students with more proficient speakers. Using Transparency 17 as a word bank, have them write key words, such as details or question, to suggest ways to improve their introductory sentence.
Level 3Review with students strong action words and sensory language, and then encourage them to provide key words and phrases that improve their introductory sentence.
Levels 4–5Have these students discuss how the word order and word choice of their introductory sentences could be different. Then encourage them to write a more complex introductory sentence.
Sampler 29
STEP 4
As the writing process progresses throughout the week, students continue to use the Writing Build-ITs™ as an interactive tool to revise their drafts.
FocusForward_TGsamp_v3.indd 29 1/23/08 9:46:28 PM
WEEK 6
Learning ObjectivesLearning Objectives
Comprehension: Infer Fluency: Use Punctuation to Inform Meaning Writing: Introductory Sentence
WeeklyTest 6
Group 1 Titles Group 2 Titles
On the Team
Vocabulary: basketball, coach, shoot hoops, slam dunk, winners
Genre: Realistic Fiction
Literary Analysis: Theme
Phonics: Consonant Digraph (sh-)
Trapped
Vocabulary: battery, deserted, rescued, stranded, survival, trapped
Genre: Realistic Fiction
Literary Analysis: Plot
Phonics: Silent Letter Consonant Pattern (-gh)
Comprehension Instruction: Infer
Revisit Comprehension InferRemember that good readers combine what they see in the text with what they know to give them a better understanding of the text.
Support Independence with Organizer Review Organizer With Transparency 18, review an inference you made together on Day 4. We inferred that Tom was planning to go to the beach. The text mentioned sunscreen and a towel, which we know are used at the beach.
Partner Practice with Personal Organizers Pair Group 1 students together and Group 2 students together. Have pairs fill in a copy of page T49, the blackline version of Transparency 18, with information from Student Book 29. (Group 1 Book 29: Discovering Planets, Group 2 Book 29: Pompeii) Have each pair share one inference from their organizer with the class.
Sample Inference for Discovering Planets
What I See in theText + What I Know = My Inference
Other planets may be discovered using new telescopes.
+The three planets discovered by telescope are farthest from Earth.
=If new planets are discovered, they will be even farther from Earth.
Sample Inference for Pompeii
What I See in theText + What I Know = My Inference
People got water from the wells. The baths were open for business.
+I get water from the faucet and take a bath in my house because of plumbing.
=There was no plumbing in 79 A.D.
»Whole Class Reading Time
WEEK 6DAY 5
Transparency 18
142 Rigby Focus Forward
Grouping Strategy Follow the chart below for Session 1 and Session 2.
»Small Group Reading TimeDifferentiated Instruction
Whole Class Teacher’s Guide 143
Daily Assessment
in Small Group Lessons
20
min
ute
s
20
20
min
ute
s
20
Se
ssi
on
1
Group 1 Group 2
Lesson
Teacher Material
Small GroupTeaching Version Group 1 Book 30 On the Team
Student Material
Student BookGroup 1 Book 30 On the Team
Follow the lesson plan in the Small GroupTeaching Version to teach the small group session.
Independent Practice
Student Materials
Group 2 Worktext,page 41 Comprehension, Phonics, and High-Frequency Words
Student BookGroup 2 Book 29 Pompeii
1. Students complete Worktext page.2. Students reread Pompeii (Day 4).3. Optional: Students use writing prompt.4. Optional: Students use Rigby Focus
Forward Fluent Reader TM software.
Se
ssi
on
2
Group 1 Group 2
Independent Practice
Student Materials
Group 1 Worktext,page 41 Self-Assessment
Student BookGroup 1 Book 30 On the Team
1. Students complete Worktext page.2. Students reread On the Team.3. Optional: Students use writing prompt.4. Optional: Students use Rigby Focus
Forward Fluent Reader TM software.
Lesson
Teacher Material
Small GroupTeaching Version Group 2 Book 30 Trapped
Student Material
Student BookGroup 2 Book 30 Trapped
Follow the lesson plan in the Small GroupTeaching Version to teach the small group session.
30 Rigby Focus Forward
Students now work in pairs as they complete a blackline master graphic organizer using examples from their student books.
