Social Studies – Grade 8 - Home | San Antonio ISD · Web viewExample of Word Collection from Hatchet by Gary Paulsen (recommended title). Read chapters 1 and 2 during the first

Reading – Grade 5Unit of Study: Becoming an Active Reader

First Grading Period – Weeks 1- 2 CURRICULUM OVERVIEWBig Idea Unit Rationale

“What does it mean to ‘read’ a text? In reading we may: Identify and understand the important information. Connect personally with such things as setting, characters, and plot. React to text emotionally, perhaps experiencing humor, loneliness, hope, terror,

or grief. Derive the author’s precise meaning even when it’s subtle or ironic. Reproduce the author’s intended syntax and phrasing when reading aloud. Incorporate the meaning of the text into our own knowledge of the world. Make inferences beyond the text” (Fountas and Pinnell, 2001, p. 190).

Fountas, I., & Pinnell, G.S. (2001). Guiding readers and writers: Grades 3-6. Heinemann Publishers, Portsmouth, NH.

Since reading is a complex, recursive thinking process, students need to understand how meaning is constructed from print. In order to construct meaning, readers also need to employ reading strategies. (Tovani, 2000).

Through the teaching of the Reading Comprehension Process and the various forms of texts, students are learning to understand, to concentrate intensively, and to dwell in ideas. Students are also learning to manipulate their thoughts to understand more completely. (Beers, 2007)

Beers, K., Probst, R. E., & Rief, L. (2007). Adolescent literacy: Turning promise into practice. Heinemann, Portsmouth, NH.Tovani, C. (2000). I read it but I don’t get it: Comprehension strategies for adolescent readers. Stenhouse Publishers, Portland, ME.

TEKS TEKS Specificity - Intended Outcome

Con

cept

s

TEKS 5 The student is expected to: 1A set a purpose for listening such as to gain information, to solve

problems, or to enjoy/appreciate 1B eliminate barriers to effective listening 1C understand the major ideas and supporting evidence in spoken

messages 2D monitor his/her understanding of spoken message and seek clarification

as needed 3A listen to fluent models of oral reading 3C recognize that language choice and delivery affect tone of message 4A connect his/her own experiences, information, insight, and ideas with the

experiences of others through speaking/listening 5A adapt spoken language such as word choice, diction, and usage to the

audience, purpose, and occasion 5B demonstrate effective communications skills that reflect demands such

as interviewing, reporting, requesting, and providing information 5D use effective rate, volume, pitch, and tone for the audience and setting 5F clarify and support spoken ideas with evidence, elaborations, and

examples 6A recognize words: letter-sound correspondences, language structure,

context 6C locate the meanings, pronunciations, and derivations of unfamiliar words

using dictionaries, glossaries, and other sources 7A read regularly in independent-level materials (texts in which no more

than approximately 1 in 20 words is difficult for the reader) 7B read regularly in instructional-level material

” I CAN” statements highlighted in yellow and italicized should be displayed for students.

I can: enjoy hearing stories read aloud and learn new vocabulary from them 1A, 1B,

3A, 9A understand when someone speaks 1C, 2D, 3C make connections (text-to-self; text-to-text; text-to-world) 4A keep my audience, purpose, and occasion in mind when speaking 5A, 5B, 5D,

5F use letters and sounds in order to read fluently for the reading assignment and

to read independently 6A, 7A, 7B, 7C use reference materials for unfamiliar words 6C draw on experiences to bring meanings to words in context …multiple-

meaning words 9B, 9C use graphic organizers 10L

Reading Comprehension Process (RCP) APK – Activate Prior Knowledge to support comprehension 10A (RCP) Set Purpose for reading 10B Stop and Jot - to monitor comprehension and make modifications when

understanding breaks down 10C Summarize - paraphrase and summarize text 10G respond to text using the RCP 11A use my reader’s notebook to record and interpret ideas 11B

SAISD © 2008-09 – First Grading Period (Weeks 1 - 5) Reading Grade 5 - Initial Release Aug 08, V1 Page 1 of 48

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

7C demonstrates characteristics of fluent and effective reading 9A develop vocabulary/listening to selections

9B draw on experiences to bring meanings to words in context multiple-meaning words (TAKS 1)

9C use multiple reference aids, including a thesaurus, a synonym finder, dictionary, and software, to clarify meaning and usage

10A use his/her own knowledge to comprehend 10B establish and adjust purposes for reading such as reading to find out,

to understand, to interpret, to enjoy, and to solve problems 10C monitor his/her own comprehension and make modifications when

understanding breaks down such as by rereading a portion aloud, using reference aids, searching for clues, and asking questions

10G paraphrase and summarize text to recall, inform, or organize ideas (TAKS 1) 10L represent text information in different ways such as in outline, timeline,

or graphic organizer 11A offer observations, make connections, react, speculate, interpret, and

raise questions in response to text 11B interpret text ideas through such varied means as journal writing,

discussion, enactment, and media

Evidence of Learning

95% of students will have sufficient entries in the Reader’s Notebook using the Reading Comprehension Process.Confer with students and give them feedback on their reader’s notebook entries.Use the Reader’s Notebook Rubric as a GUIDE not a GRADE during the first two weeks.



