Walking in Roman Footsteps

(Reading A-Z)

Day 1
Small Group Mini-Lesson (8:15-9:00)
SOLS: English 3.1, 3.4g, 3.5b, 3.5c, 3.5f, 3.5k
Materials:
Walking in Roman Footsteps booklet
Prediction worksheet
Blooms: Understand
Yesterday we learned to use reading strategies to comprehend a text about Ancient Greece.
Today we are making connections with Social Studies content on Ancient Rome, and we are
making, confirming, and revising predictions.
To be able to do this TSW read the text and complete the predictions worksheet.

You will show you can do this by

In a small group, each student will be given the Reading A-Z book Walking in Roman Footsteps
and a prediction worksheet. Before reading the text, the students will be expected to look at the
title and pictures in the book to make a prediction and to make connections to Social Studies (we
are studying Ancient Rome). Each student will write their prediction on the prediction worksheet
and will be asked to share their prediction with the class. Then, as a small group, the students
will read the text. Throughout the reading, the students will be asked to confirm or revise their
prediction and record it on their worksheet. After the reading, the students will recognize what
actually occurred in the text versus what they predicted, and they will independently denote that
on their worksheet. They will be expected to prove their reasoning in the text.
You will know you hit the learning target...when the teacher listens to the students reading,
listens to the students discussions, and evaluates the prediction worksheet.
Word Study (9:00-9:15)
Introduce word study words and homework for the week.
Whole Group (9:15-9:45)

SOLS: English 3.4, 3.5b 3.5f, 3.5i, 3.5k, 3.5m, 3.9g

Materials:
Hour of the Olympics
Hour of the Olympics booklet

Blooms: Understand/Apply
Yesterday we learned
Today we are reading, summarizing, answering questions, and drawing pictures about Hour
of the Olympics.
To be able to do this TSW read and discuss the selected chapter, answer the comprehension
questions, and draw a picture about the chapter.

You will show you can do this by

As a whole class, we are reading the Magic Tree House book Hour of the Olympics in order to
connect reading with our social studies unit on Ancient Greece. Each day we are reading a
chapter, discussing the chapter, writing a summary about the chapter, and answering questions
about the chapter (On Google Docs or written). In addition, the students are creating their own
Hour of the Olympics book, as they cut and paste or write the summaries and comprehension
questions in their book. They are also becoming illustrators, as they draw a picture that helps
them remember each chapter. At first this will be a whole group activity. However, as the
students strengths in reading strategies and comprehension increase, this lesson will gravitate
toward a small group activity, then a partner activity, and finally an individual activity.

You will know you hit the learning target...when the teacher listens to the students reading,
listens to the students discussions, and evaluates the Hour of the Olympics booklets.

Day 2
Small Group (8:15-9:00)
SOLS: English 3.1, 3.4g, 3.5b, 3.5d , 3.5f, 3.5k
Materials:
Walking in Roman Footsteps booklet
Analyze Setting worksheet
Blooms: Understand
Yesterday we learned to make connections with Social Studies content, and we learned to
make, confirm, and revise predictions.
Today we are analyzing changes in the setting.
To be able to do this TSW read the text and complete the setting worksheet.

You will show you can do this by

In a small group, each student will be given the Reading A-Z book Walking in Roman Footsteps
and a setting worksheet. The students will review that setting is the time and place in which a
story occurs. Then, the students will be expected to reread the text as a small group. Throughout
the reading, the students will recognize the changes in the setting by using the text and
illustrations. After rereading the text, the students will work in pairs to complete the setting
worksheet. Then, a small group discussion will be held about the change in setting.
You will know you hit the learning target...when the teacher listens to the students reading,
listens to the students discussions, and evaluates the setting worksheet.
Whole Group (9:00-9:15)
Whole Group (9:15-9:45)

SOLS: English 3.4, 3.5b 3.5f, 3.5i, 3.5k, 3.5m, 3.9g

Materials:
Hour of the Olympics
Hour of the Olympics booklet
Blooms: Understand/Apply
Yesterday we learned
Today we are reading, summarizing, answering questions, and drawing pictures about Hour
of the Olympics.
To be able to do this TSW read and discuss the selected chapter, answer the comprehension
questions, and draw a picture about the chapter.