STEP 1
STEP 2
FocusForward_TGsamp_v3.indd 30 1/23/08 9:47:15 PM
WEEK 6
Learning Objectives
Comprehension: Infer Fluency: Use Punctuation to Inform Meaning Writing: Introductory Sentence
WeeklyTest 6
Group 1 Titles Group 2 Titles
On the Team
Vocabulary: basketball, coach, shoot hoops, slam dunk, winners
Genre: Realistic Fiction
Literary Analysis: Theme
Phonics: Consonant Digraph (sh-)
Trapped
Vocabulary: battery, deserted, rescued, stranded, survival, trapped
Genre: Realistic Fiction
Literary Analysis: Plot
Phonics: Silent Letter Consonant Pattern (-gh)
Comprehension Instruction: Infer
Revisit Comprehension InferRemember that good readers combine what they see in the text with what they know to give them a better understanding of the text.
Support Independence with Organizer Review Organizer With Transparency 18, review an inference you made together on Day 4. We inferred that Tom was planning to go to the beach. The text mentioned sunscreen and a towel, which we know are used at the beach.
Partner Practice with Personal Organizers Pair Group 1 students together and Group 2 students together. Have pairs fill in a copy of page T49, the blackline version of Transparency 18, with information from Student Book 29. (Group 1 Book 29: Discovering Planets, Group 2 Book 29: Pompeii) Have each pair share one inference from their organizer with the class.
Sample Inference for Discovering Planets
What I See in theText + What I Know = My Inference
Other planets may be discovered using new telescopes.
+The three planets discovered by telescope are farthest from Earth.
=If new planets are discovered, they will be even farther from Earth.
Sample Inference for Pompeii
What I See in theText + What I Know = My Inference
People got water from the wells. The baths were open for business.
+I get water from the faucet and take a bath in my house because of plumbing.
=There was no plumbing in 79 A.D.
»Whole Class Reading Time
DAY 5
Transparency 18
142 Rigby Focus Forward
Grouping Strategy Follow the chart below for Session 1 and Session 2.
»Small Group Reading TimeDifferentiated Instruction
Whole Class Teacher’s Guide 143
Daily Assessment
in Small Group Lessons
20
min
ute
s
20
20
min
ute
s
20
Se
ssi
on
1
Group 1 Group 2
Lesson
Teacher Material
Small GroupTeaching Version Group 1 Book 30 On the Team
Student Material
Student BookGroup 1 Book 30 On the Team
Follow the lesson plan in the Small GroupTeaching Version to teach the small group session.
Independent Practice
Student Materials
Group 2 Worktext,page 41 Comprehension, Phonics, and High-Frequency Words
Student BookGroup 2 Book 29 Pompeii
1. Students complete Worktext page.2. Students reread Pompeii (Day 4).3. Optional: Students use writing prompt.4. Optional: Students use Rigby Focus
Forward Fluent Reader TM software.
Se
ssi
on
2
Group 1 Group 2
Independent Practice
Student Materials
Group 1 Worktext,page 41 Self-Assessment
Student BookGroup 1 Book 30 On the Team
1. Students complete Worktext page.2. Students reread On the Team.3. Optional: Students use writing prompt.4. Optional: Students use Rigby Focus
Forward Fluent Reader TM software.
Lesson
Teacher Material
Small GroupTeaching Version Group 2 Book 30 Trapped
Student Material
Student BookGroup 2 Book 30 Trapped
Follow the lesson plan in the Small GroupTeaching Version to teach the small group session.
Sampler 31
Grouping Strategy
»STEP 2
FocusForward_TGsamp_v3.indd 31 1/23/08 9:47:27 PM
Administer Weekly TestsAdminister the Group 1 and Group 2 Weekly Tests to assess comprehension, phonics, and vocabulary.
Next StepsUse the Evaluation Guide to determine which students will be placed in Week 7 Reteaching Groups.
Whole Class and Independent WritingRevisit Writing Skill: Introductory SentenceReview with students the features of an introductory sentence.
Review Day 4 Introductory Sentence Revision Display the introductory sentence you revised with the class on Day 4.
Teach Grammar Skill:VerbTenses Write the following sentences on the board and underline the verbs: I play basketball. I played basketball. I will playbasketball. Explain the difference between past, present, and future verbs forms. If you can add today, it’s in the present; if you can add yesterday, it’s the past, and if you add tomorrow, it’s the future.
Edit with Writing Build-ITsTM: Introductory Sentence
Edit for Grammar Skill:VerbTenses• Ask a volunteer to come to the overhead and circle the verb in the
introductory sentence on the green Build-IT Cling-On. Is this verb past, present, or future tense? How can you tell?
• If there is a second verb in the sentence, have another volunteer repeat the procedure. Do the two verb tenses agree? How can you tell?
• With students choose the best tense for the verb.
Edit Using the Introductory Sentence Checklist Display the Introductory Sentence Checklist from Transparency 17 on the top of the overhead and the green Build-IT Cling-On on the bottom. Use these prompts to help students use the checklist.
