grade 5 ela curriculum unit map weeks 1-6 lesson...

Grade 5 ELA Curriculum Unit Map Weeks 1-6 Lesson Seeds

Table of Contents

Click on the yellow outlined page number box to link directly to that seed.

Page Seeds

1 Unit Overview

3 #1 RL.5.10 and RI.5.10 Becoming Metacognitive Readers

5 #2 RL.5.4 Becoming Word Conscious

7 #3 RL.5.10 Gathering Information about Characters and Setting

9 #4 RL.5.10 Keeping Track of Characters

10 #5 RL.5.3 Comparing and Contrasting Two Settings

12 #6 RL.5.3 Comparing and Contrasting two or more Characters

14 #7 RL.5.4 Using Context Clues to Determine the Meaning of Unknown Words

16 #8 RL.5.2 Determining the Theme of a Poem

18 #9 RL.5.4 Understanding Figurative Language

19 #10 RI.5.2 Determining two or more Main Ideas

21 #11 RI.5.2 Explaining how Key Details support Main Ideas

22 #12 RI.5.1 Inferring Accurately From the Text

24 Resources Also utilize the Suggested Standards Map for English/Language Arts located in the Literacy Closet &/or the Gheens Website.

Kentucky Core Academic Standards Curriculum Unit Jefferson County Public Schools English Language Arts

Grade: 5 Weeks: 1-6

Unit Title: Thinking, Talking, Reading, and Writing about Literary and Informational Texts

Overview: During this unit, students will think, talk and write about literary and informational texts. They will begin to have deep conversations and will practice quoting accurately from the text when explaining their thinking. Students will learn the power of previewing before reading and will begin to compare and contrast characters and settings. Students will learn a strategy for considering context clues when trying to infer the meaning of an unknown word, as well as explore the use of figurative language in poetry. While analyzing a poem, students will begin to think about the theme an author or narrator is trying to convey.

Students will learn to determine main ideas of an informational text, identify details that support the main ideas, and explain how the details support the main idea.

Focus Standards • RL.5.1: Quote accurately from a text when explaining what the text says explicitly and when

drawing inferences from the text. • RL.5.2: Determine a theme of a story, drama, or poem from details in the text, including how

characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

• RL.5.3: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

• RL.5.4: Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

• RL.5.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band independently and proficiently.

• RI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

• RI.5.2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

• RI.5.4: Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 5 topic or subject area.

• RI.5.10: By the end of the year, read and comprehend informational texts, including history/social studies, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.

Reading Workshop is the recommended framework for standards-based reading instruction. The workshop framework is a cycle of differentiated support that begins with whole group instruction, narrows to small group and individual instruction based on student need, and concludes with whole group sharing. Assessment and intervention are embedded within the workshop framework. Classrooms that do not use a workshop framework are expected to implement research-based reading instruction daily. Research-based reading instruction provides daily opportunities for students to experience: interactive read alouds, shared reading, whole group mini-lesson, small group instruction, conferring with a teacher, independent reading practice, thinking, talking and writing in response to reading, and closure. Teachers meet with small groups of students on a rotating basis and meet with the lowest achieving students daily. Targeted interventions are provided for students who need more support. Whole group, small group, and individual instruction should be standards-based.

1


Grade: 5 Weeks: 1-6

This unit includes multiple lesson seeds. Lesson seeds include objectives, learning targets, sample activities, anchor charts, thinking stems, and formative assessment suggestions. Lesson seeds should be used to build or grow a learning experience, and are for the whole group mini-lesson. A learning experience includes standards, learning targets, materials, formative assessment opportunities, mini-lessons (e.g., teach/model/demonstrate, guided practice), daily work time (e.g., guided reading, focus groups, and/or book clubs) and daily group sharing (reflection and evaluation of the learning). A learning experience and some lesson seeds are designed to take multiple days. For example, the mini-lesson might take one or two days, the guided practice would become the mini-lesson for the following day, and possibly extend to the next day. In addition, based on formative assessment, if the majority of students did not understand the mini-lesson concept, seeds may be repeated with different texts or excerpts. If some of the students did not understand the mini-lesson concepts, small group instruction and teacher led conferences are utilized to reteach, reinforce, and support students who need additional help.

Although it may take more than one day to get through one seed, always remind readers of the focused learning target at the end of the daily mini-lesson. Then, send readers off to read on their own with a directive relating to the mini-lesson for their independent reading and writing. After work time, readers are gathered again to discuss and share the strategies and thinking they used while reading and writing and how they might have grown as readers.

Interactive read alouds, as well as on-level shared reading experiences allowing students to see and hear fluent reading of the text, should be included daily in addition to the reading during the mini-lessons. Many seeds revisit texts that have previously been read in prior experiences of shared reading and/or read alouds.

Word Study should occur daily within the context of reading. The purpose is to promote understanding of how words work and how to use them to effectively communicate ideas. This may occur as the workshop mini-lesson, as a focus group, during guided reading, during read aloud, during content area instruction, or as targeted word work instruction. Students will need the opportunity to apply the learning during authentic reading and writing. At the 4/5 level, Word Study should occur daily within the context of reading. The purpose is to promote understanding of the various ways we use words to effectively communicate ideas as well as how we use knowledge of roots and affixes to comprehend what we read. Writing Standards 1-6 and most Language Standards will be taught during Writing Workshop. However, these standards will reinforce and will support the learning within these units. Handwriting Instruction – During this six-week unit, students in fifth grade should receive cursive writing instruction on a daily basis as part of their word study and writing times. Appropriate letter and word formations are expected and reinforced as students engage in authentic writing tasks. The JCPS Handwriting Map, which includes a link to resources to support instruction in letter formation, can be found on our website.

2


Grade: 5 Weeks: 1-6

Objective: Students will think about their thinking (i.e., making connections, asking, and answering questions) while reading to make sense of key ideas and details in the text.

Seed #1-Literature and Informational Learning Target: I am aware of my thinking as I read. (RL.5.10 and RI.5.10)

Note: This seed is adapted from an experience on metacognition described in Comprehension Connections, by T. McGregor. Good readers monitor their thoughts, or think about their thinking while reading. No matter the level of readers, time should be spent noticing, naming, and exploring metacognition.

Materials for this lesson include one large bowl labeled “real reading salad,” two small bowls—one labeled “text” and the other “thinking,” small green paper squares that say “text,” small red paper squares that say “thinking,” a challenging adult book you may be currently reading outside of school (i.e., Warriors of God), and a deep thinking picture book. A deep thinking picture book recommended for this seed is Don’t’ Laugh at Me, by Seskin and Shamblin. The authors are songwriters. The text is actually a song recorded by music artists, Peter, Paul, and Mary. However, any deep thinking picture book will work. Copy a few sentences from the text onto the Metacognition ThinkSheet (LINK). Make copies for each student.

Mini-Lesson(s): (RL.5.10, RL.5.1; RI.5.10, RI.5.1, SL.5.1 ) Students are asked to pretend to be the teacher by listening to you read. They will evaluate you as a reader. Begin by telling them how the book you are about to read was recommended by a friend and has several hundred pages and contains many difficult words. Tell them the text is challenging for you but you will do your best as you read the first paragraph. Read the text with expression and at an appropriate rate with no difficulty. Have students turn and talk about what they think of you as a reader. Responses will include how good of a reader you are and how you read all of the words with no help.

