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INSTRUCTIONAL FOCUS DOCUMENT5th Grade Quarter 1Unit 1: Launching the Reading Workshop

Suggested Duration: 4 weeks (20 days)Cognitive and content changesReading is a process that includes 5 plillars: Phonics, Phonemic Awareness, Vocabulary, Comprehension, and Fluency. To establish Routines for Balanced Literacy, make sure you have set up routines for all of the pillars of reading. This should be designed as a Reading Workshop model with Whole Class Lesson, Guided Reading Instruction, Independent Reading, and Literacy Stations that support the Standards.

Reading is a process and strategies are used Before Reading, During Reading, and After Reading. The goal is for each student to learn how to utilize their knowledge of strategies, their background knowledge and their text evidence to have complete understanding of text in a variety of genres.

and

MISCONCEPTIONS/UNDERDEVELOPED CONCEPTS:

MISCONCEPTION:

Assuming students have background knowledge of a topic (must build on prior knowledge and make relevant connections)

Assuming that students who are good decoders of reading automatically know how to stop and think metacognitively as they read.

Students need to be specifically taught how to paraphrase. This is a prerequisite skill for summary and main idea

Genre Study: Understand how fiction and non fiction genres are categorized and differ in text structure.

Students who can decode cvc and cvce words don’t always know how to transfer that skill to multi-syllabic words; this skill must be taught.

Making and confirming predictions is done before and during reading; the academic term foreshadowing must be explicitly taught when making predictions.

(ELLS struggle with the academic vocabulary when more than one word is used interchangeably during instruction. Make sure to clarify that a conflict and problem are synonyms.)

Choosing a good summary and creating a good summary are different skills. Make sure students know how summary will be tested. Students must know the elements that make up a “best summary” of a selection.

Students must use their background knowledge and text evidence to infer and comprehend. Students must be taught how to look back into the text for evidence, and the difference between textual evidence for lower level questions (skinny) and Inferring questions (fat questions) Teach studnets that text evidence can also be text clues and found in a variety of places throughout the text, not only in one paragraph.

Students confuse the academic vocabulary of text evidence, text features, and text structure. Make sure to clarify the difference.

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Suggested Duration: 4 weeks (20 days)Literature Circles Defined:

Students choose their own book materials Small temporary groups are formed based on book choice Different groups read different books and meet on a predicatable schedule to discuss their reading Discussion topics come from the students and are open and natural converstations about books, but in newly

formed groups it is appropriate for students to rotate task roles to guide their discussion The teacher serves as a facilitator, not a group member or instructor Evaluation is by teacher observation and student self evaluation Classroom has a relaxed and comfortable atmosphere When books are finished, students share with their classmates and then new groups are formed

PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS

5. 1 A Read aloud grade-level stories with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.

Read Aloud

GRADE-LEVEL STORIES WITH FLUENCY AND COMPREHENSIONRead Aloud

GRADE-LEVEL STORIES WITH FLUENCY AND COMPREHENSION

Including, but not limited to:

Independent-level materials - texts in which no more than approximately 1 in20 words is difficult for the

reader 135-190 wcpm (words

correct per minute) by the end of fifth grade

Expression - use raised and lowered voices appropriately, emphasizing words and sentences

Students comprehend a variety of texts drawing on useful strategies as needed.

Reading Response Journals are utilized for students to respond metacognitively before, during and after reading.

Before Reading:

Use text features of different genres to help predict.

Determing the author’s purpose to help predict which type of strategic reading is required

During Reading:

Monitor their own comprehension during independent reading by asking relevant questions as they read.

Making adjustments when comprehension breaks down

Visualize

Using background knowledge and clues from text to

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Suggested Duration: 4 weeks (20 days) Phrasing - pause

appropriately with intonation by paying attention to punctuation, bold print, italics, etc.

Adjust rate to the purpose of the reading (vary rate according to the complexity of the material and the purpose) (e.g., narrative vs. expository)

5.2 A Determine the meaning of grade-level academic English words derived fromLatin, Greek, or other linguistic roots andaffixes.