• Is this a complete sentence?• What is our topic? How can we make it clearer?• In what way did we interest the reader?• Let’s read carefully for spelling, capitalization, and punctuation.
Group 1 Group 2
Weekly Test 6 Weekly Test 6
»Whole Class Writing Time
Overhead Display
If you are serious
about becoming a
basketball player,
there are three
things you can do.
First of all, you can
drink lots of water.
If you are serious
about becoming a
basketball player,
there are three
things you can do.
First of all, you can
drink lots of water.
144 Rigby Focus Forward
»Weekly Test Time
Week 7 Reteaching Groups
• Day 1: Group 1 students scoring 0–1 in phonics and students identified by Phonemic Awareness screening
• Day 2: Group 2 students scoring 0–1 in phonics
• Day 4: Group 1 and 2 students scoring 0–1 in comprehension
Independent Writing:
Week 6
4 Write Your Own Introductory Sentence
2 Gather Ideas
3 Check Your Introductory Sentence
1 Find an Example from Your Book
Expectations for ELLs
Levels 1–2
Levels 3–5
Daily Assessment
32 Rigby Focus Forward
At the end of the week teachers guide instruction with a focus on grammar, usage, and mechanics.
»STEP 3
Reteaching Groups.
»STEP 4On Day 5 of each week teachers administer weekly tests to determine which students need reteaching comprehension and/or phonics.
Day 5 continued
FocusForward_TGsamp_v3.indd 32 1/23/08 9:47:49 PM
Administer Weekly TestsAdminister the Group 1 and Group 2 Weekly Tests to assess comprehension, phonics, and vocabulary.
Next StepsUse the Evaluation Guide to determine which students will be placed in Week 7 Reteaching Groups.
Whole Class and Independent WritingRevisit Writing Skill: Introductory SentenceReview with students the features of an introductory sentence.
Review Day 4 Introductory Sentence Revision Display the introductory sentence you revised with the class on Day 4.
Teach Grammar Skill:VerbTenses Write the following sentences on the board and underline the verbs: I play basketball. I played basketball. I will playbasketball. Explain the difference between past, present, and future verbs forms. If you can add today, it’s in the present; if you can add yesterday, it’s the past, and if you add tomorrow, it’s the future.
Edit with Writing Build-ITsTM: Introductory Sentence
Edit for Grammar Skill:VerbTenses• Ask a volunteer to come to the overhead and circle the verb in the
introductory sentence on the green Build-IT Cling-On. Is this verb past, present, or future tense? How can you tell?
• If there is a second verb in the sentence, have another volunteer repeat the procedure. Do the two verb tenses agree? How can you tell?
• With students choose the best tense for the verb.
Edit Using the Introductory Sentence Checklist Display the Introductory Sentence Checklist from Transparency 17 on the top of the overhead and the green Build-IT Cling-On on the bottom. Use these prompts to help students use the checklist.
• Is this a complete sentence?• What is our topic? How can we make it clearer?• In what way did we interest the reader?• Let’s read carefully for spelling, capitalization, and punctuation.
Group 1 Group 2
Weekly Test 6 Weekly Test 6
»Whole Class Writing Time
Overhead Display
If you are serious
about becoming a
basketball player,
there are three
things you can do.
First of all, you can
drink lots of water.
If you are serious
about becoming a
basketball player,
there are three
things you can do.
First of all, you can
drink lots of water.
144 Rigby Focus Forward
»Weekly Test Time
Week 7 Reteaching Groups
• Day 1: Group 1 students scoring 0–1 in phonics and students identified by Phonemic Awareness screening
• Day 2: Group 2 students scoring 0–1 in phonics
• Day 4: Group 1 and 2 students scoring 0–1 in comprehension
Independent Writing: Apply Writing Skill
Student EditingEditing with WritingWriting Build-ITsTM: IntroductoryIntroductory Sentence Have students get out their Build-ITs with introductory sentences work from Day 4.
Edit for Grammar Skill:VerbTenses Have students check that their introductory sentence has an appropriate verb tense and that all tenses agree. Remind them of the yesterday, today, tomorrow strategy for checking tenses.tomorrow strategy for checking tenses.tomorrow
Edit Using the Introductory Sentence Checklist Students should complete the checklist items on Worktext page 36. Circulate to provide assistance, using the prompts on page 144 to guide students as they revise.
Publish on Student Worktext Page Once students have finished editing and their sentence is the best it can be, have them transcribe it onto Worktext page 36.
Share Have selected students present their writing. Remind them to read with expression, use a loud voice, and make eye contact with their audience.