Let them in on a little secret about yourself when you were in school. Tell them how sometimes you faked your teachers and other people out when you were reading. You always raised your hand to read aloud in school and did an awesome job by reading aloud really hard words and reading very fast. But there was something you weren’t doing. You were not thinking. You were just reading the words. If your teacher would have asked you questions about what you read, you wouldn’t have been able to give thoughtful answers. Explain about fake reading and how you were doing fake reading as you just read aloud. It sounded good, but you were not doing any thinking. Ask students if they have ever done fake reading. Explain how they are being metacognitive by thinking about their thinking.

Explain how you will model real reading and how it is like a tossed salad. Introduce the materials and how they will help understand more about real reading. A tossed salad might be a mixture of lettuce and tomatoes. A “reading” salad is a mixture of text and thinking. Each bowl is filled with cards. The text bowl includes red cards that say “text” (tomatoes). The thinking bowl includes green cards that say “thinking” (lettuce). With your help, we will make reading salad while enjoying a great book! I am going to show you exactly how real reading works. Explain how you will point to the text while reading the text and point to your head when you are thinking. Choose one helper to be in charge of the text bowl, and one helper to be in charge of the thinking bowl. One helper puts a red card into the salad bowl each time you point to the text. The other helper puts a green card into the salad bowl each time you point to your head. During your thinking, model making predictions, making connections, and asking and answering questions. Model text-thinking-text-thinking. After midway through the book,

3


Grade: 5 Weeks: 1-6

send helpers back to the group, and have students turn and talk on what they have just seen and what they are thinking.

Guided Practice: (this may occur during the next mini-lesson) Listen as I continue to read, but this time you will do the thinking. Drop in a red text card each time you read. Then, call on readers to share what’s going on inside their head. Have each reader drop in a green thinking card as they share their thinking. After reading each page of text, have several readers share their thinking to model more thinking than reading so that more green cards are being added at a much faster rate. After reading, guide readers to realize how much more green (thinking) there is in the salad than red (text). Discuss how real reading should include much more thinking than reading to understand. Create an anchor chart.

Work Time: Remind readers again of the learning targets. Provide each reader with a Metacognition ThinkSheet. Read the text on the text side together and have each reader draw/write about their own thinking from this text. This independent practice from the mini-lesson should last no more than ten minutes. Then, students transition into other work time activities. Have readers begin to think more about noticing their own thinking as they are reading their own texts at their independent reading level. Have them track their thinking on a post-it note, a ThinkSheet, or reader’s notebook, for evidence of this great thinking by recording the text (and page number if applicable) on one side and their thinking on the other. While students are working, circulate the room to listen in or confer with them on their reading, or pull small groups to provide focus group instruction for students needing additional support. Guided reading groups are also to be pulled at this time.

Share: Have readers share their thinking about the chosen part of the text. Have them share parts from their own texts, their thinking, and how they tracked their thinking.

Sample Thinking Stems/Anchor Chart:

Formative Assessment Opportunities: • Listen in during turn and talk for understanding about reading and thinking. • Use student writing during independent practice as an exit slip for thinking about their thinking. • Observe during independent reading for noticing and tracking their thinking from their own

texts. • Exit Slip: Have students analyze their post-it notes to reflect on what they notice about

themselves as readers. What do you notice about your thinking about reading? How does thinking help you better understand what you are reading? What are your next steps as a reader?

• Check for understanding of noticing their thinking during small groups by having readers begin to track their thinking.

4


Grade: 5 Weeks: 1-6

Objective: Students will pay close attention to words and phrases used by an author. Lesson Seed #2 – Literature

Learning Targets: I can listen for interesting language during read aloud. (RL.5.4) I can identify and record interesting language while reading independently. (RL.5.4)

Note: Ideas for interactive read aloud lessons have been included in many of the seeds in this unit. The read aloud should occur prior to the mini-lesson. This will allow you to revisit these texts, or parts of these texts, during future mini-lessons. During the interactive read aloud you will model deep thinking, fluent reading, and how to have conversations about books. You will also be exposing students to complex texts that they may not be able to read independently.

Building students’ vocabulary begins with students becoming aware of the words around them and noticing words and phrases they find interesting. When students begin paying attention to language and the word choice of authors, they will begin to use this language in their own speaking and writing. The purpose of this seed is to build word-consciousness in the classroom through making students aware and excited about language. This is only the beginning to building students vocabulary.

Interactive Read Aloud: (must occur prior to the mini-lesson) Before reading the text, think about the routines and procedures you want in place for read aloud time. Pair students with a reading partner so that during read aloud students are able to turn and talk about the text. This allows students to construct meaning of the text. This partnership may be the same for the entire read aloud book. Before beginning the read aloud, select a student to model how to turn and talk during the read aloud. Model how partners should face each other, look each other in the eye, while demonstrating appropriate body language. Start an anchor chart labeled “Characteristics of Effective Listening” and “Characteristics of Effective Speaking.” Have students help you think of characteristics of each as you create the chart together.

Choose a picture book with interesting language such as I’m in Charge of Celebrations, by Byrd Baylor. Select specific parts in the text where students are invited to turn and discuss the book. For example, after reading the first two pages of text say: Turn and talk to your partner about how the narrator seems to feel about being alone in the desert. Refer to the text to support your answer. Allow students to share their thinking. You will want to choose other stopping points for partner talk and sharing. While students are sharing, provide language support and offer feedback. It is not necessary to read the entire book during this interactive read aloud. You may choose to revisit it during another read aloud for another purpose.

Mini-Lesson(s): (RL.5.4, RL.5.5, 5.10; RF.5.4a, 5. 4b; L.5.4, 5.6; W.5.8, 5.10; SL.5.1a, 5.1b, 5.1c) This seed is intended to span more than one mini-lesson. Reread the first two pages of text in I’m in Charge of Celebrations. Think aloud about the interesting language the author used and point out words and phrases that you find interesting. Wow! I love the words used to describe the setting: deep ravines, hawk nests, cliffs! I can really visualize what it looks like where the narrator lives. Continue to read a few more pages, pausing to think aloud interesting words and phrases.

Tell students that you are going to reread a few more pages as they listen for words or phrases that they find interesting. Have students share out and chart their responses. Ask students to explain why they chose that word or phrase. Do you like the way the word sounds? It is unusual? Does it help to paint a picture in your mind? At this point students may not be able to explain why they find the word(s) interesting. By continuing to model and think aloud about interesting language students’

5


Grade: 5 Weeks: 1-6

explanations will become more sophisticated. Eventually you will want students to explain why they find the language interesting and how the language helps them as a reader.

Guided Practice: (this may occur during the next mini-lesson) Provide students with a copy of either a familiar poem or the last few pages of I’m in Charge of Celebrations. Tell students that they are going to work with partner to reread the poem or the pages from the book. Begin by each person taking turns reading the text. Then, have each student underline 2-3 words and/or phrases that they find interesting. Have partners form groups of four to discuss the language they found interesting and why they found it interesting. Write the following questions on chart paper to help guide their thinking: Which words or phrases did you find interesting? Why did you find it interesting? Why do you think the author chose to use that word/phrase? As student are working in their small groups, listen in to students’ conversations. Briefly bring students back together and select a few students to share with the whole class.

