The Big Five of Reading Instruction

by Monica Curbelo

Phonemic Awareness

Phonics

Fluency

Vocabulary

Reading Comprehension

The Big Five in Breaking DawnGrade Level 10

Subject Reading

Objectives

LA.1.1.3.3- segment…words into individual phonemes

LA.910.1.6.7- identify and understand the meaning of conceptually advanced prefixes, suffixes, and root words;

LA.910.1.5.1- adjust reading rate based on purpose, text difficulty, form, and style

LA.910.1.6.4 - categorize key vocabulary and identify salient features

LA.910.1.7.7 - compare and contrast elements in text

The Big Five in Breaking Dawn

Materials

Computer/projector

Breaking Dawn by Stephenie Meyer

Candy to use as manipulatives

Affix/Root Cards

Paper, pens/pencils, markers

Goals

After this lesson, students will be able to: -Identify individual sounds within words- divide words into affixes and roots- read a passage with prosody and accuracy- understand new vocabulary words- comprehend text

PHONEMIC

AWARENESS

The Big Five in Breaking Dawn

Phonemic Awareness Activity

I Do:

How many phonemes, units of sound, are in

PYRE? I will use my fingers to count. First, watch me!We can also count using the candy. (Don’t eat it.)

We Do:

How many phonemes, units of sound, are in

RAZE? Let’s all do it together!Use the candy to help you count.

You Do:Now, on your own, count the number of

phonemes in FERAL.How many are there?

3

3

5

The Big Five in Breaking Dawn

Phonics Activity

I Do:Introduce affixes and roots. Model how to identify the prefix and root of

INFLUX.

We Do:How can we divide INCREDIBLE into prefix, root, and suffix? Let’s all do it together!

You Do: Now, on your own, divide REANIMATE into prefix, root, and suffix?

IN / FLUX

IN / CRED / IBLE

RE / ANIM / ATE

The Big Five in Breaking Dawn

Vocabulary Activity

I Do:Introduce vocabulary word list.“I say the word; you say the word…”

Show KIM for INFLUX.

KKey Concept

IInformation

MMemory Clue

INFLUX A large pouring in

The Big Five in Breaking Dawn

Vocabulary Activity (continued)

We Do:

How can we create a KIM for

INCREDIBLE?Let’s all do it together!

You Do:Now, on your own, create a KIM for

REANIMATE? Who wants to share?

The Big Five in Breaking Dawn

Fluency Activity

I Do:

Explain and model the echo reading protocol with proper intonation, enunciation, and accuracy.

We Do: Now let’s begin together!

You Do:

Walk around the room and tap students on the shoulder. Each chosen student will model reading with prosody and their classmates will echo them.

• No longer just a nightmare, the line of black advanced on us through the icy mist stirred up by their feet.

• We're going to die, I thought in panic. I was desperate for the precious one I guarded, but even to think of that was a lapse in attention I could not afford.

• They ghosted closer, their dark robes billowing slightly with the movement. I saw their hands curl into bone-colored claws. They drifted apart, angling to come at us from all sides. We were outnumbered. It was over.

• And then, like a burst of light from a flash, the whole scene was different. Yet nothing changed--the Volturi still stalked toward us, poised to kill. All that really changed was how the picture looked to me. Suddenly, I was hungry for it. I wan- ted them to charge. The panic changed to bloodlust as I crouched forward, a smile on my face, and a growl ripped through my bared teeth.

Breaking DawnBook Three, Bella, Preface

The Big Five in Breaking Dawn

Comprehension Activity

I Do:

Explain and model how to compare and contrast using the venn diagram. After having read chapter 20, compare and contrast human Bella to newly-transformed-vampire Bella. Give one example.

We Do:Now let’s begin together! Students contribute ideas and we all include them in our venn diagram.

You Do:Now, on your own, add more similarities and differences to your venn diagram. Then, share.

The Big Five in Breaking Dawn

Human Bella

Vampre Bella