Writing Rubric: Introductory SentenceGroup 1 Rubric
1. Successful 2. Developing 3. Beginning
Topic Clearly stated Stated but unclear Not stated
Reader Interest
Uses action words, details, sensory language, or a question
Does not use action words, details, sensory language, or a question
Does not use action words, details, sensory language, or a question
Grammar and Mechanics
Few grammar and mechanics issues
Several grammar and mechanics issues
Many grammar and mechanics issues
Group 2 Rubric
1. Successful 2. Developing 3. Beginning
Topic Clearly stated Stated but unclear Not stated
Reader Interest
Uses action words, details, sensory language, or a question effectively
Uses action words, details, sensory language, or a question ineffectively
Does not use action words, details, sensory language, or a question
Grammar and Mechanics
No errors in grammar and mechanics
Few errors in grammar and mechanics
Several errors in grammar and mechanics
36
Week 6Week 6
Writing� Group 1 Worktext
4 Write Your Own Introductory Sentence
2 Gather Ideas
3 Check Your Introductory Sentence
My Introductory Sentence...
clearly states the topic. uses correct verb tense and word order.
will interest the reader. uses correct spelling, punctuation,
� � and capitalization.
Writing an Introductory Sentence
1 Find an Example from Your Book
Good Introductory Sentence ���������������������������������������������
������������������������������������������������������������������������
Why I Like this Sentence �������������������������������������������������
������������������������������������������������������������������������
My Introductory Sentence
�������������������������������������������������������������������������
�������������������������������������������������������������������������
Worktext page 36
I TWritingWriting Build- sTM
Whole Class Teacher’s Guide 145
Expectations for ELLs
Levels 1–2 may only be able to draw pictures and use labels. Look for a clear idea expressed through visuals.
Levels 3–5 should be able to formulate an introductory sentence with support. Use the rubrics as stated.
Daily Assessment
Sampler 33
Students edit, publish, and share their independent writing using their Writing Build-ITs™ and worktexts.
Once students have finished editing and their sentence is the best it can be, have them transcribe it onto Worktext page 36.
Rubrics help teachers evaluate students’ independent writing. Specifi c expectations for English Language Leaner output are also provided.
FocusForward_TGsamp_v3.indd 33 1/23/08 9:48:02 PM
Comprehension Strategy: Infer
Anna looked up at the basketball hoop. Her heart beat quickly. A few of the players on Anna’s team glanced nervously at the scoreboard. The crowd was quiet. Anna shot the ball. Swoosh! The crowd cheered. The team ran onto the court and lifted Anna onto their shoulders.
»Passage 1
Transparency 16
InferDAY 1
WEEK 6
Tom looked out the window at the pouring rain. He dropped his bag on the floor. Sunscreen and a towel fell out. He kicked the sunscreen. It flew across the room.
Crash! Tom gasped and put his hand over his mouth.
»Passage 2
scoreboard. The crowd was quiet.
Writing a Paragraph: Introductory Sentence
Did you know cell phones have been around for 60 years? In 1947 the army used big cell phones. They were carried in bags or cases. Forty years later people could buy cell phones. Those cell phones were about as big as the cordless phones of today. Now cell phones are smaller. People can put them in their pockets. Cell phones have been around for 60 years, but they sure have changed a lot!
• Use strong action words.
• Describe a scene in detail.
Writing Skill: Introductory and Concluding SentenceTransparency 17
My sentence is a complete sentence.
My sentence clearly states the topic or “big picture.”
My sentence captures the reader’s interest.
I used correct word order and verb tenses.
I used correct spelling, capitalization, and punctuation.
DAY 1WEEK 6
• Use sensory language.
• Ask an interesting question.
»Writing Model: Nonfiction Report
»�Ways to Interest Your Reader
»�Introductory Sentence Checklist
34 Rigby Focus Forward
» Transparencies for Comprehension and Writing Instruction
FocusForward_TGsamp_v3.indd 34 1/23/08 9:48:12 PM
Comprehension Strategy: Infer
Anna looked up at the basketball hoop. Her heart beat quickly. A few of the players on Anna’s team glanced nervously at the scoreboard. The crowd was quiet. Anna shot the ball. Swoosh! The crowd cheered. The team ran onto the court and lifted Anna onto their shoulders.
»Passage 1
Transparency 16
InferDAY 1
WEEK 6
Tom looked out the window at the pouring rain. He dropped his bag on the floor. Sunscreen and a towel fell out. He kicked the sunscreen. It flew across the room.
Crash! Tom gasped and put his hand over his mouth.