Work Time: Remind students of the learning targets. While reading books at their independent level have students record either on sticky notes or in their reading notebooks language that they find interesting.

While students are working, circulate the room listening in to their reading, or pull small groups of students to provide focus group instruction for students who need additional support. This is also the time you would pull guided reading groups.

Share: Before bringing students back together ask them to select one word or phrase that they found interesting and be ready to share their thinking. For this share time you could either have students turn and share with a partner or randomly choose 3-4 students to share their thinking. Continue to ask students why they found the language interesting. After share time, provide students with a sentence strip to record the word or phrase they chose. Post students words on the wall (see anchor chart below). These words and phrases will be used in the next seed.


• What words/phrases did you find interesting? Why? • Which words or groups of words seem powerful and why? • Why do you think the author chose that word/phrase?

6


Grade: 5 Weeks: 1-6

Formative Assessment Opportunities: • Collect and analyze students work from the guided practice portion. Are they able to indentify

interesting language? • Listen in to students’ conversations. Are students able to explain why they chose that the

word/phrase?

Objective: Students will gather information about characters, settings, and problems by previewing the text and carefully analyzing the beginning of the text.

Lesson Seed #3-LIterature Learning Target: I can preview a book to help me understand characters and settings. (RL.5.10)

Note: This seed is an adapted lesson from Lucy Calkins’ Reading Units of Study, which is a collection of thoughtful standards based units. It is designed to show readers how previewing a book provides them with useful information that helps them understand the characters they will meet, the place in which to story takes place, and the problems the characters are likely to face.

Interactive Read Aloud: (must occur prior to the mini-lesson) Read aloud chapter one of The Lightning Thief. For the purposes of the upcoming lesson, do not preview or discuss the book before reading. Just dive into the text. Students may seem confused as you read the scene with Mrs. Dodds. It is okay for students to be confused. After the following mini-lesson, you will reread chapter one and students will experience how information gathered from previewing helps the reader understand the characters and the setting.

Mini-Lesson(s): (RL.5.10, RL.5.1, 5.2, 5.3; SL.5.1, 5.4; L.5.6; W.5.9a, 5.10) This seed will take more than one mini-lesson. Provide students with a copy of the front cover, back cover, and the first two pages of The Lightning Thief. Tell students that a good reader collects information about the characters, setting, and plot by previewing the book. They also begin to think about questions they have.

Think aloud as you model how to preview a book to gather information about the characters, setting, and plot. Share questions you have as you preview. As you think aloud, take notes on your thinking. When I preview a book, there are four parts I look at to gather information about the story. I think about the front cover, the back cover, the table of contents if included, and lastly, I think while reading the first few pages of the book. Let’s begin by looking at the front cover and while we’re looking, let’s remember how quickly things happened while reading the first chapter of the book. Remember the scene with Percy and Mrs. Dodds? I’m still confused. Where did Mrs. Dodds go? Did this really happen or was Percy dreaming?

Project the front cover. I see this is New York City. I see the Empire State Building and the lightning striking. And there is a boy, probably Percy, emerging from the ocean and he is dry. He also has a sword in one hand and something else in the other. I sense something magical just because the boy is dry and he is watching a lightning storm from water. The sword reminds me of something medieval, but the city skyline and the boys contemporary clothing tells me the story happens in modern times.

7


Grade: 5 Weeks: 1-6

Project a copy of the back cover of the book, read aloud the first paragraph of the blurb, think aloud and model taking notes.

Guided Practice: (this may occur during the next mini-lesson) Students continue previewing the book. After reading and thinking about the remainder of the back cover, have students discuss what they are thinking. Are they beginning to better understand the questions they had after hearing the first chapter of the book? Students should continue to preview the table of contents, record their thinking and talk to a partner. Students should then read the first couple of pages of the book, take notes, and talk about details beginning to make sense. Before sending students to begin work time, bring the class back together to discuss the information gained while previewing.

Work Time: Students should begin their work time by previewing their book. Even if students have read several chapters of their book, they may find that one or more of their questions are answered on the back of the book or they may better understand the cover. While students are reading independently, circulate the room listening in to their reading, or pull small groups of students to provide focus group instruction. This will also be the time you would pull a guided reading group, if needed.

Share: Bring the class back together as a whole group. The purpose of this time is to lead a discussion about the process of previewing books. What important information were students able to gather from their previews?

Sample Thinking Stems/Anchor Chart: • Where does this story take place? Is the place realistic

or fantasy? Where have you found clues to help you understand the setting?

• What new information have you learned about the characters? What problem(s) are they likely to face in the place and time in which this story takes place?

Formative Assessment Opportunities: Students write a response to the following questions in their reader’s notebook:

• What do you know about the characters, setting, and problem in your book?

• What information does the reader get when they preview a book?

8


Grade: 5 Weeks: 1-6

Possible Next Steps: You may wish to plan a mini-lesson designed to teach students how to use their reader’s notebook to reflect upon their reading. Think aloud and model writing about how you, as a reader, were confused about the scene with Mrs. Dodds because the events did not seem possible. Explain how reading the blurb on the back of the book and analyzing the cover helped you make sense of this scene. Be sure to model how to refer to specific parts of the text as you explain your thinking. You will want to begin a chart of “Reading Responses.” As you model possible reading responses, list the types of entries on the chart for students to refer to during their independent reading.

Lesson Seed #4 – Literature Learning Target: I can keep track of multiple characters as I read. (RL.5.10)

Note: Many books in the 4/5 grade band require the reader to keep track of multiple characters. Some characters are introduced at the beginning of the book, but do not become important until the end of the story. The reader’s notebook is a tool a reader can use to track characters and hold their thinking about settings, plots, themes, and thoughts they may want to explore during conversations or writing. It is important to model how a reader may choose to use a notebook to hold their thinking.

Interactive Read Aloud: Continue reading aloud The Lighting Thief and tracking characters. Even though the mini-lesson focuses on the first pages of the book, you will want to keep reading forward daily during read aloud. You may actually read chapter 2 or 3 during read aloud on the same day you revisit a section of chapter 1 during your mini-lesson. Your read aloud will not always support your reading mini-lesson. You may read aloud an informational text that supports your science or social studies content. The purpose of read aloud is to model fluent reading and deep thinking while teaching students to have conversations about texts.

To prepare your students for conversations they will have about texts, stop while reading aloud to share your thinking. As you think aloud, record your thought on a post-it note. Use the visualizer so all students can see how you are jotting to record your thinking. It is very important that you model recording only one thought on each post-it note. When students begin to have conversations about their reading, having only one thought on each post-it note helps them stay focused on one thought.

Mini-Lesson(s): (RL.5.10, RL.5.2, 5.1, 5.2; L.5.6; W.5.9a, 5.10) Tell students that the beginning of a book is very important because the author is introducing the main characters to the reader and helping the reader get to know the characters well enough to understand the emotions involved in the problems they will face.