Reading – Grade 5Unit of Study: Becoming an Active Reader CURRICULUM GUIDE

Essential Questions Essential Pre-requisite SkillsUnit of Study: Becoming an Active Reader What does it mean to be an active reader? How does it help to preview and predict? Why should I set a purpose for my reading? How can I monitor my reading? How can rereading for text evidence help me? What is visualization? What is so important about retelling what I read?

Read high frequency words (Grades 1 and 2). Decode multi syllabic words, as well as regular and irregular words (Grade 3). Read regularly in instructional level materials (Grade 3) Develop vocabulary through reading (Grade 3). Retell order of important events (Grades K-3) Identify the importance of setting to a story’s meaning (Grades 1-3) Recognize the story’s problem(s) or plot. (Grades 1-3)

The Teaching and Learning PlanWeek 1 Instructional Model/Teacher Directions:

The teacher will…

Main Selection: “From the Diary of Leigh Botts,” pp. 22-36/ “La colección de mi abuelita,” pp. 22-35Comprehension Skill: The Reading Comprehension Process

English Spanish

Spelling Vocabulary Academic Vocabulary Ortografía Vocabulario Academic VocabularyList p. 39h army garbage guitar return curl courage nourish starve argue Arkansas purpose purse journal journey scar apartment hamburger surface furniture courtesy

p. 22b cafeteria demonstration diary racket switch triggered

setting summary summarize prior knowledge preview example context clue

List p. 35i agachado anochece chimenea cosecha derecha derroche echo fecha tachado chillido orilla mullido chiquillo ramilete zorrillo medalla camello arrulla detalle apellido

p. 22b colección inconveniente objeciones tradición vivencias

empalideció estreno incidente propuesta responsables seguidoras



Word Work: Spelling (20 minutes)

Focus Lesson (20 minutes)Vocabulary Introduction

Independent Reading Assignment/Guided Reading

(35 minutes)

Read Aloud (15 minutes)

Mon

day

Introduce the spelling words and generalization: The vowel sound /är/ can be spelled ar and the sound /ėr/ can be spelled ur and our

Separación en sílabas: Sílabas abiertas y sílsbas con ll, ch (SF Eng, p.39h./Lectura, p35i)

Identifying and Determining the Impact of Setting (Scott Foresman Skill Lesson, pp. 20-21)

Vocabulary Introduction with cloze procedure or hands-on activity from the Teacher Toolkit

Please Note: During the first two weeks, teachers will not take small groups. This time is needed to assess students to determine grouping and to establish the routine of the Reading Comprehension Process in the Reading Notebook. This will enable students to begin to read and write independently while the teacher is guiding a group. Small group instruction begins in Week 3.

Routine: preread the book to be familiar with

the content and how to guide student discussion.

establish a purpose, tell why you selected the book, and familiarize them with the author, illustrator, and genre.

ask students to make predictions. model comments and reflections as

you read. find a few places to pause and invite

students to comment. keep the pace of the reading so that

it is not disjointed, but enjoyable keep a list of books you have read

aloud and post it so that students can use the list to make connections.

place books you have read aloud in a special container, or display them in the classroom library for easy access. (Fountas and Pinnell, 2001, pp. 29-30).

Fountas, I., Pinnell, G.S. (2001). Guiding readers and writers: Grades 3-6. Heinemann Publishers, Portsmouth, NH.

Remember that you can sometimes use your read aloud time in conjunction with your focus lesson, if the title will exemplify what is being taught.