»Passage 2
Writing a Paragraph: Introductory Sentence
Did you know cell phones have been around for 60 years? In 1947 the army used big cell phones. They were carried in bags or cases. Forty years later people could buy cell phones. Those cell phones were about as big as the cordless phones of today. Now cell phones are smaller. People can put them in their pockets. Cell phones have been around for 60 years, but they sure have changed a lot!
• Use strong action words.
• Describe a scene in detail.
Writing Skill: Introductory and Concluding SentenceTransparency 17
My sentence is a complete sentence.
My sentence clearly states the topic or “big picture.”
My sentence captures the reader’s interest.
I used correct word order and verb tenses.
I used correct spelling, capitalization, and punctuation.
DAY 1WEEK 6
• Use sensory language.
• Ask an interesting question.
»Writing Model: Nonfiction Report
»�Ways to Interest Your Reader
»�Introductory Sentence Checklist
Sampler 35
Transparencies for Comprehension and Writing Instruction
FocusForward_TGsamp_v3.indd 35 1/23/08 9:48:19 PM
Differentiating for ELLs
Teach
4 Skeletons
Comprehension: Infer
Introduce the Skill Review the whole class instruction on inferring. When we infer, we use what we know to deepen our understanding of what we read.
Model the Skill As I look at this picture, I think of a person because I know people are shaped like this. Based on the picture and on what I know about the human shape, I can infer that this is a picture of a human skeleton.
Build Vocabulary: skeleton
Introduce and Explain the Word Have students look at the picture. This picture shows a skeleton. A skeleton is made of all the bones in the body. Your skeleton gives shape and support to your body. ELL
Discuss the Word Besides humans, what else do you think might have a skeleton ? Share ideas with your partner.
Optional Sentence Frame: I think has a skeleton because . . .
Levels 1–2Write these words on your Small Group White Board: skeleton, shirt, bone, glasses, pants, skin. Draw a T-chart. Label the left column “Body Parts” and the right column “Other Things.” Have students copy the T-chart on a piece of paper and sort the words into the proper columns. Encourage students to say the words in each column, assisting as necessary.
Level 3Write this list of words on your Small Group White Board: skeleton, shirt, bone, glasses, pants, skin. Model the sentence My body has a mouth as you point to your mouth. Ask partners to use the sentence frame My body has . . . with the appropriate vocabulary as they point out their body parts.
Differentiating for ELLs
FFW_TVN040_G1BK026_dw.indd 4 11/12/07 3:23:15 PM
Read and Practice
5Small Group Teaching Version
Levels 4–5Write this list of words on your Small Group White Board: skeleton, shirt, bone, glasses, pants, skin. Have students discuss which items are body parts and where they are located on the body, such as under my skin. Have them continue with additional body parts using academic language.
Comprehension: Infer
Guided Practice• Tell students that as they read they should
use inferring to think further about the skeleton’s role, or job, in the body.
• Have students read pages 4 and 5 silently and at their own pace.
Turn and Talk From reading these pages, what can you infer would happen if you didn’t have a skeleton ?
Optional Sentence Frame: If I didn’t have a skeleton, then . . .
Extend Language To enrich language, brainstorm some academic words to use, such as shapeless, weak, formless, and collapse.
FFW_TVN040_G1BK026_dw.indd 5 11/12/07 3:23:18 PM
Model the Skillthink of a person because I know people are shaped like this. Based on the picture and on what I know about the human shape, I can infer that this is a picture of a human skeleton.
Build Vocabulary:
Introduce and Explain the Wordstudents look at the picture. shows a skeleton. A skeleton is made of all the bones in the body. Your skeleton gives shape and support to your body.
Discuss the Wordelse do you think might have a skeleton Share ideas with your partner.
Alan Trussell-Cullen
ISBN-13:ISBN-10:
978-1-4189-5494-91-4189-5494-2
9 781418 954949
Your skeleton is important.You couldn’t move without it!Animals like coral and insects also have skeletons.
SM
AL
L G
RO
UP
TE
AC
HIN
G V
ER
SIO
N
Gro
up
1 B
oo
k 26
Group 1 Book 26
FFW TVN040 G1BK26 OFC 1P.indd A1-A2 11/12/07 2:30:17 PM
Group 1 Book 26
36 Rigby Focus Forward
» Small Group Teaching Versions
FocusForward_TGsamp_v3.indd 36 1/23/08 9:48:53 PM
Differentiating for ELLs
Teach
4 Skeletons
Comprehension: Infer
Introduce the Skill Review the whole class instruction on inferring. When we infer, we use what we know to deepen our understanding of what we read.
