Differentiated Reading Plans

Book:

Story: Letter to My Hero

Heroes of the Past and Present

Unit/Week/Level: U5 W3
Intensive

Theme Question: What qualities does a hero have?

Focus Question: Can an ordinary person be a hero?

Comprehension Skill: Recall and Retell

Comprehension Strategy: Making Predictions

Vocab. Strategy: Using Descriptive Language

Word Study: Prefixes mis, dis, inter, over, semi, pro

Day 4

Day 3

Day 2

Day 1

Vocabulary Words: shiny, cool, crowded, possible, enter, fair, court

Introduce: Differentiated Vocabulary Words use vocabulary cards (During morning work have children cut
the strips apart. During reading groups students should bring them back to small group) Discuss definitions
and how they have heard the words used.
Introduce Story: Explain that this week students will read about an ordinary person who is a hero.
Review Text Structure: This story is anarrative
Review Authors Purpose: to tell a story
Review: Who is the man pictured on page 50? Why does the mayor start remembering his teacher? What is
your favorite part of the selection so far? Add Mrs. Martinez to the fourth box from day 1. Use the
Ask: Why did the author call the story A Letter to My Hero?
Word Work: Draw a word map on the board for the word shiny. I know that shiny is an adjective that means
reflecting light. I can think of lots of words that are related to things that reflect light. For example lakes
reflect light when the sun shines on them. I will write lake in a circle. Complete word map on the mini
Review: RACER steps to responding to open-ended questions
Introduce: Open ended question: Why did the major think Mrs. Martinez was a hero? Use at least 2
examples to support your answer.
Write: Guide students to use RACER response form.

Writing Prompt Directions:

Why did the major think Mrs. Martinez was a hero? Use at least 2 examples to
support your answer.

U5 W3 I