Tues

day

Choose two Spelling “Daily Word Routines” (SF Eng, 20f./Lectura, p.20f)

Becoming an active reader using the Reading Comprehension Process (+ Reader’s Notebook)

(see focus lesson plan) Vocabulary Introduction with cloze

procedure or hands-on activity from the Teacher Toolkit

Wed

nesd

ay

Complete “Think and Practice” (SF Eng, p. 39h./Lectura, p. 35i)

Becoming an active reader using the Reading Comprehension Process(+ Reader’s Notebook)(see focus lesson plan)



Thur

sday

Work with students to complete “Proofread and Write” (SF Eng, p. 39h./Lectura, p. 35i)

Becoming an active reader using the Reading Comprehension Process (Reader’s Notebook)

(see focus lesson plan)

Hatchet by Gary Paulsen

El hacha by Gary Paulsen

Example of Word Collection from Hatchet by Gary Paulsen (recommended title). Read chapters 1 and 2 during the first week. 1st Chapter consuming roaring drone seeping, banked tundra, wincing

Frid

ay

Administer a spelling test with at least two dictation sentences

Assessment with one of the following:

o RCP with a new selection o questions at the end of

story o TAKS formatted questions o SF Selection Test



Focus Lesson Plan(20 Seconds)

tell them the next step is React and Reflect. Tell students that readers do this the whole time they are reading because it helps understanding and makes the reading enjoyable. We are only going to write one React and Reflect. This is where you get to give your opinion about what you are reading. You get to say whatever you want as long as it is related to the reading.

model your own react and reflect. Have the students do a “Think-Pair-Share” with their opinions. Have a few of them share with the whole group. Then have them write their opinions down next to “R/R.”

explain that the final part of the RCP is to summarize. Explain that you will summarize by retelling. Review the story and have students help come up with a class summary. Have them copy it down in their notebooks.

Guided Practice: have students work in pairs and recap orally what has happened in the selection so far. assign three stopping points for Stop and Jot. have students work in pairs to read and comment together for the second half of the selection. monitor students as they write the Stop and Jots. Ask them to explain why they chose those words. have students write react and reflect and summarize in pairs as you monitor.

Closure:Ask students What have we been studying about today?/¿Qué estrategía esudiamos hoy? (The Reading Comprehension Process) How does this help you in your reading?/ ¿Comó te ayude la estrategía? (It helps me get ready for my reading and pay attention to what I am reading so that I can understand

more.) When could you use this?/¿Cuándo podrías usar esta estrategía? (I could use this in my head or on paper whenever I read.)



Week 2Main Selection: “Faith and Eddie,” pp. 43-61/“Goig” pp. 38-57Comprehension Skill: Sequence/Secuencia, Visualize with “Get the Picture”/Visualizar con “Capta la idea”

English Spanish

Spelling Vocabulary Academic Vocabulary Ortografía Vocabulario Academic VocabularyList p. 61h heavy ahead measure already jealous meadow weapon said again against degree cheese succeed speech breeze goalie piece believe thief chief

p. 42b alternating anticipation cemetery darted faith retraced scent withdrew

chronological order context clues first person internet sequence

List p. 61i libra sabroso sobrino febrero propone fabricado adrede reflejo ofrece clásica publicó affable grifo nutritivo glotona apacible república creativa plateado produjo

p. 38b angustia compleañero enroscarme fielmente goce retozaba

ordent cronológico clave de contexto primera persona internet la secuencia




(35 minutes)


Mon

day

Introduce the spelling words and generalization: Short e and Long e/Separación en sílabas (SF Eng, p.61h./Lectura, p61j)

Analyze character (SF, pp. 40-41/Lectura, pp. 36-37)


Please Note: During the first two weeks, teachers will not take small groups. This time is needed to assess students to determine grouping and to establish the routine of the Reading Comprehension Process in the Reading Notebook. This will enable students to begin to read and write independently while the teacher is guiding a group, beginning in Week 3.

pre read the book to be familiar with the content and how to guide student discussion.



you read.



Tues

day

Choose two Spelling “Daily Word Routines” (SF Eng, 40f./Lectura, p.36f)

Visualizing with “Get the Picture” or “Capta la idea”

(see focus lesson plan) Vocabulary Introduction with cloze


find a few places to pause and invite students to comment.

keep the pace of the reading so that it is not disjointed, but enjoyable.

keep a list of books you have read aloud and post it so that students can use the list to make connections.

place books you have read aloud in a special container, or display them in the classroom library for easy access.

(Fountas and Pinnell, 2001, pp. 29- 30).Fountas, I., Pinnell, G.S. (2001). Guiding readers and writers: Grades 3-6. Heinemann Publishers, Portsmouth, NH.