Model the Skill As I look at this picture, I think of a person because I know people are shaped like this. Based on the picture and on what I know about the human shape, I can infer that this is a picture of a human skeleton.
Build Vocabulary: skeleton
Introduce and Explain the Word Have students look at the picture. This picture shows a skeleton. A skeleton is made of all the bones in the body. Your skeleton gives shape and support to your body. ELL
Discuss the Word Besides humans, what else do you think might have a skeleton ? Share ideas with your partner.
Optional Sentence Frame: I think has a skeleton because . . .
Levels 1–2Write these words on your Small Group White Board: skeleton, shirt, bone, glasses, pants, skin. Draw a T-chart. Label the left column “Body Parts” and the right column “Other Things.” Have students copy the T-chart on a piece of paper and sort the words into the proper columns. Encourage students to say the words in each column, assisting as necessary.
Level 3Write this list of words on your Small Group White Board: skeleton, shirt, bone, glasses, pants, skin. Model the sentence My body has a mouth as you point to your mouth. Ask partners to use the sentence frame My body has . . . with the appropriate vocabulary as they point out their body parts.
Differentiating for ELLs
FFW_TVN040_G1BK026_dw.indd 4 11/12/07 3:23:15 PM
Read and Practice
5Small Group Teaching Version
Levels 4–5Write this list of words on your Small Group White Board: skeleton, shirt, bone, glasses, pants, skin. Have students discuss which items are body parts and where they are located on the body, such as under my skin. Have them continue with additional body parts using academic language.
Comprehension: Infer
Guided Practice• Tell students that as they read they should
use inferring to think further about the skeleton’s role, or job, in the body.
• Have students read pages 4 and 5 silently and at their own pace.
Turn and Talk From reading these pages, what can you infer would happen if you didn’t have a skeleton ?
Optional Sentence Frame: If I didn’t have a skeleton, then . . .
Extend Language To enrich language, brainstorm some academic words to use, such as shapeless, weak, formless, and collapse.
FFW_TVN040_G1BK026_dw.indd 5 11/12/07 3:23:18 PM
5Small Group Teaching Version
WEEK 6DAY 1
37Group 1 Worktext Comprehension and Vocabulary
» About the Book
» Read Something New
» Optional Writing Prompt
Skeletons
» Answer Some Questions
1 When you breathe out, muscles a. protect your ribs.b. push ribs up.c. hurt your ribs.d. push ribs down.
2 Based on clues in the passage, stretch probably means a. make something biggerb. make something smallerc. make something harderd. make something softer
3 Ribs are part of the .a. bonesb. musclesc. skeletond. lungs
4 Why are ribs important?a. Ribs help me breathe.b. Ribs make it easier to run.c. Ribs help the heart beat.d. Ribs are on the outside of the body.
What can you infer about bones that explains how they protect
inner body parts?
Did you know that ribs are the part of your skeleton that help you
breathe? Ribs have muscles between them. When you breathe in,
the muscles move the ribs up. The ribs stretch your body to make
a space for air to fl ow into your lungs. When you breathe out, the
muscles move the ribs down. This pushes air out of your lungs.
Your ribs give you room to breathe!
Why do you think the human head is so well protected with bone?Use your own paper to answer.
FFW_WBK_G1B00_037.indd 37 11/12/07 2:55:29 PM
Sampler 37
Worktext Group 1 Book 26
Small Group Teaching Versions
FocusForward_TGsamp_v3.indd 37 1/23/08 9:49:12 PM
38 Rigby Focus Forward
Group 2 Book 26
FocusForward_TGsamp_v3.indd 38 1/23/08 9:49:30 PM
38 Comprehension, Phonics, and High-Frequency Words Group 1 Worktext
WEEK 6DAY 2Slow Down, Mrs. Brown!
» Read Something New
» Answer Some Questions
» About the Book
» Optional Writing Prompt
What inferences can you make about how Mrs. Brown felt
about her neighbors?
Mrs. Brown frowned when she looked at her shiny red
scooter. The scooter leaned slightly to one side. She
needed to go shopping at the store. She saw her neighbor,
Mr. Roberts. He waved and walked over to her scooter.
Mrs. Brown saw Mr. Roberts using a pump. When he fi nished,
her scooter was not leaning anymore. Mrs. Brown thanked
Mr. Roberts. Now she could drive to the store!
1 Find a word in the passage with the same shape as the picture below. Write it in the space.
2 Mrs. Brown liked to places on her scooter.a. go c. wentb. stop d. way
3 Which words have the same beginning sound as ?
a. sip b. ship c. thip d. stip
4 Two letters in the word ring make one sound. Which are they?a. ri b. ba c. ng d. an
Find a word in the passage with the same sound.