Reread the first two pages of The Lighting Thief and model keeping track of the characters. Lucy Calkins suggests using boxes and bullets as an organizer. On the first page we are introduced to Percy Jackson, the main character. This book is written in first person. Percy, himself, is telling the story so we will experience it through his point of view. On the second page, we are introduced to one of Percy’s teachers. Model writing the character’s names in a box and bulleting a few notes about each. In order to later compare and contrast characters (RL.5.3), you will want to model thinking and writing about each character’s traits, motivations, feelings, and interactions with others.

Continue rereading the next page and add Nancy and Grover to the character tracking chart in your notebook. Model jotting a few notes about each character as you add to your notebook.

9


Grade: 5 Weeks: 1-6

Guided Practice: (this may occur during the next mini-lesson) Continue rereading the next page of The Lighting Thief as students keep track of characters and add to their notes on characters they have already recorded in their reader’s notebook. Keeping track of characters should continue throughout the book.

Work Time: Have students reread (or read) the first chapter of their independent reading book and keep track of characters in their reader’s notebook. While students are working, circulate the room listening in to their reading, or pull small groups of students to provide focus group instruction for students who need additional support. This will also be the time you would pull a guided reading group, if needed.

Share: Bring the class back together as a whole group. Restate the learning target and ask a couple of students to share how rereading and tracking characters helped them organize their thinking about the book.

Sample Thinking Stems/Anchor Chart: • Who are the characters that are introduced in the

beginning of your book? • What do you know about the characters? • Who is telling the story? How do you know?

Formative Assessment Opportunities: • During guided practice, observe students as they are

identifying characters and listing important details about those characters. Note students who are having trouble with this. Pull these students for a reteaching focus group during work time.

• During work time, conference with students while they are reading their independent books and make notes about their reading. What are their strengths? What do they need help with? Begin to plan for whole group and small group instruction based on what you learn from your readers.

• Review students’ reader’s notebooks. Students should have a few jottings about each character introduced at the beginning of their books. Many students will record physical features of characters, some will begin to list a couple of traits or even how the character feels.

Lesson Seed #5 - Literature Learning Target: I can compare and contrast two settings. (RL.5.3)

Note: Fantasy stories are often set in a medieval world full of swords, horses, castles, and dragons. They can also be set in a futuristic world full of spacecraft, intergalactic travel, and advanced technology. It is common for a fantasy story to begin in a realistic place, where at first everything seems normal, but then magical elements are gradually introduced.

10


Grade: 5 Weeks: 1-6

It is important that 5th graders think of a setting as more than a time and place. They must analyze a setting by thinking about how it must feel to live in this time and place. Understanding the setting helps the reader understand the characters, their problems, their motives, and their interactions.

Interactive Read Aloud: Continue reading aloud The Lighting Thief and tracking characters. Help students notice that you may not keep track of every character mentioned in the book because you may not think they will be important to the story. For example, you may choose to not track Mr. Nicoll on page 17. If a character becomes important later, we can always add them then.

Even though the mini-lesson focuses on excerpts at the beginning of the book, you will want to keep reading forward during the read aloud. You may actually read chapter 3 or 4 during read aloud on the same day you revisit a section of chapter one during your mini-lesson.

You will probably notice many of the conversations you hear during read aloud are surface level. Explicit instruction is necessary to teach students to stay focused on one topic long enough for the conversation to contain depth. Prior to the read aloud, begin a chart with “Conversation Prompts” and add the following prompts: “I agree because…,” “I thought that too because…,” “I agree, but look where it says…,” “I disagree because…,” and “Building on to what ______ said…” During this read aloud, you will introduce strategies for discourse that students will use throughout the year during read aloud and book club discussions.

Provide students with post-it notes. Have them jot their thinking as you read aloud, recording one thought per post-it note. Read aloud 2-3 pages and stop to provide a minute for students to continue thinking independently and jotting their thoughts. This is an important step because some students are unable to focus on their own thinking long enough to record their thoughts while listening to you read aloud.

After jotting, have students turn and talk about their thinking. Right now, jotting is a way for a student to “hold” their thinking and mentally plan for a conversation. After one student shares their thinking, the other student must respond using one of the conversation prompts. Listen in as they talk. Many students will agree, because it is the easy thing to do. If you hear someone disagree and explain why, ask them to recreate their conversation for the class. Remember, this read aloud is about learning to carry on a conversation about their thinking while supporting their thoughts with evidence from the text. Students are more likely to support their thinking with evidence when they disagree.

You do not want each partner merely reading aloud their post-it note and their partner doing the same. Depending on the needs of your students, you may need to model how to use the conversation prompts or provide more practice. Mini-Lessons(s): (RL.5.3, RL.5.1, 5.2; L.5.6; W.5.9a, 5.10) This seed will take more than one mini-lesson. Tell students they are going to think, talk, and write about two settings. Provide students with copies of pages 4 and 5 of The Lightning Thief and the Comparing and Contrasting Think Sheet (LINK). Tell students before they can compare and contrast two settings, they must analyze each. On the left column of the think sheet, you might analyze the museum before Percy told Nancy to shut up, using text on page 4. On the right column, you might analyze the museum after Percy told Nancy to shut up, using page 5.

Project page 2 of the text and think aloud as you complete the left side of the think sheet.

11


Grade: 5 Weeks: 1-6

Guided Practice: (this may occur during the next mini-lesson) Have students work with a partner to analyze the setting after Percy told Nancy to shut up. The mood in the museum definitely changes.

After students analyze both settings, they are ready to compare and contrast the two settings. Students should write in their reader’s notebook how the setting has changed.

Work-Time: Provide students with blank Comparing and Contrasting Settings Think Sheets. As they read independently, ask them to analyze two settings within the same section of the book. Students will begin to notice how events in a story affect the setting or the mood. While students are reading independently, circulate the room listening in to their reading, or pull small groups of students to provide focus group instruction. This will also be the time you would pull a guided reading group, if needed.

Share: Bring the class back together as a whole group and ask them to share the analysis of two settings with a partner. Students can also orally compare and contrast the two settings as a rehearsal for writing. Listen in as students talk with a partner and ask a student to share with the whole group.

Sample Thinking Stems/Anchor Chart: • Describe the event that caused a change in the setting. • The time and place did not change, but the mood or

emotional atmosphere did. Explain the change.

Formative Assessment Opportunities: • Analyze students’ comparison of the setting as they work

with a partner during guided practice. Listen to their conversations and read their written work. If students are focusing on the physical attributes of the museum, they need to understand that the setting includes how it feels to live in the physical space. You will need to provide further instruction. Some students may be able to verbally compare and contrast two settings, but may struggle with written expression. You will need to model and think aloud as you record your thinking on paper.

• Analyze students’ comparison of settings from their independent reading. Ask them to explain to you the events that caused a change in the mood or setting.

Lesson Seed #6-LIterature Learning Target: I can compare and contrast two or more characters. (RL.5.3)

Note: RL.4.3 requires that students describe in depth a character, drawing on specific details in the text such as a character’s thoughts, words, or actions. RL.5.3 requires that students compare and contrast two or more characters. Their comparisons of characters should begin with an in depth analysis of characters. You will need to guide students’ thinking to reach the depth intended by the standard.