Collect words and phrases from the book for students to use in their writing.Some Examples from: Hatchet by Gary PaulsenChapters 3 – 5 water as hard as concrete memory was like a knife repetition of The Secret massively scenery

Wed

nesd

ay

Complete “Think and Practice” (SF Eng, p. 61h./Lectura, p.61j)

Visualizing with “Get the Picture” or “Capta la idea”


Thur

sday

Work with students to complete “Proofread and Write” (SF Eng, p61h./Lectura, p.61j)

Frid

ay

Administer a spelling test with at least two dictation sentences

Assessment with one of the following:o RCP with a new selection o questions at the end of story o TAKS formatted questions o SF Selection Test



Focus Lesson(20 minutes)

Comprehension Skills Taught Week 2: Understanding Sequence (Scott Foresman) “Get the Picture” or “Capta la idea” for visualizationLesson on Monitoring Visualization with “Get the Picture” or “Capta la idea”

Hook: Talk about movies. Have you ever read a book and seen the movie? Which do you usually like better? Can you name some of these stories? Why is the book usually

better? have cardstock “think bubbles” for students to cut out. They should tape their think bubbles to pencils so that when they hold the pencil behind their heads the think bubble will

seem to “float” above their heads.

Focus: What is visualization? It is a mental picture that is made by using the author’s words and personal experience (don’t let personal experience take over!) Have students write

the definition. Why is visualization important in reading? You don’t know what is going on if you are not forming a picture in your head. What do good readers do when they are not getting picture in their heads? They reread. Everyone (even the best reader) has to do this.

Teaching: tell students that you are going to read aloud a book and demonstrate what kind of pictures you get in your head as you read. In order to visualize a reader must pay attention

to the author’s words and what pictures they are causing. Also readers should be aware that some personal experience may help you create the pictures, as well. Just be sure that the major influence is the author’s words.

read aloud from a chapter book and stop to put your thought bubble above your head and describe the visualization you are getting. Invite the students to do the same. When you see several think bubbles up, pause and ask the student for his/her visualization. Encourage them to use the phrase, “I can

visualize . . .” and then ask her/him to identify which words influenced their visualization, as well as any pictures that were influenced by personal experience (such as seeing an event happening in their school hallway).

read aloud some more of the book and then demonstrate how you do “Get the Picture or “Capta la idea” for visualization. Keep in mind that this is a visualization technique to get a snapshot of the last episode they read about (or where they stopped). It is not a summarization of a passage or a chapter. (Teacher Toolkit: Getting Started: Stop and Jot: Get the Picture/Capta la idea).

Guided Practice: read more of the book aloud and ask students to draw three more graphics in their notebooks and complete them in pairs at stopping points.

Closure: ask the following questions:

o What comprehension strategy did we practice today?/¿Qué estrategía practicamos hoy? (Visualization)o How do you use visualization?/¿Cómo se usa la visualización? (It can help me to form a picture in my mind of what I am reading. Also, if I have no mental picture, I

know that I have to reread.)o How can help you in reading?/¿Cómo te ayuda esta estrategía cuando lees? (It helps me to better understand what I read.)



Resources Teacher Toolkit

Cloze Procedure for Core Vocabulary The Reading Comprehension Process The Reader’s Notebook The Reader’s Notebook Rubric Hands-on Vocabulary Activities Getting Started: Stop and Jot: Get the Picture/Capta

la idea Find Someone Who Frayer Model

Textbook: English

Week 1:

Scott Foresman Reading Vol. 1

Vocabulary Cloze Paragraph p. 22 Vocabulary Activity p. 22b Daily Word Routines p. 20f

Spelling List and Activities p. 39h Daily Word Routines p. 20f

Reading Setting Lesson “Homer Price” pp. 20-21 Suggested Selections:

o “From the Diary of Leigh Botts,” pp. 23-29o “The Rampanion” pp. 36-39o Sequence

Week 2:


Spelling List and activities, p. 61h Daily Word Routines p. 40f

Reading Visualization Lesson “No Friends pp. 40-42 Suggested Selections:

o “Faith and Eddie” pp. 42-61o Context Clues

Textbook: Spanish

Week 1:

Scott Foresman Lectura Vol.1

Vocabulario Cloze Paragraph p. 22 Vocabulary Activity p. 22b Rutinas diarias con palabras p. 20f

Ortografía List and Activities p. 35i Rutinas diarias con palabras p. 20f

Lectura Ambiente Lesson “Una abuela para Isa” pp. 20-22 Suggested Selections:

“La colección de mi abuelita,” pp. 22-35

Week 2:


Ortografía List and Activities p. 61i and 61j Rutinas diarias con palabras p. 36f

Lectura Secuencia Lesson “Negrita” pp. 36-38 Suggested Selections:

o “Goig” pp. 38-57o ¡Un cachorro! pp. 58-61



SAISD © 2008-09 – First Grading Period Reading Grade 5 - Initial Release Aug 08, V1 Page 11 of 48


Evidence of LearningDifferentiation Interims/TAKS/Benchmarks College-Readiness i.e.,

Anticipated Skills for SAT/ACT/College Board/Careers/Life

What do you do for students who need more support?