Readiness Standard

Determine

THE MEANING OF GRADE-LEVEL

ACADEMIC ENGLISH WORDS DERIVED FROM LATIN, GREEK, OR OTHERLINGUISTIC ROOTS AND AFFIXES

Including, but not limited to: Latin - e.g., audi (audience,

auditory), vis (vision, invisible), dict (dictator, contradict), able, ible

Greek - e.g., auto (autobiography, autograph), bio (biology, biography), tele (telegraph, telepathy), meter (speedometer, perimeter, thermometer), ology, phobia

Other affixes and roots as found in appropriate grade-level text in multi content area

5.3 A Compare and contrast the themes or moral lessons of several works of fictionfrom various cultures.

Supporting Standard

comprehend while reading.

Use context clues to determine the meaning of unknown words.

Decode multisyllabic words in context and independent of context by using common spelling patterns.

After Reading:

Clarifying their questions with text evidence

Paraphrasing in own words the meaning of the text.

Confirm predictions.

Maintain meaning and logical order of the text.

Summarize

Determine Importance

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Suggested Duration: 4 weeks (20 days)

Compare, Contrast

THE THEMES OR MORAL LESSONS OF SEVERAL WORKS OF FICTION FROM VARIOUS CULTURES

Works of fiction include, but are not limited to:

Fables Legends Myths Historical fiction Realistic fiction

5.3 B Describe the phenomena explained in origin myths from various cultures.

Supporting Standard

Describe

THE PHENOMENA EXPLAINED IN ORIGIN MYTHS FROM VARIOUS CULTURES

Phenomena - facts or events that are perceived or observed by the senses. A phenomenon can could be a rare fact origin. occurrence, an outstanding or unusual person or thing; a marvel.

Myth - a body of traditional or sacred stories to explain a belief or a natural happening

elements of poetry (e.g., rhyme, meter, stanzas, line breaks) relate to the form (e.g., lyricalpoetry, free verse).

Supporting Standard

Explain

HOW THE STRUCTURAL ELEMENTS OF POETRY RELATE

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Suggested Duration: 4 weeks (20 days)TO THE FORM

Including, but not limited to: Rhyme - two words or lines that

end in the same sound (rhythmic patterns that emphasize sound)

Meter - the basic rhythmic structure in verse, made up of stressed and unstressed syllables. The movement of words in the poem. Meter stresses the number and patterns of syllables. It has a definite organization with certain lines

containing a certain number of pronounced beats.

Stanza - division of a poem composed of two or more lines characterized by meter, rhyme, and number of lines (i.e., couplet: a 2-line stanza; triplet: a 3-line stanza, quatrain: a 4-line stanza; quintet: a 5-line stanza, sestet: a 6-line stanza)

Line breaks - the intentional end of a line of poetry

Poetry forms include, but are not limited to:

Narrative poetry Lyrical poetry Humorous poetry

Free verse

5. 6 A Describe incidents that advance the story or novel, explaining how each incident gives rise to or foreshadows futureevents.

Readiness Standard

Describe

INCIDENTS THAT ADVANCE THE STORY OR NOVEL, EXPLAINING HOW EACH INCIDENT GIVES RISE TO OR FORESHADOWS FUTURE EVENTS


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Suggested Duration: 4 weeks (20 days) Identify actions/incidents

(events that happen throughout the story)

Explain how each (action/ incident/event) helps the reader predict future outcomes and actions (foreshadowing)

Foreshadowing - the use of hints or clues ina narrative to suggest what action is to come

5.9 A Read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaningand logical order (e.g., generate areading log or journal; participate in book talks).Read Independently

FOR A SUSTAINIncluding, but not limited to:

Read approximately 4 times a week Read silently for 30-35 minutes

by the end of the year Read independent level materials (1 in

20 words is difficult for the reader)

Read regularly, self-selected (e.g., drawing on personal interest, by relying on knowledge of authors and different types of texts), and/or teacher-selected material

Adjust his or her method and rate of reading to the purpose of the assignment or material (e.g., reading a fiction selection quickly and paying attention to the plot details), reading a nonfiction article more slowly and noting critical concepts

Paraphrase, Summarize

WHAT THE READING IS ABOUT, MAINTAINING MEANING AND LOGICAL ORDER

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Including, but not limited to: Generate a reading log or journal Participate in book talks

Paraphrase - restate the meaning of something in different words. Paraphrasing alters the exact wording of the source and transmits its ideas or sustained PERIOD OF TIME Including, but not limited to:

Read approximately 4 times a week Read silently for 30-35 minutes

by the end of the year Read independent level materials (1 in

20 words is difficult for the reader)



Paraphrase, Summarize

WHAT THE READING IS ABOUT, MAINTAINING MEANING AND LOGICAL ORDER

Including, but not limited to: Generate a reading log or journal Participate in book talks

Paraphrase - restate the meaning of something in different words. Paraphrasing alters the exact wording of the source and transmits its ideas or information without

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Suggested Duration: 4 weeks (20 days)evaluation or interpretation.