Interactive Read Aloud: (must occur prior to the mini lesson) Continue reading aloud The Lightning Thief. Refer students to the “Conversation Prompts” chart and tell them the goal of a conversation is to talk about one idea for a long time. Practice the process of reading (you reading aloud), stopping to

12


Grade: 5 Weeks: 1-6

jot thinking, and discussing thoughts with a partners using discussion prompts as a guide. Listen carefully as student talk. You will want to notice how well students respond to each other and if they use evidence from the text when responding. Use this time to coach partnerships, teaching them the process. Time spent early in the year teaching students to have deep conversations will reap benefits for the remainder of the year.

After students converse with their partner, bring the whole group back together to reflect on the process of talking and responding to one idea. Point out specific behaviors that are important to having an effective conversation. You may want to role play a conversation to make a specific point your students need to consider.

Mini Lesson(s): (RL.5.3, RL.5.1, 5.2, 5.10; L.5.6; W.5.9a, 5.10) Tell students they are going to do an in depth comparison of Percy and Annabeth. We are going to deeply analyze and compare and contrast Percy and Annabeth. We know they are both demigods and they are both living at Camp Half-Blood. We know they differ in that Percy is a boy and Annabeth is a girl. Annabeth’s mom is a god and Percy’s dad is a god. We can even compare and contrast their physical traits such as their color of hair, but an in-depth comparison will go much deeper.

Tell students we are going to compare and contrast both characters’ relationships with their mortal parent—Percy’s with his mother, and Annabeth’s with her father. Go back to page 95 in The Lightning Thief and read aloud this conversation between Percy and Annabeth. We find out from this conversation that Annabeth has not seen her father since she was very small. We can assume that she does not have a relationship with her father because she hasn’t seen him in such a long time. We also know that Percy just arrived at Camp Half-Blood and his mom was killed trying to protect him. His relationship with his mom is clear. He loved his mom and she loved him. This is in contrast from the relationship between Annabeth and her father.

Go back to page 66 and read aloud the middle of the page beginning with “’Percy,’ he said.” Tell students to listen for evidence that Percy’s relationship with his mother was in contrast to the relationship between Annabeth and her father. Provide students with copies of pages 104-106 of The Lightning Thief and ask students to read, thinking about the relationship between Percy and his mother and how it is different from the relationship between Annabeth and her father.

Guided Practice: (this may occur during the next mini-lesson) Students should work with a partner to further compare and contrast Percy and Annabeth. Provide students with a copy of pages 145-147 and ask them to consider the relationships between Annabeth and her mother (Athena) and Percy and his father (Poseidon). Ask students to explain using evidence from the text.

Work Time: Students will continue to read independently a book on their independent level. As students read, they should keep track of characters in their reader’s notebook and consider two characters they can compare and contrast. Ask students to be prepared to share with a partner two characters from their book and how they are alike and/or different. Tell students to jot on a post-it note to hold their thinking and place post-it notes in their book where they locate text that supports their thinking. As students work, you will want to either circulate the room, listening in to their reading or pull small groups of students to provide focus group instruction. This will also be the time you would pull a guided reading group, if needed. Share: Bring the class back together as a whole group. Restate the learning target and ask students to share with a partner how two characters in their book are alike and/or different. Listen in as students share. Notice students who are comparing character’s emotions, feelings, or beliefs instead of physical traits. Also notice students who are able to support their comparisons with evidence from the text.

13


Grade: 5 Weeks: 1-6

Ask them to share with the whole group pointing out to the rest of the class the deep thinking about the characters and the supporting evidence.

Sample Thinking Stems/Anchor Chart: • How are Annabeth and Percy alike and how are they different? • Explain how their feelings about being Half-Bloods are similar or different. What in the story

led you to that conclusion? • Explain how Annabeth’s relationship with her mortal parent is similar or different to Percy’s

relationship with his mortal parent.

Formative Assessment Opportunities: • Listen in to conversations about Annabeth and Percy. Are students able to analyze the

characters and notice their similarities and differences beyond physical traits? Are they able to identify details from the text that support their thinking?

• Exit Slip: Compare and contrast Annabeth and Percy. Use evidence from the text to support your response.

Note: As you continue to read aloud The Lightning Thief, you will want students to continue to compare and contrast Annabeth and Percy. You may want to guide students to consider that Annabeth knows a lot about the life of half-bloods (p.96, 99) and Percy is just learning who he is and putting the pieces of his life together. The two characters also differ in that Annabeth has numerous siblings (p.116) and Poseidon only has a few. You may also want students to think about Annabeth’s desire to have a quest (p.99) and get out into the world (p.102), while considering Percy’s feelings about a quest and living the rest of his life in Camp Half-Blood. Additionally, students may notice the other Half-Bloods’ and Gods’ feelings toward Percy (p.131) in contrast to their feelings for Annabeth. Consider Percy’s motives to take a quest and how it compares to the reason Annabeth longs for a quest. Objective: Students will use context clues to determine the meaning of unknown words.

Lesson Seed #7 - Literature Learning Targets:

• I can determine the meaning of an unknown word in real text using context clues. (RL.5.4) • I can recognize when the context of a text does not give me enough information to determine

the meaning of an unknown word. (RL.5.4)

Note: This seed focuses on teaching kids to effectively use context clues to determine the meaning of unknown words. It is important for students to understand that context clues will not always allow them to determine the meaning of an unknown word. However, it is the first step they can use to determine the meaning of an unknown word. The next step is using word morphology, or word parts, to infer the meaning of unknown words. Morphology will be addressed in future units.

Interactive Read Aloud: (must occur prior to the mini-lesson) Continue reading The Lightning Thief and teaching students to have deep, focused conversations about characters, settings, and events. Students should continue to use conversation prompts, with your guidance. They should also identify evidence from the text to support their thinking on a daily basis.

Mini-Lesson(s): (RL.5.4, RL. 5.10; L.5.4a) We are going to revisit parts of The Lightning Thief and use strategies to determine the meaning of unknown words using clues from the text. When we read we

14


Grade: 5 Weeks: 1-6

can sometimes figure out the meaning of a word we don’t know by using clues in the text. There are several different types of clues that the author might give a reader in the sentence or sentences around a word. The author may define the word, or give you an example. The author may use a synonym or antonym in the sentence or selection that the reader can use to help them understand the meaning of the word. Often, the author provides several clues to the word’s meaning in the sentence or selection that the reader can use to infer the meaning of a word. Sometimes, there is not enough information to determine the exact meaning of an unknown word.

Provide students with the following strategy for using context clues to determine meaning—Think. Decide. Think. Decide. You will want to construct an anchor chart during the lesson so students can refer to the strategy as they read independently.

Reread the sentence or selection. 1. Think. What is the sentence or group of sentences about? 2. Decide. Is there enough information to help me determine the meaning of the tricky word? 3. Think. What are the clues in the story that can help me figure out the tricky word? 4. Decide. What do I think this word means? Does that make sense?