Virginia Rojas’ “3 – 12 Reading Strategies”Find Someone Who (Kagan, 1992) Students mingle to match vocabulary and definitions.

Frayer Model (Billmeyer & Barton, 1998) This is a word categorization strategy which provides students with different ways to think about the meaning of word concepts.

What do you do for students who master the learning quickly?English - Ask students how they would describe Faith as a person. What is she like? How do they know? Have them use a chart to list clues about Faith’s character traits and relationships in the story. Working in pairs, students should find at least one clue that Faith says, one that she thinks, and one that she does. (Textual Evidence) See page 61a

Spanish – A time line can order a series of events. Have students reread pages 32-33. On the board write El padre de Teresa le sugiere que haga los tamales on the left end of the timeline and El domingo Teresa le regala a su abuela una tarjetita muy refinada on the right. Tell students to look for clue words in the text to help them figure out the order of events that occurs between these two. (sábado, cuatro de la tarde, después, and continuación) See page 35a

Sample Questions Fifth Grade: TAKS Released TestSource: TEA Website

Reading English: April 20069. How does the reader know that it was a clear day when Lacey rode the London Eye?

A She saw the pond above herB She could see Windsor CastleC There were many people waiting in line.D She wanted to ride again.

Reading Spanish: April 200617. ¿ Qué palabra del párrafo 1 ayuda al lector a entender la palabra manjar?

F vagandoG ataqueH banqueteJ cercano

Sample Questions Eighth Grade: TAKS Released TestSource: TEA Website Reading English: April 2006



Evidence of LearningFormative Mini Assessment TAKS Benchmarks College-Readiness

Anticipated Skills for SAT/ACT/College Board



Reading – Grade 5Unit of Study: Understanding the Narrative/Introducing the Reading Zone

First Grading Period – Weeks 3 - 5 CURRICULUM OVERVIEWBig Idea Unit Rationale

“Well-formed stories are governed by a story grammar or a narrative structure. The story grammar includes those elements that researchers (Mandler & Johnson, 1977; Rumelhart, 1975; Stein & Glenn, 1979, Thorndyke, 1977) have found to be typical (stated or unstated) elements of stories:1. A theme2. A plot that contains episodes3. Episodes that each contains a setting and a series of events.4. A setting that includes time, place, and character introduction5. A series of events that each contain:

a. An initiating event that reveals a goal or problemb. Attempts to achieve the goal or solve the problemc. Attainment of the goal or resolution of the problemd. Reactions of characters to the events”

(Rhodes and Dudley-Marling, 1996, pp. 178-179).

Rhodes, L. K., & Dudley-Marling, C.L. (1996). Readers and writers with a difference: A holistic approach to Teaching Struggling Readers and Writers. Heinemann, Portsmouth, NH.

“Making sense of text can be difficult for some readers because they don’t understand how texts are globally structured or organized. To make sense of text, readers employ intuitively the structures and structural cues authors use to convey meaning in text, both narrative and expository. “ (Rhodes, Dudley-Marling, 1996, p. 178).

Rhodes, L. K., & Dudley-Marling, C.L. (1996). Readers and writers with a difference: A holistic approach to Teaching Struggling Readers and Wrtiers. Heinemann, Portsmouth, NH.

TEKS TEKS Specificity - Intended Outcome

TEKS 5 The student is expected to:

5A adapt spoken language such as word choice, diction, and usage to the audience, purpose, and occasion

5B demonstrate effective communications skills that reflect demands such as interviewing, reporting, requesting, and providing information

5D use effective rate, volume, pitch, and tone for the audience and setting 5F clarify and support spoken ideas with evidence, elaborations, and

examples 6A recognize words: letter-sound correspondences, language structure,

context 6B use structural analysis to identify root words with prefixes … and

suffixes… 7A read regularly in independent-level materials (texts in which no more than

approximately 1 in 20 words is difficult for the reader 7B read regularly in instructional-level materials


I can: keep my audience, purpose, and occasion in mind when speaking 5Aprovide information and/or give reports to my classmates (Reading Zone and Small

Group) 5Buse effective rate, volume, pitch, and tone for the audience and setting5Dclarify and support spoken ideas with evidence, elaborations, and examples.