Summarize - to reduce large sections of text to their essential points and main idea. Note: It is still important to attribute summarized ideas to the original source

5.11 A Summarize the main ideas and supporting details in a text in ways thatmaintain meaning and logical order.

Readiness Standard

Summarize

THE MAIN IDEAS AND SUPPORTING DETAILS IN A TEXT IN WAYS THAT MAINTAIN MEANING AND LOGICAL ORDER

Summary includes, but is not limited to: Brief, coherent sentences that communicate the key information in logical order (short paragraph) A main idea (the central meaning)

Details that come from the beginning, middle, and end

Adherence to the author's interpretation and emphasis

Importance of author’s words5.11 B Determine the facts in text and verify them through established methods.

Supporting Standard

Determine

THE FACTS IN TEXT AND VERIFY THEM THROUGH ESTABLISHED METHODS


Verify through the use of reliable sources

Determine if the sources are valid and credible

Example of reliable source: Encyclopedia

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Suggested Duration: 4 weeks (20 days)5.11 C Analyze how the organizational pattern of a text (e.g., cause-and-effect, compare-and-contrast, sequential order, logical order, classification schemes) influencesthe relationships among the ideas.

Readiness Standard

Analyze

HOW THE ORGANIZATIONAL PATTERN OF A TEXT INFLUENCES THE RELATIONSHIPS AMONG IDEAS

Including, but not limited to: Cause-and-effect Compare and contrast Sequential order Logical order Order of importance Classification scheme Description

5.11 D Use multiple text features and graphics to gain an overview of the contents of text and to locate information.

Readiness Standard

Use

MULTIPLE TEXT FEATURES AND GRAPHICS TO GAIN AN OVERVIEW OF THE CONTENTS OF TEXT AND TO LOCATE INFORMATION

Including, but not limited to: Titles and topics Captions Sub titles Key words Bold print Italics Table of contents Glossary

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Suggested Duration: 4 weeks (20 days) Index Heading Illustrations/photos Topic sentences Concluding sentences Guide words Diagrams Charts Maps Graphs Tables

Timelines

KEY ACADEMIC VOCABULARY SUPPORTING CONCEPTUAL DEVELOPMENT

routine

reading workshop

Reading Response

Journal

Text features

Guide Words

Key Words

genre

fiction

fables

legends

myths

historical fiction

realistic fiction

Relevant

Clarification/ Clarify/ verify

Visualize/ mental images

Ask Questions

Cause & Effect

Make Connections

Meta-cognition (TEKS:

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Suggested Duration: 4 weeks (20 days)concluding sentence

Diagrams/ charts

Italics

Captions

Table of Contents

Subtitles

Glossary

Index

Heading/ Bold Print

Sequencing/ Sequential Order/ logical order/timelines

Greek and Latin roots and affixes

Plot/ Problem/ Solution

Conflict/ Resolution

Stanza

Linebreaks

Meter

Rhyme

Narrative Poetry

Lyrical Poetry

Humerous Poetry

Free Verse Poetry

nonfiction

monitor

comprehend

background knowledge

text evidence

paraphrase / restate

prediction/ predict

Foreshadowing

Topic sentence

Key words

narrative

expository

Text Structure

fluency, rate, accuracy, phrase, expression

sustained period of time

figure 19)

Influence

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TEKS

Spiraled in Guided Reading /Read Alouds and Literacy Stations

TEKS

Aligned with Texas Treasures Smart Start and Unit 1 weeks 1-6 for Vocabulary and Phonics TEKS

The TEKS listed below are spiraled throughout Read Alouds, Guided Reading, and Literacy Stations.

SPECIFICITY

Fig 19B Ask literal, interpretive, and evaluative questions of text.

Ask

LITERAL, INTERPRETIVE, AND EVALUATIVE QUESTIONS


Ask questions before, during, and after reading

Literal question - knowledge level, fact- based question (e.g., who, what, when, where, why, and how questions)

questions asked for clarification

Interpretive question - (e.g., What does this mean?)