Provide students with access to excerpts you are using from The Lightning Thief. LINK It is very important for the readers to actually have the text in hand to practice this strategy. We want to determine the meaning of expelled from this selection describing Percy seeing his mother the first time after coming home from school. Read aloud the excerpt from p. 33. Model using the Think. Decide. Think. Decide. strategy.

Think. What is the excerpt about? (Percy coming home.) What has been happening to Percy? (Kicked out of school). Decide./Think. Is there enough information to help me determine the meaning of the word expelled? (“She didn’t mention anything about my getting expelled.”) We may be able to infer the meaning of expelled if we think about what is happening and how the sentence is structured. “me getting expelled.” We know that expelled is something that has happened to Percy. What has happened to Percy recently? Decide. What does expelled mean? (kicked out of school)

Let’s practice. We want to determine the meaning of the word blared. Read the excerpt from “Percy Jackson” (p.30 and 31). Have students turn and talk to use the Think. Decide. Think. Decide. strategy.

Think. What is the excerpt about? (Percy coming home) What is happening? What is the author trying to show us? (What the apartment is like) Decide/Think. Is there enough information to help me determine the meaning of the word blared? (Not really, we know that blared is connected to the TV and ESPN. I know that blared tells me how the television did something, but there are not enough clues to decide exactly what blared means.)

Decide. Is it important to understanding the story to figure out EXACTLY what blared means? (No, it doesn’t affect understanding the story if we don’t know exactly what blared means. Knowing that blared describes how ESPN is playing on the TV is enough to continue to comprehend the story.)

15


Grade: 5 Weeks: 1-6

Guided Practice: (may occur during the next mini-lesson) Tell students that they are going to work in partners to determine the meaning of unknown words in The Lightning Thief. Give different groups different words and have them use the strategy to determine the meaning of the word. Students jot down the word and what they think it means on a post-it note to share.

p.36 anxiety p.38 rebellious p.41 artillery p. 42 mallets p. 43 cloven

Work Time: Send students off to work time with a directive to continue to use strategies for determining the meaning of unknown words in their independent reading today.

While students are working, circulate the room listening in to their reading, or pull small groups of students to provide focus group instruction for students who need additional support. This is also the time you would pull a guided reading group.

Share: Bring students back together. Does anyone have any words from their reading today they would like to share? How did you determine the meaning of tricky words? Are there words that you couldn’t figure out the meaning of using clues from the text? If so, does knowing the meaning of the word affect understanding of the story?


Using Context Clues Think – Decide – Think – Decide

1. Think. What is the sentence or group of sentences about? 2. Decide. Is there enough information to help me determine the meaning

of the tricky word? 3. Think. What are the clues in the story that can help me figure out the

tricky word? 4. Decide. What do I think this word means? Does that make sense?

Formative Assessment Opportunities: • Note children during share time who can successfully explain how they determined the

meaning of tricky words in their reading. • Provide student with a previously read page from The Lightning Thief that has a few tricky

words that can be figured out or inferred using context clues. Have students locate a word, use the Think. Decide. Think. Decide strategy to determine the meaning and explain.

Objective: Students will think about the theme of a poem.

Lesson Seed #8 – Literature Learning Targets: I can determine the theme of a poem. (RL.5.2) I can determine how the speaker of a poem reflects upon the topic. (RL.5.2)

Note: Prior to completing this lesson seed, you will need to have read aloud the poem for other purposes [e.g., listening to and enjoying the rhythm and rhyme, exploring the vocabulary (RL.5.4), exploring poetry structure (Rl.5.5), understanding point of view (RL.5.6)]. The poem, World of a Blossom LINK, is being used in this seed, because the theme must be inferred and arguments can be made for more than one theme. Therefore, having a good understanding of the poem is necessary before determining the theme.

16

sbaxter4

Line


Grade: 5 Weeks: 1-6

Interactive Read Aloud: (must occur prior to the mini-lesson) Provide students with access to the poem, World of a Blossom, by projecting it and providing them with their own copies. Tell students that you are going to reread the poem, World of a Blossom, aloud in its entirety as they follow along to remind them of the content of the poem.

Mini-Lesson(s): (RL.5.2, RL.5.1, L.5.6) Tell students that they are going to work toward determining the theme (a lesson that can be applied beyond the page/pages of a text) of the poem, World of a Blossom. Post the question: What does the author/narrator want us to know or understand after reading this poem? Tell students that you are going to look more closely at what the narrator is telling us in each stanza before considering the poem in its entirety to help answer that question. Reread the first stanza and tell the students they are going to decide what the narrator (first-person) is trying to tell us or wants us to understand about the blossoms (flowers). Tell students that understanding how the narrator reflects on the blossoms gives us insight into the theme of the poem. Ask students to support their thinking with specific lines from the poem, such as “With stories to tell.” Model underlining in the first stanza and/or taking notes in the margin to capture the thinking.

Guided Practice: (may occur during the next mini-lesson) Tell students they are going to finish reading the poem in partners. They are going to highlight lines from the poem which help to answer the posted question. In doing this work, they will be ready to think more about the theme. Confer with partner groups. Ask, “What does the narrator want us to know about the blossoms in this stanza? How does the narrator feel about ______? How do you know? Should you highlight any of these lines? What notes can you take to capture your thinking?”

Have partnerships form a group of four to answer the following questions (chart if needed): What is a theme of this poem? How do you know? Encourage students to put the theme in their own words, if they can. Have groups share and discuss the similarities and differences in their responses. The theme statements can/should differ, but each group should supply sufficient support and reasoning for their statement. (Possible themes: belonging, look for a place to belong, take time to look at the world through someone else’s eyes, everything has a place, etc.) Reflect with students on how looking closely at specific stanzas and ideas in the poem helped them to determine the theme.

Work Time: Send students off to work time with a directive to continue to look for the theme in their literary reading today. Remind them that the theme may or may not be directly stated in the text. Provide students with access to multiple poetry samples and/or books from which to choose during independent reading time. They may also determine possible themes in their chapter books or previously read picture books. While students are reading independently, circulate the room listening in to their reading, or pull small groups of students to provide focus group instruction. This will also be the time you would pull a guided reading group, if needed.

Share: Bring the class back together as a whole group. Ask if anyone would like to share a possible theme they are considering from their reading today? How did you determine the theme? Was it stated directly or did you have to infer from the author’s clues?

Sample Thinking Stems/Anchor Chart: • What does the author want you to “walk away with” after you no longer have this text

(poem/book/drama) in front of you? • What is the message the author or narrator is trying to convey? • What did we learn from reading this poem?

17


Grade: 5 Weeks: 1-6

Formative Assessment Opportunities: • Exit Slip: What is the theme of the poem? Explain using evidence from the poem.

Objective: Students will identify and understand an author’s use of figurative language.

Lesson Seed #9 – Literature Learning Targets: I can identify an author’s use of figurative language. (RL.5.4) I can determine the meaning of figurative language in a poem. (RL.5.4)

Note: Prior to completing this lesson seed, you will need to have read aloud the poem for other purposes [e.g., listening to and enjoying the rhythm and rhyme, exploring poetry structure (RL.5.5), understanding point of view (RL.5.6)]. While the lesson encourages identifying and even naming the types of figurative language used, the purpose of this initial lesson seed is to notice the use of non-literal language and determine the meaning behind the language.

