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    Just Kidding… Is That a Hoax? Speaking & Listening to Learn and to Demonstrate Learning

    Grade 5 ELA Duration: 10 Days Unit Purpose: Students in grade 5 are involved in increased expectations for independent research. Through their research and through constant exposure to various media sources, it is likely that grade 5 students will encounter misleading or blatantly false information. Just Kidding … Is It a Hoax? provides students an opportunity to learn about hoaxes, both past and current. Skills to recognize false information are applied to both print and online sources. Students learn to “DRAW my own conclusion” as to whether information is true by checking the Date of the source or website, the Reliability of the information, whether the information is presented with Accuracy, and Who wrote the story. Multiple opportunities for meaningful application of speaking and listening skills are embedded throughout the unit including an expert conversation to deepen learning. Organization of the Unit: The unit provides a balanced approach to Reading, Foundational Skills, Writing, Speaking & Listening, and Language instruction. Although daily lesson plans indicate specific segments for each strand of the standards, targeted ELA & Literacy CCSS are integrated throughout the unit to allow for application that is built around a topic worthy of study. A framework for 3rd – 5th Grades Literacy (appendix) was utilized when designing instruction for the Literacy Block. The framework reflects a continuous 130 minute block; however, it would be possible to separate the segments across one day to allow for students’ needs and school scheduling and still maintain integration of the CCSS. Furthermore, it should be noted that the times allotted in the Literacy Framework are not intended to be rigid mandates but rather a reminder to maintain a balanced literacy diet. Occasional adjustments are made to the basic framework times and segments, as needed (e.g., extended writing, guest speakers, fluency performances). The Literacy Framework includes segments for:

    • A daily warm-up (Do Now) to give students an opportunity to reflect on prior learning • Fluency practice two or three days per week • Phonics or Vocabulary practice two or three days per week • Daily application of Reading instruction along with Speaking & Listening to process and demonstrate learning • Daily application of Writing instruction along with Speaking & Listening to process and demonstrate learning • Weekly (minimum) assignment to the Teacher-Led small group instruction based on students’ strengths and needs

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    • 4 days per week Student Choice of Literacy Stations to foster independent proficiency with CCSS for reading, foundational skills, and writing. A pocket chart is used for students to place their selection card (their name on an index card) to indicate the station they want to work in for the day. Classroom rituals and routines are in place that allow students to select stations throughout the first 100 minutes of the Literacy Block. Stations are coded for three categories Blue, Red, and Green.

    o Blue - Stations related to building reading comprehension, stamina, and enjoyment are Independent Reading, Partner Reading, Research, and Listening to Reading. Note: Recorded books should be above what the student can read on his own to allow him to hear vocabulary and structures he would not encounter in his independent reading thus increasing the likelihood he can decode and understand similar words and structures in future reading.

    o Red - Writing o Green - Fluency practice and Word Work.

    Over the course of a week, each student selects 2 Blue, 1 Red, and 1 Green station. The teacher-led small group is the 5th day of the student’s rotation. Because successful implementation of the Literacy Stations is dependent upon students’ self-efficacy, pre-teaching rituals and routines and processes for self-assessment to determine needs is crucial. The overall Essential Question for the unit is “How can a consumer of information avoid being duped?” Throughout the unit, students will encounter daily Learning Targets that address the Essential Question. The closing of the 130-minute Literacy Block is a student reflection around how new learning gained in the lesson answers the Essential Question. Pre-Assessment to Determine Targeted Standards: The targets for the unit, identified as I can statements, are appropriate for the class as identified by the class profile. An example of a class profile is included in the appendix. Record assessment data for each student on the class profile that is:

    • used to guide future whole group mini-lessons • used to guide future small-group instruction • used to guide conferring • used to guide areas for future accountability among students

    During student/teacher conferring found in Work Time for Reading and Writing, attend to students’ individual areas of strength and need. During the Literacy Station time, the teacher-led group is a flexible group formed based on students’ common need (struggling - including SWD & ELL, on target, and advanced).

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    Targeted Standards: (Those standards that will be explicitly taught and assessed for the unit) Reading, Reading Foundational, Writing, Speaking & Listening, Language ELA5RI1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. ELA5RI6: Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. ELA5RI8: Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). ELA5RI10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4 – 5 text complexity band independently and proficiently. ELA5RF3: Know and apply grade-level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. ELA5W2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented. ELA5W5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1 – 3 up to and including grade 5 on pages 28 and 29.) ELA5SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. ELA5SL3: Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. ELA5L6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). Supporting Standards: ELA5RI2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. ELA5RI4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

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    ELA5RI7: Draw on information from multiple print or digital sources, demonstrating the ability to locate and answer a question or solve a problem efficiently. ELA5RI9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. ELA5RF4: Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. ELA5W7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. ELA5W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-spec