(Teacher note: This becomes text evidence in higher grade levels and is a reciprocal process in writing.) 5F

recognize words: letter-sound correspondences, language structure, context 6A read regularly in independent-level materials (texts in which no more than

approximately 1 in 20 words is difficult for the reader) 7A read regularly in instructional-level material 7Bdemonstrates characteristics of fluent and effective reading 7Cadjust reading rate based on purposes for reading 7D



7C demonstrate characteristics of fluent and effective reading 7D adjust reading rate based on purposes for reading

read silently with increasing ease for longer periods 7F read classic and contemporary works 8A

7F read silently with increasing ease for longer periods 8A read classic and contemporary works

8B select varied sources such as nonfiction, novels, textbooks, newspapers, and magazines when reading for information and pleasure

8C read for varied purposes such as to be informed, to be entertained, to appreciate the writer’s craft, and to discover models for his/her own writing

9B draw on experiences to bring meanings to words in context …multiple-meaning words (TAKS 1)

9C use multiple reference aids, including a thesaurus, a synonym finder, dictionary, and software, to clarify meaning and usage

9E study word meanings systematically such as across curricular content areas and through current events

10A use his/her own knowledge to comprehend 10B establish and adjust purposes for reading such as reading to find out, to

understand, to interpret, to enjoy, and to solve problems 10C monitor his/her own comprehension and make modifications when

understanding breaks down such as by rereading a portion aloud, using reference aids, searching for clues, and asking questions

10D describe mental images that text descriptions evoke

10E use the text’s structure or progressions of ideas such as cause and effect (TAKS 3)

10H draw inferences such as conclusions or generalizations and support them with text evidence and experience (TAKS 4)

11A offer observations, make connections, react, speculate, interpret, and raise questions in response to text

12B recognize that authors organize information in specific ways 12C identify the purposes of different text such as to inform, influence,

express, or entertain (TAKS 3) 12G understand literary forms by recognizing and distinguishing among such

types of text as stories … biographies …

12H analyze characters, including their traits, motivation, conflicts, points of view, relationships and changes they undergo (TAKS 2)

17A write with accurate of syllable constructions including closed, open . . .

select varied sources such as nonfiction, novels, textbooks, newspapers, and magazines when reading for information and pleasure 8B

read for varied purposes such as to be informed, to be entertained, to appreciate the writer’s craft, and to discover models for his/her own writing 8C

draw on experiences to bring meanings to words in context …multiple-meaning words 9B

clarify meaning and usage 9Cstudy word meanings systematically 9E visualize when I read 10Dunderstand cause and effect relationships 10E draw inferences such as conclusions or generalizations and support them with text

evidence and experience 10H recognize that authors organize information to help me understand what I read 12B identify the purposes of different texts 12C understand there are different types of stories 12Ganalyze characters, including their traits, motivation, conflicts, points of view,

relationships and changes they undergo 12Hwrite accurately 17A

Reading Comprehension Process (RCP)APK – Activate Prior Knowledge to support comprehension 10A (RCP)Set Purpose for reading 10B (RCP)Stop and Jot - to monitor comprehension and make modifications when

understanding breaks down 10C (RCP)Summarize - paraphrase and summarize text 10G (RCP) respond to text using the RCP 11Ause my reader’s notebook to record and interpret ideas 11B

Con

cept

s

Evidence of Learning80% of students will score an 85% or more on the weekly comprehension assessment.85% of students will score a 90% or better on the weekly Spelling test.85% of students will score a 3 or 4 on the Booktalk Rubric (Teacher Toolkit)



CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

Unit of Study: Becoming an Active Reader How does the structure of a narrative help me

comprehend? What are some of the ways that an author reveals

a character? How does the author’s purpose affect a text? How can you compare and contrast elements

within a narrative? How does cause and effect impact a text? How can I develop good independent reading

habits to be in the Reading Zone?

Read high frequency words (Grades 1 and 2). Decode multi syllabic words, as well as regular and irregular words (Grade 3). Read regularly in instructional level materials (Grade 3) Develop vocabulary through reading (Grade 3). Retell order of important events (Grades K-3) Identify the importance of setting to a story’s meaning (Grades 1-3) Recognize the story’s problem(s) or plot. (Grades 1-3)

The Teaching and Learning PlanWeek 3 Instructional Model/Teacher Directions

The teacher will…

Main Selection: “Looking for a Home,” pp. 64-78/ “En busca de un hogar” pp. 64-78Comprehension Skill: Generalizing, Narrative Structure/Generalizar, Estructura de la narrativaNew Routines: Small Group/Independent Reading Assignment and the Reading Zone

English Spanish

Spelling Vocabulary Academic Vocabulary Ortografía Vocabulario Academic Vocabulary

Spelling – EnglishList p. 83h choice poison destroy voyage downtown amount couch noisy Illinois annoy powder drown our surround spoil