Interactive Read Aloud: (must occur prior to the mini-lesson) Provide students with access to the poem, World of a Blossom, by projecting it and providing them with their own copies. Tell students that you are going to reread the poem, World of a Blossom LINK, aloud in its entirety as they follow along to remind them of the content of the poem.

Mini-Lesson(s): (RL.5.4, RL.5.1, 5.2; L.5.6) Tell students they are going to look more closely at the language the poet used in the poem, World of a Blossom. Authors often use figurative language to help the reader get a more vivid picture in their mind, to create a special effect, or to better help the reader understand the meaning behind the writing. Figurative means that it is not literal. Literal language means exactly what it says. Literal language uses the ordinary or usual meaning of a word or phrase. When authors use figurative language, the words they use mean more than what the actual words say. Authors do this in all types of writing, but today we are going to look at some different types of figurative language in our poem, “World of a Blossom”. Read the first stanza and ask students to think about the lines “Roses and daisies/ With stories to tell.” Does the author ACTUALLY mean the roses and daisies are going to talk and tell stories? What does the author mean? (That the roses and daisies have seen a lot and WOULD have stories to share, IF they could talk.) Tell students that those two lines represent a type of figurative language called personification, because the author is making the flowers have the characteristics of a human or a person. The author used those words, because they want us to know that the flowers are important, just like humans. However, it wouldn’t be as interesting or vivid to say “Roses and daisies/Are important.”

Repeat the process with subsequent stanzas. Discuss the meaning behind each line or set of lines. Stanza 2: “Lifting faces to breezes” (Personification-type of metaphor) Stanza 4: “My feet planted tight” (Metaphor-one object or idea is used in place of another; the feet for the roots of the plant) Stanza 5: “Friends with the butterflies/Who tickle and kiss/Their upturned faces” (Personification)

Guided Practice: (may occur during the next mini-lesson) Have partners work on stanzas 6-7 to continue looking for figurative language. Students could underline or highlight and make notes about what the language means. Confer with partners as they are working. Students should notice personification in all lines of stanza 6 and the simile comparing the petals to the soft feel of silk in stanza 7.

18


Grade: 5 Weeks: 1-6

Bring students back together to analyze stanza 8. Read the last two lines and ask students what they notice (use of a simile-“I’d be like a person/With a place to belong”). What is the author comparing to “a person with a place to belong”? What does that let us know about the narrator’s point of view? The author is comparing the narrator to “a person with a place to belong,” which lets us know that the narrator feels as though he/she doesn’t currently have a place to belong. Through the use of the comparison, the author lets us know more about the point of view conveyed throughout the poem.

Work Time: Send students off to work time with a directive to continue to look for figurative language in their independent reading. Provide students with access to multiple poetry samples and/or books from which to choose during independent reading time. They should also continue reading their independent reading book. Ask students to record any figurative language they notice in their reading today in their reader’s notebook and/or mark it with post-it notes.

Share: Does anyone have any figurative language you would like to share from your reading today? How did you determine the meaning of the language? Would you like to add any of those words or phrases to our “Interesting Words and Phrases Wall”?

Sample Thinking Stems/Anchor Chart: • What figurative language does the author use to share his/her ideas? How do you know the

language is figurative and not literal? What does the author mean when they write _________?

Formative Assessment Opportunities: • As students share the language from their independent reading, make note of students who are

only finding literal language and are struggling to find figurative language. While they should still be encouraged to add those words or phrases to the wall, it is still noteworthy for future lessons.

Objective: Students will determine main ideas and supporting details while reading informational texts.

Lesson Seed #10 - Informational Learning Target: I can determine two or more main ideas and their supporting details. (RI.5.2)

Note: Students must be able to determine two or more main ideas and supporting key details before they are able to construct a summary.

Mini-Lesson(s): (RI.5.2, RI.5.1, 5.3, 5.4, 5.10; W.5.9b, 5.10) This seed is intended to span more than one mini-lesson. Provide students with a copy of the article entitled “Hard at Work” from The Comprehension Toolkit. Read aloud the title and subtitle. Have students preview the article by reading the section headings and analyzing the photographs and captions. Have students turn and talk about the information that will be presented in the article.

Place your copy of the article on the document camera so all students can see the text as you read and think aloud. Read aloud the first three paragraphs and think aloud about the main idea. The main idea of this section is many children in Ecuador work on banana plantations. In Lucy Calkins’ Units of Study for the Reading Workshop, she suggests using “boxes and bullets” as an organizer for main ideas and details. Record the main ideas in a box on post-it notes.

19


Grade: 5 Weeks: 1-6

Model rereading the first three paragraphs identifying details that support the main ideas. Create a bulleted

list of the details under each main idea.

Continue reading the next section of the article, thinking aloud about the main ideas and supporting details, and modeling how to organize your thinking in a boxes and bullets format. You will want to gradually release responsibility to students by having them turn and talk about the main idea after you read a section aloud and share their thinking with whole group. Students should also be involved in identifying key details that support the main ideas. Several sections should be completed together before providing time for guided practice. Guided practice (will occur during a subsequent mini-lesson) students should read a section of this article (or another article) and determine the main ideas and supporting details. Students can work in pairs to read the article and determine the main ideas and supporting details. As students work, circulate and provide support as needed. Make note of students who have difficulty identifying the main ideas and supporting details. These students will need additional practice in a small group setting.

Work Time: Ask students to spend some of their work time reading informational text and determining main ideas and supporting details. Provide students with post-it notes to record the main ideas and supporting details in a boxes and bullets format.

While students are working, you will want to either circulate the room, listening in to their reading or pulling small groups of students to provide focus group instruction for students who need additional support. This is also the time you would pull a guided reading group.

Sample Thinking Stems/Anchor Charts: • What is the text mostly about? • What does the author want you to know after reading this section? • What are the details that support the main idea?

20


Grade: 5 Weeks: 1-6

Formative Assessment Opportunities: • During guided practice, take note on who is struggling with determining main ideas and

supporting details. Plan to meet with students in a small group setting for reteaching. • Analyze students’ boxes and bullets and determine students who need reteaching in a small

group setting or conferencing. • Exit Slip: Explain how you determined the main idea of (text title) and identified the details that

support the main idea. Lesson Seed #11 - Informational

Learning Target: I can explain how key details support main ideas. (RI.5.2)

Note: This seed is intended to follow the previous seed in which students learn how to determine main ideas and identify key details that support the main ideas.

Mini-Lesson(s): (RI.5.2, RI.5.1, 5.3, 5.4, 5.10; W.5.9b, 5.10) Project the “Hard at Work” article used in the last seed. Leave the post-it notes with the main ideas and supporting details intact. Model taking one post-it note from the article and placing it in your reader’s notebook and tell students they are going to explain how the key details support the main idea.

In your reader’s notebook, model writing an explanation of how the key details support the main idea. Remember to think aloud. You can continue this process with other main idea and details from the “Hard at Work” article as needed for your students. Gradually release responsibility to your students by having them turn and talk before you model.