Evaluative question - (e.g., Do you agree or disagree? What do you feel about this? What do you believe about this? What is your opinion about this?)

Fig19C Monitor and adjust comprehension (e.g., using background knowledge, creatingsensory images, re-reading a portionaloud, generating questions).

Monitor, Adjust

COMPREHENSION

Including, but not limited to: Use background knowledge Create sensory images (images

created by using the five senses- sight, smell, sound, touch, taste)

Re-read a portion aloud Use contextual clues (See 4.2B)

Generate literal, evaluative, and interpretive questions (See 4.Fig19B)

Ask for helpFig19 D Make inferences about text and use

textual evidence to support understanding.

Including, but not limited to: Title Cover

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Suggested Duration: 4 weeks (20 days)Readiness Standard (Fiction, Expository) Supporting Standard (Literary Nonfiction, Poetry, Drama)

Make

INFERENCES ABOUT TEXT AND USE TEXTUAL EVIDENCE TO SUPPORT UNDERSTANDING

Illustrations Plot Facts/details Background knowledge/ experience

Fig19 E Summarize information in text, maintaining meaning and logical order.

Readiness Standard (Fiction, Expository) Supporting Standard (Literary Nonfiction, Poetry, Drama)

Summarize

INFORMATION IN TEXT, MAINTAINING MEANING AND LOGICAL ORDER

Including, but not limited to: Brief, coherent sentences that

communicate the key information (short paragraph) in logical order

A main idea (the central meaning) Main character(s) in fiction

Details that come from the beginning, middle, and end

Importance of author’s interpretation and emphasis

Importance of author’s words

Fig 19 F Make connections (e.g., thematic links, author analysis) between literary and informational texts with similar ideas andprovide textual evidence.

Readiness Standard

Make

CONNECTIONS BETWEEN LITERARY AND INFORMATIONAL TEXTS WITH SIMILAR IDEAS AND PROVIDE TEXTUAL EVIDENCE

Including, but not limited to: Thematic links Author analysis Own experiences (things done or seen)

Ideas in other text- concepts that connect texts

Larger community - a group of people who have the same interest or live in the same area

Various genres include, but are not limited to: Fiction Nonfiction Poetry Drama Expository Persuasive Procedural

Spiraled TEKS

Decode multisyllabic words in context and independent of context by applying common spelling patterns, including:

(i) dropping the final “e” and add endings such as -ing, -ed, or -able (e.g., use, using, used, usable)

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Suggested Duration: 4 weeks (20 days)From

3rd

3.1 A

Decode

MULTISYLLABIC WORDS IN CONTEXT AND INDEPENDENT OF CONTEXT BY APPLYING COMMON SPELLING PATTERNS

Spelling patterns - letter sequences that frequently occur in certain positions in words, also known as phonograms or rimes

Rules for adding a suffix to words ending in - e:

If a word ends in -e, drop the final -e if the suffix begins with a vowel (e.g., make/making)

If a word ends in -e, keep the final -e if the suffix begins with a consonant (e.g., polite/politely)

If a word ends in -e, keep the final -e if the final -e is preceded by a vowel (e.g., agree/agreeing)

3.1 B Use common syllabication patterns to decode words including:

Use

COMMON SYLLABICATION PATTERNS TO DECODE WORDS

Including, but not limited to:Identify accented and unaccented syllables in multisyllabic words to the following

pattern: VC CVC CCVC CVCC CVCe (long vowel pattern) CCVCe (long vowel pattern)

(iv) r controlled vowels (e.g., fer-ment, car-pool)

An r-controlled syllable is a syllable in which the vowel is followed by an r, which influences the vowel sound.i) dropping the final “e” and add endings such as -ing, -ed, or -able (e.g., use, using, used, usable

3.2 A Use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing clues) to make and confirm predictions

Use

IDEAS TO MAKE AND CONFIRM PREDICTIONS

Including, but not limited to: Illustrations Titles Topic sentences Key words Foreshadowing clues

Idea - a wide range of tools a student may use

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Suggested Duration: 4 weeks (20 days)to make and confirm predictions

Foreshadowing - the use of hints or clues ina narrative to suggest what action is to come

5.2 B

Use context (e.g., in-sentence restatement) to determine or clarify themeaning of unfamiliar or multiple meaning words. (homophones)