Page 64b awe bitter determined horrified panicked select suspicious

generalizing narrative structure plot problem solution beginning middle end

Ortografía– SpanishList, p. 61i lección transporte enfadada inventora constructor convive invernadero transforma tropetista constelación constelación investigador envertebrado transparente elecciones

Page 64b ansioso decidido escasez horrorizado incapaz pánico sospechar supuse

generalizar estructura de la

narrative argumento problema resolución principio medio final



loyal oyster towel growl outside

constante travía convención construcción infracción principal

Word Work: Spelling(20 minutes)



(35 minutes)


Mon

day introduce the Spelling words

generalization: Vowel Sounds in boy and out/ Sílabas cerradas y mixtas, n antes de v o f (SF Eng, p.83h./Lectura, p83i)

Generalization (SF, pp. 62-63/Lectura, pp. 62-63)


Reading Assignment RoutineEach day, the students not meeting with the teacher will use the reading comprehension process in their notebooks and apply the comprehension skill taught that day within the process. Most main selections will take two days to complete. Teachers may also substitute the suggested Scott Foresman selection with another appropriate selection of the same genre.Guided ReadingThe teacher will guide students through the assignment, perhaps with oral discussion in place of writing. Students will read (for the most part) silently until a stopping point. The teacher may ask an individual student to read aloud to her/him, while the other students continue to read silently. Students may read aloud to each other when reentering text for text evidence.

Routine: pre read the book to be familiar

with the content and how to guide student discussion.


ask students to make predictions.

model comments and reflections as you read.




place books you have read aloud in a special container, or display them in the classroom library for easy access.(Fountas and Pinnell, 2001, pp. 29-30).

Tues

day

choose two Spelling “Daily Word Routines” (SF Eng, 62f./Lectura, p.62f)

Narrative Structure – Introduction from the Teacher Toolkit

(see focus lesson plan) Vocabulary Introduction with

cloze procedure or hands-on activity from the Teacher Toolkit

Wed

nesd

ay

complete “Think and Practice” (SF Eng, p. 83h./Lectura, p.83i-j)

Narrative Structure – Introduction from the Teacher Toolkit


Thur

sday

work with students to complete “Proofread and Write” (SF Eng, p. 83h./Lectura, p.83i-j)

The Reading ZoneFocus Lesson (20 minutes) Continuation of Monday through

Wednesday skill or a Reading Zone Routine

Book Talks (10 minutes)The teacher introduces books to entice students, or the other students booktalk a book they have rated a 9 or 10 (out of 10).

Silent Reading in the Zone (25 minutes)With teacher monitoring



Frid

ay administer a spelling test with at

least two dictation sentencesThe Reading Zone Assessment for the week’s

comprehension skill (30 minutes)



Follow the routine written in Weeks 1 & 2:Collect words and phrases from the book for students to use in their writing. They may be written on a chart and kept in the students’ writing toolkit. Example: Hatchet by Gary Paulsen. Read Chapters 6 – 7.Some words/phrases: diminish glacier abdomen crude

Focus Lesson (20 minutes)

Comprehension Skills Taught Week 3: Generalization

Lesson on Narrative Structure (See Teacher Toolkit: Narrative Structure – Introduction) This is the abbreviated outline for the lesson on the Teacher Toolkit.

Hook: Read aloud

Focus: Narrative stories contain a strong plot.

Teaching: Model think alouds.

Guided Practice: Make a foldable together (shutter fold).

Closure: Secure foldable in Reader’s Notebook.

Independent Practice: Make a foldable for Looking for a Home.



Week 4Main Selection: “Meeting Mr. Henry,” pp. 86-101/ “El señor Henry” pp. 86-101Comprehension Skill: Cause and Effect, Narrative Structure/Causa y efecto, Estructura de la narrativaNew Routines: Small Group/Independent Reading Assignment and the Reading Zone

English Spanish


Spelling - EnglishList p. 101h brain complain aliens slide bowling snowball antelope plain favorite vacation survive owner whole slope claim stranger sidewalk crime arrow globe

Page 86b challenging corridors custodians cut valuable

cause and effect possible effects more than one effect single cause

Ortografía – SpanishList, p. 101i kiosko aquello turquesa queop liquido kaki maniquí química mercado educado almanaque karateka bacalao cubierto cobija kerosene adquirió esquino artículo acomodó

Page 86b eliminan pasillos retarme valioso vencer

causa y efecto posibles efectos más de un efecto sola causa






(35 minutes)