Why did Mrs. Brown decide to ride more slowly? Use your own paper to answer.
She liked them. She didn’t want them
when
shopping, using, leaning
mad at her. She didn’t want to scare them.
FFW_WBK_G1B04_038.indd 38 12/7/07 1:13:52 PM
Sampler 39
Worktext Group 2 Book 26
FocusForward_TGsamp_v3.indd 39 1/23/08 9:58:19 PM
39Group 2 Weekly Test 6
Fire ants are small red ants that harm plants,
animals, and people. Other ants bite, but fire ants bite
and sting. The sting is painful.
Scientists know that red fire ants came to the United States
in the 1930s on a ship from South America. The ants spread from
Alabama through the south.
Fire ant nests are small hills of soft dirt, or mounds. If
someone steps on a mound, the ants get excited and angry. They
quickly climb the person’s leg. They bite and sting. Each sting leaves
a small white sore on the skin.
Fire ants harm other things, too. They also bite and eat birds,
insects, and small animals on the ground. They can kill toads and
turtles. On farms, the ants eat seeds and plants. In cities, they bite
and sting electric wires and make traffic lights go out.
Only queen ants lay eggs. Each day, a queen lays about 1,600
eggs! That’s a lot of new fire ants.
Scientists are looking for ways to reduce the number of fire
ants. Getting rid of these pests is difficult. They have no enemies
here. Some people pour boiling water on mounds. Others use
poisonous baits. These ways of killing ants do not work well. The
ants move the queen deeper into the mound to keep her safe. People
hope these pests will soon be controlled.
Week 6group 2
» Fire Ants
Read the passage. Then answer the questions by circling the correct letter.
2 What does the word reduce mean?a. to countb. to findc. to repeatd. to lower
1 What does the word poisonous mean? a. difficult to findb. harmful to lifec. safe to drinkd. useful to people
© R
igb
y. A
ll ri
gh
ts r
eser
ved
.
Name Date
37Group 1 Weekly Test 6
Many people fear bats. They think
these small flying animals will hurt them. But
bats are shy. They also help people. Bats eat
insects, help flowers make fruit, and spread seeds.
Bats have wings and can fly. But they are not birds. Birds are
covered with feathers. Bats are covered with fur. Bats are in a group
of animals called mammals. Mammals have hair and warm blood.
Mammal babies are born live, not from eggs. Dogs, cats, and people
are mammals. Bats are the only flying mammals.
Most bats live in groups. They sleep during the day in caves
and under bridges. Bats sleep hanging upside down from their feet.
They come out late in the evening to eat.
Most bats in the United States eat only insects. One bat can
eat 2,000 bugs in a night. Bats eat a lot because they need energy to
fly around.
Week 6group 1
»Batty About Bats
Read the passage. Then answer the questions by circling the correct letter.
2 Listen to your teacher. Write the word.
1 Listen to your teacher. Choose the correct word.a. didb. dayc. dated. stay
© R
igb
y. A
ll ri
gh
ts r
eser
ved
.
Name Date
40 Rigby Focus Forward
Answer and Evaluation Guide — Week 6 Group 1 and 2
Group 1 Week 6
Group 2 Week6
» Assessment
Weekly Test from Assessment Guide
FocusForward_TGsamp_v3.indd 40 1/23/08 9:58:26 PM
39Group 2 Weekly Test 6
Fire ants are small red ants that harm plants,
animals, and people. Other ants bite, but fire ants bite
and sting. The sting is painful.
Scientists know that red fire ants came to the United States
in the 1930s on a ship from South America. The ants spread from
Alabama through the south.
Fire ant nests are small hills of soft dirt, or mounds. If
someone steps on a mound, the ants get excited and angry. They
quickly climb the person’s leg. They bite and sting. Each sting leaves
a small white sore on the skin.
Fire ants harm other things, too. They also bite and eat birds,
insects, and small animals on the ground. They can kill toads and
turtles. On farms, the ants eat seeds and plants. In cities, they bite
and sting electric wires and make traffic lights go out.
Only queen ants lay eggs. Each day, a queen lays about 1,600
eggs! That’s a lot of new fire ants.
Scientists are looking for ways to reduce the number of fire
ants. Getting rid of these pests is difficult. They have no enemies
here. Some people pour boiling water on mounds. Others use
poisonous baits. These ways of killing ants do not work well. The
ants move the queen deeper into the mound to keep her safe. People
hope these pests will soon be controlled.