You will show you can do this by

As a whole class, we are reading the Magic Tree House book Hour of the Olympics in order to
connect reading with our social studies unit on Ancient Greece. Each day we are reading a
chapter, discussing the chapter, writing a summary about the chapter, and answering questions
about the chapter. In addition, the students are creating their own Hour of the Olympics book,
as they cut and paste or write the summaries and comprehension questions in their book. They
are also becoming illustrators, as they draw a picture that helps them remember each chapter.
At first this will be a whole group activity. However, as the students strengths in reading
strategies and comprehension increase, this lesson will gravitate toward a small group activity,
then a partner activity, and finally an individual activity.

You will know you hit the learning target...when the teacher listens to the students reading,
listens to the students discussions, and evaluates the Hour of the Olympics booklets.

Day 3

Small Group (8:15-9:00)

SOLS: English 3.1, 3.4g, 3.5b, 3.5f, 3.5k
Materials:
Walking in Roman Footsteps booklet
Compound Words Worksheet
Blooms: Understand
Yesterday we learned to analyze the change in setting.
Today we are recognizing and forming compound words.
To be able to do this TSW read the text and complete the compound words worksheet.

You will show you can do this by

In a small group, each student will be given the Reading A-Z book Walking in Roman Footsteps
and a compound words worksheet. The students will be expected to review what a compound
word is (two words that are put together to have one word meaning) and recognize that there are
different types of compound words (joined, separated, and hyphenated). As a group, the students
will complete the compound words worksheet. Then, as a group, we will read a couple of pages
of the text, and the students will be expected to point out compound words. Then, the students
will work in pairs to recognize compound words as they read a couple more pages of the text.
Finally, the students will read the rest of the text independently and will write down the
compound words they find.
You will know you hit the learning target...when the teacher listens to the students reading,
listens to the students discussions, and evaluates the compound words worksheets.
Differentiation:
Whole Group (9:00-9:15)
Whole Group (9:15-9:45)

SOLS: English 3.4, 3.5b 3.5f, 3.5i, 3.5k, 3.5m, 3.9g

Materials:
Hour of the Olympics
Hour of the Olympics booklet
Blooms: Understand/Apply
Yesterday we learned
Today we are reading, summarizing, answering questions, and drawing pictures about Hour
of the Olympics.

To be able to do this TSW read and discuss the selected chapter, answer the comprehension
questions, and draw a picture about the chapter.

You will show you can do this by

As a whole class, we are reading the Magic Tree House book Hour of the Olympics in order to
connect reading with our social studies unit on Ancient Greece. Each day we are reading a
chapter, discussing the chapter, writing a summary about the chapter, and answering questions
about the chapter. In addition, the students are creating their own Hour of the Olympics book,
as they cut and paste or write the summaries and comprehension questions in their book. They
are also becoming illustrators, as they draw a picture that helps them remember each chapter.
At first this will be a whole group activity. However, as the students strengths in reading
strategies and comprehension increase, this lesson will gravitate toward a small group activity,
then a partner activity, and finally an individual activity.

You will know you hit the learning target...when the teacher listens to the students reading,
listens to the students discussions, and evaluates the Hour of the Olympics booklets.

Day 4
Small Group (8:15-9:00)
SOLS: English 3.1, 3.4g, 3.5b, 3.5f, 3.5k
Materials:
Walking in Roman Footsteps booklet
Discussion Cards
Blooms: Apply
Yesterday we learned to recognize and form compound words.
Today we are participating in higher-ordering thinking as we collaborate and discuss
questions about the text.
To be able to do this TSW read the text, participate in discussion, and answer the discussion
questions.

