*90 Minute Reading Block/Flexibly Grouped Cross Grade Levels

**Students read 20 minutes every night and return signed Read and Responds to reading teacher each day

NCSD #1 Standards

Day 1	Day 2	Day 3	Day 4	Day 5
Word Power (2nd grade optional) Sail Along	Sail Along	On My Own	On My Own
Active Instruction Set the Stage Rate word knowledge Preview text, author, & goal Set assessment expectations	2 Minute edit (3-6) Restate the text, author, & goal	Same as Day 2	Same as Day 2	Set test expectations and focus
Vocabulary Word list presentation Partner Review Vocab Vault/Word Treasure Chest	Word list review Partner review Vocab Vault/Word Treasure Chest	Same as Day 2	Same as Day 2	Grade 2 Students review starred words & practice reading Daily Words Begin to check & score Words Out Loud (DW)
Build Background Teach reading goal	Story review with strategy use	Same as Day 2	Same as Day 2	Story map Preview test text
Listening Comprehension Motivate students to read Preview (or review) story Read aloud, modeling reading goal & strategies Preview using Team Talk questions	Same as Day 1	Same as Day 1	Same as Day 1
Test (DAY 5)				Students read & answer test questions Add to story map
Teamwork Partner Reading Partner reading w/student routines Read & restate Individual silent reading	Same as Day 1	Same as Day 1	Same as Day 1
Team Discussion Set teamwork expectations Monitor team talk responses Assign team cooperation points	Same as Day 1	Same as Day 1	Same as Day 1	Team discussion on strategy use, test answers, & story map Continue to score WOL (grade 2)
Class Discussion Numbered heads Focused strategy discussion Team responses to Team Talk questions Team Talk Extender	Same as Day 1	Same as Day 1	Same as Day 1	Numbered heads to share successes & questions from team discussion
Team Practice Vocabulary Meaningful Sentences 8 words-4 to each partner Vocab practice explained Meaningful sentence for one word-organize, draft, share & revise	Students select a new word Remaining procedures are the same as Day 1	Students select a new word Remaining procedures are the same as Day 1	Students select a new word Remaining procedures are the same as Day 1
Cloze Vocab practice explained Cloze exercises Student practice, explaining clues Class discussion to resolve differences & get consensus	Same as Day 1	Same as Day 1	Cloze exercises, 1-8 Remaining procedures are the same as Day 1
Multiple Choice Multiple-choice exercises Student practice, explaining clues Class discussion to resolve differences & get consensus	Same as Day 1	Same as Day 1	Multiple choice exercises, 1-8 Remaining procedures are the same as Day 1
Fluency Explain/review routine & rubric for fluency Model fluency using rubric Partners practice fluency, using rubric to provide feedback	Review fluency, modeling as necessary Partners practice fluency & provide feedback Assess students' fluency when ready, using rubric	Same as Day 2	Same as Day 2
Adventures In Writing Grade 2 Discuss writing prompt & scoring guide Partner sharing before they write, using scoring guide to give feedback Students draft their answers Partner discussion & feedback using scoring guide Students revise their answers Celebrate students' writing	Same as Day 1	Same as Day 1	Same as Day 1 Students turn in one of their written responses for score
Grades 3-6 Planning: Discuss writing prompt & scoring guide Use graphic organizer to plan Partner planning discussion Students write individual plans Class sharing of 1 or 2	Drafting: Review prompt & scoring guide Partner discussion about plan & organizer for writing draft Use organizer to write draft Class sharing of 1 or 2	Sharing, Responding, & Revising: Review prompt & scoring guide Partner discussion & feedback using scoring guide Revise draft	Rewriting: Rewrite draft Read aloud to partners Class sharing of 1 or 2 rewritten drafts Celebrate, collect, & score completed drafts
Book Club (DAY 5)				Book Club is conducted according to current class procedures

Success For All Foundation (2004) Participant Training Book. Networking for Experienced Users of Targeted Treasure Hunts pps. 48-49