Week 6group 2
» Fire Ants
Read the passage. Then answer the questions by circling the correct letter.
2 What does the word reduce mean?a. to countb. to findc. to repeatd. to lower
1 What does the word poisonous mean? a. difficult to findb. harmful to lifec. safe to drinkd. useful to people
Week 6
© R
igb
y. A
ll ri
gh
ts r
eser
ved
.
Name Date
Fire ants harm other things, too. They also bite and eat birds,
insects, and small animals on the ground. They can kill toads and
turtles. On farms, the ants eat seeds and plants. In cities, they bite
and sting electric wires and make traffic lights go out.
Only queen ants lay eggs. Each day, a queen lays about 1,600
eggs! That’s a lot of new fire ants.
Scientists are looking for ways to reduce the number of fire
ants. Getting rid of these pests is difficult. They have no enemies
here. Some people pour boiling water on mounds. Others use
poisonous baits. These ways of killing ants do not work well. The
ants move the queen deeper into the mound to keep her safe. People
hope these pests will soon be controlled.
Group 1: Batty About Bats Group 2: Fire Ants
Item Area Answer Item Area Answer
High-Frequency Words
1. day
2. make
1. B
2. make
Vocabulary
1. poisonous
2. reduce
1. B
2. D
Comprehension
3. Infer
4. Infer
5. Infer: Cause and Effect
3. D
4. D
5. A
Comprehension
3. Infer
4. Infer
5. Infer: Cause and Effect
3. A
4. C
5. B
Phonics
6. Consonant Digraph (th)
7. Consonant Digraph (sh)
8. Consonant Digraph (-ng)
6. C
7. B
8. A
Phonics
6. Silent Letter Consonant Pattern (kn)
7. Silent Letter Consonant Pattern (ck)
8. Silent Letter Consonant Pattern (gh)
6. C
7. B
8. A
Vocabulary
9. late
10. feathers
9. C
10. D
High-Frequency Words
9. people
10. water
9. C
10. water
Total Score: ________ of 10
Total Comprehension Score*: ________ of 3
Total Phonics Score*: ________ of 3
Total Score: ________ of 10
Total Comprehension Score*: ________ of 3
Total Phonics Score*: ________ of 3
*Place students scoring 0 or 1 in Phonics or Comprehension in the Week 7 reteaching groups.
*Place students scoring 0 or 1 in Phonics or Comprehension in the Week 7 reteaching groups.
Student Group
Week 6Week 6Answer And evAluAtion Guide
41Group 1 & 2 Week 6 Answer and Evaluation Guide
© R
igb
y. A
ll ri
gh
ts r
eser
ved
.
37Group 1 Weekly Test 6
Many people fear bats. They think
these small flying animals will hurt them. But
bats are shy. They also help people. Bats eat
insects, help flowers make fruit, and spread seeds.
Bats have wings and can fly. But they are not birds. Birds are
covered with feathers. Bats are covered with fur. Bats are in a group
of animals called mammals. Mammals have hair and warm blood.
Mammal babies are born live, not from eggs. Dogs, cats, and people
are mammals. Bats are the only flying mammals.
Most bats live in groups. They sleep during the day in caves
and under bridges. Bats sleep hanging upside down from their feet.
They come out late in the evening to eat.
Most bats in the United States eat only insects. One bat can
eat 2,000 bugs in a night. Bats eat a lot because they need energy to
fly around.
Week 6group 1
»Batty About Bats
Read the passage. Then answer the questions by circling the correct letter.
2 Listen to your teacher. Write the word.
1 Listen to your teacher. Choose the correct word.a. didb. dayc. dated. stay
© R
igb
y. A
ll ri
gh
ts r
eser
ved
.
Name Date
Sampler 41
Answer and Evaluation Guide — Week 6 Group 1 and 2
Group 2 Week6
Assessment
FocusForward_TGsamp_v3.indd 41 1/23/08 9:58:36 PM
Daily Success, Long-Term Confi dence.
www.Rigby.com800.531.5015
©2008 HMH Supplemental Publishers Inc. All rights reserved.3090/20M/NY/PRINT/1-08
9994260952
1
2
3
4
Foundational reading and writing skills taking students back to the very beginning —to fi ll in any skill gaps
High-interest student books with built-in scaffolding for step-by-step success and confi dence-building
Connected comprehension instruction across whole group and small groups to produce strategic readers
Predictable routines for differentiation and management
The Four Cornerstones of this Groundbreaking Program
FocusForward_TGsamp_v3.indd 42 1/23/08 9:34:56 PM