Readiness Standard

Use

CONTEXT TO DETERMINE OR CLARIFY THE MEANING OF UNFAMILIAR WORDS OR MULTIPLE MEANING WORDS


Identify and use relationships among surrounding words, phrases, sentences, and paragraphs

Distinguish words as multiple meaning and/or homograph

Use in-sentence examples Use definition in the sentence

Use in-sentence restatement

5.2 C Produce analogies with known antonyms and synonyms

Produce

ANALOGIES WITH KNOWN ANTONYMS AND SYNONYMS

Examples:

Boy:girl as male:female Girl:woman as boy:man

Analogy - a vocabulary exercise in which an association between a concept and its attribute is present (e.g., hot:cold as north: )

5.2 E Use a dictionary, a glossary, or a thesaurus (printed or electronic) todetermine the meanings, syllabication,pronunciations, alternative word choices, and parts of speech or words.

Readiness Standard

Use

A DICTIONARY, A GLOSSARY, OR A THESAURUS (PRINTED OR ELECTRONIC) TO DETERMINE MEANINGS, SYLLABICATION, PRONUNCIATIONS, ALTERNATIVEWORD CHOICES, PARTS OF SPEECH OR WORDS

Including, but not limited to: Use the dictionary key

Use phonetic spelling to pronounce a word

Use dictionary abbreviations for parts of speech (e.g., n., v.)

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Suggested Duration: 4 weeks (20 days)5.9 A Read independently for a sustained

period of time and summarize or paraphrase what the reading was about,maintaining meaning and logical order(e.g., generate a reading log or journal;participate in book talks).

Read Independently

FOR A SUSTAINED PERIOD OF TIME

Including, but not limited to: Read approximately 4 times a week

Read silently for 30-35 minutes by the end of the year

Read independent level materials (1 in20 words is difficult for the reader)



5.2 D

Texas Treasures Unit 1 Spiral during word work and Guided Reading

Identify and explain the meaning of common idioms, adages, and other sayings.

Identify, Explain

THE MEANING OF COMMON IDIOMS, ADAGES, AND OTHER SAYINGS


Repeated and familiar expressions Idiom - an expression that has a different

meaning from the literal meaning of its individual words (e.g., have the upper hand or under the weather). Idioms are peculiar to a given language and usually cannotbe translated literally. Adage - a short but memorable saying that holds some important fact considered true by many people (e.g.,

Don’t judge a book by its cover.)

Suggested Instructional Whole-Group Lessons

Monday Tuesday Wednesday Thursday Friday

Day 1

Welcome to the Reading Workshop:

Reading Interest Inventory

Creation of Reading

Day 2

What is Genre?

Smart Start TX Treasures

Using Genre Posters

Day 3

Texas Treasures Smart Start Fiction

Features of Fiction and Narrative Text

Day 4

Texas Treasures Smart Start:

Expository

Non fiction and

Day 5

Good Readers Think about what they are

Writing

5.11 C and 5.11 E

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Suggested Duration: 4 weeks (20 days)Response Journals

5.1 A

and Graphic Organizer to Review the key characteristics of different genres

5.F19A

Structure

5.3A, 5.F19A

Expository text structure.

5.11 A-D

Day 6

Good Readers Ask Good Questions

5.F19B

Day 7

Good Readers are Always Learning

5.1 A

5.F19C

Day 8

Beginning Literature Circles

5.1 A

5.F19B, 5.F19C

Day 9

Literature Circles Book Pass

5.1 A

5.6 A

Day 10

Wonderous Words Decoding Words in

Context

5.1 A

5.2 A

Additional Resources:

Smart Start Resource in Texas Treasures Teacher Guide.

http://misdelar.wikispaces.com/Genre+posters

http://misdelar.wikispaces.com/Reading+Strategy+Posters

http://birdsonawire.wikispaces.com/home

Brainpop Comprehension Videos

ConnectEd comprehension Videos http://connected.mcgraw-hill.com/connected/login.do

Smart Exchange Lessons on Comprehension Strategies - http://exchange.smarttech.com/#tab=0

http://www.lauracandler.com/strategies/litcircles.php

http://www.readinga-z.com/book/literature-circle-books.php?context=more-resources

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http://www.readinga-z.com/book/literature-circle-books.php?context=more-resources

http://www.lauracandler.com/strategies/litcircles.php



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