Guided practice: (may occur during the next mini-lesson) Have students take a main idea and supporting details from an article used during the previous seed and explain how the details support the main ideas. As students work, support their learning by reteaching and modeling as needed. Push students’ thinking by asking, “How do all these details support or give specific information about the main ideas?”

Work Time: Students should practice explaining how details support the main ideas in their independent reading. They can explain how details support the main ideas in their reader’s notebooks. Students should also have the opportunity to read literary text on their independent reading level during work time.

While students are working, circulate the room listening in to their reading, or pull small groups of students to provide focus group instruction for students who need additional support. This is also the time you would pull a guided reading group.

Sample Thinking Stems/Anchor Charts: • What is the point the author is trying to make for the reader? How do the details the author

chose to include support the point they are trying to make?

21


Grade: 5 Weeks: 1-6

Formative Assessment Opportunities: • Analyze students’ reader’s notebooks. Note who continues to struggle with determining main

ideas and supporting details. You will need to reteach in a small group setting. Note who is struggling with explaining how the details support the main ideas. You will need to reteach this skill in a small group setting to those who continue to struggle.

Objective: Students will make inferences from what is explicitly stated in the text.

Lesson Seed # 12 - Informational Learning Target: I can make inferences from what is explicitly stated in the text. (Working toward RI.5.1 target, I can quote accurately from the text when explaining my thinking.)

Mini-Lesson(s): (RI.5.1; RL.5.2, 5.10; SL.5.1, 5.4; W.5.9, 5.10; L.5.4) Making reasonable inferences requires a reader to think carefully about the details presented by the author. Prepare a two column chart prior to the lesson. Label the columns with “When I Read,” and “I Thought.” Provide student with a copy of “We Were Here, Too” from Toolkit Texts grades 4-5 and ask students to preview the article. Project your copy, read aloud the first two sentences and model the thinking required to complete the chart.

I Thought When I Read The women brought to America as slaves have now passed away but we are still reminded of their stories. Their stories are told in their own words as if they are speaking from their graves.

Our voices whisper across centuries. We were brought to America from Africa against our will as slaves.

Continue reading the next two sentences and record your thinking on the chart. I Thought When I Read

The women brought to America as slaves have now passed away but we are still reminded of their stories. Their stories are told in their own words as if they are speaking from their graves.


The slaves’ captors wanted to take everything away from the slaves, including their identity. The names given by their captors symbolizes their ownership.

The names you know us by are not our real names but rather names our captors gave us.

Continued on next page

22

sbaxter4

Line

sbaxter4

Line


Grade: 5 Weeks: 1-6

Read aloud the next sentence, record it on the chart and have students turn and talk about their thoughts. I Thought When I Read

The women brought to America as slaves have now passed away but we are still reminded of their stories. Their stories are told in their own words as if they are speaking from their graves.


The slaves’ captors wanted to take everything away from the slaves, including their identity. The names given by their captors symbolizes their ownership.

The names you know us by are not our real names but rather names our captors gave us.

We cleared and planted their fields, raised their children, got sick from disease, went hungry when the crops failed, and helped America become free from England.

Listen in as student share their thinking with a partner. Push their thinking by asking questions. Have a couple of students share their thinking with the whole group and record it on the chart.

Guided Practice: (this may occur during the next mini-lesson). Students should create the chart in their reader’s notebook. Have them work with a partner to read the first paragraph written by Angela and record their thinking on the chart. Bring the group back together to share. Repeat the partner work and sharing whole group as needed.

Work Time: Students should practice recording accurate quotes from the text under the “When I Read” column and recording their inferences under the “I thought” column as they read independently. This process also works with literature, but will need to be modeled before you should expect students to do so. Students should only work on this task for 10-15 minutes of their work time because it will drastically decrease the amount of reading they are doing.

While students are working, circulate the room listening in to their reading, or pulling small groups of students to provide focus group instruction for students who need additional support. This is also the time you would pull a guided reading group.

Share: Bring the whole group back together, review the learning target and ask a student to share their thinking by projecting their reader’s notebook. Have the student talk through their thinking. It is very important that students see proficient work in a classmate’s reader’s notebook. Sample Thinking Stems/Anchor Charts: Ask text dependent questions to push students’ thinking. Questions will depend on the text the student is reading and the depth of their thinking. Ask questions such as:

• What do you think about how Angela describes her capture? How do you think Angela felt about leaving her village? What text clues support your thinking?

Formative Assessment Opportunities: • Analyze student’s reader’s notebooks to see if they are making reasonable inferences from the

text information that goes beyond the text. Also notice if students are merging background knowledge with the text clues to make reasonable inferences. Keep in mind that background knowledge is acquired as students read the article and analyze the text features.

23


Grade: 5 Weeks: 1-6

Suggested Instructional Texts: Rigby (R), Classroom Library (CL), Text Exemplar (E), Science (S), Social Studies (SS), Toolkit Texts (TT)

Literary Informational The Lightning Thief by Rick Riordan “We Were Here, Too” (TT) “Hard at Work” (TT) Additional Professional Resources:

• Reading Units of Study by Lucy Calkins • Good Choice by Tony Stead • Toolkit Texts (Grades 4-5) • Toolkit Texts (Grades 6-7) • The Comprehension Toolkit Grades 3-6 by Stephanie Harvey and Anne Goudvis • A Curricular Plan for The Reading Workshop Grade 5 by Lucy Calkins • achievethecore.org

Resources for Tier II & Tier III Interventions

• JCPS Response to Interventions website: http://www.jefferson.k12.ky.us/Departments/Gheens/RTI/RtI.html

• Interventioncentral.org: http://www.interventioncentral.org/ • Readworks.org (K-6 reading lessons and passages): http://www.readworks.org/ • Literacyleader.com (lessons and resources): http://www.literacyleader.com/

24

http://www.jefferson.k12.ky.us/Departments/Gheens/RTI/RtI.html

Name My thinking about … (Title)

Text Thinking

Comparing and Contrasting Settings Name

Setting: Setting:

What can you see, touch, smell, and hear in this place? What can you see, touch, smell, and hear in this place?

Record any textual evidence that tells you how the characters feel about this place.

Record any textual evidence that tells you how the characters feel about this place.

What adjectives are used to describe the place? What adjectives are used to describe the place?

How does the description of the place make you feel? How does the description of the place make you feel?

1. from p. 33 of The Lightning Thief We sat together on the edge of the bed. While I attacked

the blueberry sour strings, she ran her hand through my hair and demanded to know everything I hadn’t put in my letters. She didn’t mention anything about me getting expelled. She didn’t seem to care about that. But was I okay? Was her little boy doing all right?

2. from p. 30 and 31 of The Lightning Thief “Between the two of us, we made my mom’s life pretty hard. The way Smelly Gabe treated her, the way he and I got along… well, when I came home is a good example.

I walked into our little apartment, hoping my mom would be home from work. Instead, Smelly Gabe was in the living room, playing poker with his buddies. The television blared ESPN. Chips and beer cans were strewn all over the carpet.”

grade 5 ela curriculum unit map weeks 1-6 lesson...

Documents