You will show you can do this by

In a small group, each student will be given the Reading A-Z book Walking in Roman Footsteps
and discussion cards. Independently, each student will reread the text. Then, as a small group, the
students will be expected to use his/her knowledge and the text to answer the discussion card
questions. Each student will be expected to be engaged, participate in discussion, and write the
answers to the questions on their cards.

You will know you hit the learning target...when the teacher listens to the students discussions
and evaluates the discussion cards worksheets.
Whole Group (9:00-9:15)
Whole Group (9:15-9:45)

SOLS: English 3.4, 3.5b 3.5f, 3.5i, 3.5k, 3.5m, 3.9g

Materials:
Hour of the Olympics
Hour of the Olympics booklet
Blooms: Understand/Apply
Yesterday we learned
Today we are reading, summarizing, answering questions, and drawing pictures about Hour
of the Olympics.
To be able to do this TSW read and discuss the selected chapter, answer the comprehension
questions, and draw a picture about the chapter.

You will show you can do this by

As a whole class, we are reading the Magic Tree House book Hour of the Olympics in order to
connect reading with our social studies unit on Ancient Greece. Each day we are reading a
chapter, discussing the chapter, writing a summary about the chapter, and answering questions
about the chapter. In addition, the students are creating their own Hour of the Olympics book,
as they cut and paste or write the summaries and comprehension questions in their book. They
are also becoming illustrators, as they draw a picture that helps them remember each chapter.
At first this will be a whole group activity. However, as the students strengths in reading
strategies and comprehension increase, this lesson will gravitate toward a small group activity,
then a partner activity, and finally an individual activity.

You will know you hit the learning target...when the teacher listens to the students reading,
listens to the students discussions, and evaluates the Hour of the Olympics booklets.

Day 5
Small Group (8:15-9:00)
SOLS: English 3.1, 3.4g, 3.5b, 3.5c, 3.5f, 3.5k
Materials:
Walking in Roman Footsteps booklet
Comprehension Quick Check assessment
Blooms: Apply

Yesterday we learned to participate in higher-ordering thinking as we collaborated and

discussed questions about the text.
Today we are using our reading strategies to complete a comprehension assessment.
To be able to do this TSW use reading strategies and the text to complete the assessment.

You will show you can do this by

In a small group, each student will be given the Reading A-Z book Walking in Roman Footsteps
and a comprehension assessment. Independently, the students will use reading strategies to
answer the multiple choice comprehension questions. The students will be expected to denote
where they found their answers in the text.
You will know you hit the learning target...when the teacher evaluates the comprehension
assessment.
Whole Group (9:00-9:15)
Whole Group (9:15-9:45)

SOLS: English 3.4, 3.5b 3.5f, 3.5i, 3.5k, 3.5m, 3.9g

Materials:
Hour of the Olympics
Hour of the Olympics booklet
Blooms: Understand/Apply
Yesterday we learned
Today we are reading, summarizing, answering questions, and drawing pictures about Hour
of the Olympics.
To be able to do this TSW read and discuss the selected chapter, answer the comprehension
questions, and draw a picture about the chapter.

You will show you can do this by

As a whole class, we are reading the Magic Tree House book Hour of the Olympics in order to
connect reading with our social studies unit on Ancient Greece. Each day we are reading a
chapter, discussing the chapter, writing a summary about the chapter, and answering questions
about the chapter. In addition, the students are creating their own Hour of the Olympics book,
as they cut and paste or write the summaries and comprehension questions in their book. They
are also becoming illustrators, as they draw a picture that helps them remember each chapter.
At first this will be a whole group activity. However, as the students strengths in reading

strategies and comprehension increase, this lesson will gravitate toward a small group activity,
then a partner activity, and finally an individual activity.

You will know you hit the learning target...when the teacher listens to the students reading,
listens to the students discussions, and evaluates the Hour of the Olympics booklets.