Mon

day

introduce the Spelling words generalization: Long Vowels a, i, o,/ Palabras con q/c/k (Teacher Toolkit, SF Eng, p.101h/Lectura, p. 101i-j)

Cause and Effect (SF, pp. 92-93/Lectura, pp. 90-91)


Reading Assignment RoutineThe students not meeting with the teacher will use the reading comprehension process in their notebooks and apply the comprehension skill taught that day within the process. Most main selections will take two days to complete. Teachers may also substitute the suggested Scott Foresman selection with another appropriate selection of the same genre.Guided ReadingThe teacher will guide students through the assignment, perhaps with oral discussion in place of writing. Students will read, for the most part, silently until a stopping point. The teacher may ask an individual student to read aloud to her/him, while the other students continue to read silently. Students may read aloud to each other when reentering text for text evidence.





you read. find a few places to pause and

invite students to comment. keep the pace of the reading so

that it is not disjointed, but enjoyable.



(Fountas and Pinnell, 2001, pp. 29-30).

Tues

day choose two Spelling “Daily

Word Routines” (SF Eng, 84f/Lectura, p.84f)

Narrative Structure – from the Teacher Toolkit

(see focus lesson plan) Vocabulary Introduction with


Wed

nesd

ay complete “Think and Practice” (SF Eng, p. p.101h/Lectura, p. 101i-j)

Narrative Structure – from the Teacher Toolkit


Thur

sday work with students to

complete “Proofread and Write” (SF Eng, p. 101h/Lectura, p. 101i-j)







Frid

ay administer a spelling test

with at least two dictation sentences

The Reading Zone Assessment for the week’s

comprehension skill (30 minutes) Book Talks (5 minutes)

The teacher introduces books to entice students, or the other students booktalk a book they have rated a 9 or 10 (out of 10).


Follow the routine written in Weeks 1 & 2:Collect words and phrases from the book for students to use in their writing. They may be written on a chart and kept in the students’ writing toolkit. Example: Hatchet by Gary Paulsen. Read Chapters 8-9.Some words/phrases: graves with cobwebs and old dust

and death the smell was alive quill imbedded flammable

Focus Lesson(20 minutes)

Comprehension Skills Taught Week 4: Cause and Effect (Scott Foresman) Narrative Structure

See Teacher Toolkit: Narrative Structure Follow UpHook: Use a picture book for a read aloud.

Focus: Narrative Stories contain a strong plot.

Teaching: Read Miss Rumphius/Señorita Rumphius or other narrative. Generate a list of major events in the story.

Guided Practice: Map out the events on the Graphic Organizer.

Independent Practice: Apply to “Meeting Mr. Henry” pp. 86 – 101 as per directions on Teacher Toolkit.


o What strategy did we practice today? (plot elements/narrative structure)o Why do writers use plot elements? (for organization)o How can knowing plot elements help you in reading? (It helps me to better understand what I read.)



Week 5Main Selection: “Eloise Greenfield,” pp. 104-117/ “Eloise Greenfield” pp. 104-117Comprehension Skill: Author’s Purpose, Narrative Structure / Propósito del autor/de la autora, Estructura de la narrativa

English Spanish


Vocabulary - EnglishList p. 117h choose scoop crew future humor naughty sausage school booth drew music Utah daughter launch broom threw jewel usually taught laundry

Page 104b applied community council in-between project resident

author’s purpose passage descriptive to understand

Vocabulario - SpanishList p. 117i guijarro cigueñal lengüita seguido abogada guitarrista averigüé distinguido alumbra envasa lungüeta asegura gobierno embargo guisado paragüeria conversa acostumbró emblema apague

Page 104b complejo comunidad concejo residents solicitud transitorio

propósito de la autora pasaje descriptivo comprender



Word Work: Spelling(20 minutes)



(35 minutes)


Mon

day

introduce the Spelling words generalization: Vowel Sounds in rule, use, off/ Palabras con letras mudas, güe, güi, b/v (Teacher Toolkit, SF Eng, p117h./Lectura, p117i-j)

author’s purpose (SF, pp. 68-69/Lectura, pp. 68-69)


Reading Assignment RoutineThe students not meeting with the teacher will use the reading comprehension process in their notebooks and apply the comprehension skill taught that day within the process. Most main selections will take two days to complete. Teachers may also substitute the suggested Scott Foresman selection with another appropriate selection of the same genre.Guided ReadingThe teacher will guide students through the assignment, perhaps with oral discussion in place of writing. Students will read, for the most part, silently until a stopping point. The teacher may ask an individual student to read aloud to her/him, while the other students continue to read silently. Students may read aloud to each other when reentering text for text evidence.






find a few places to pause and invite students to

comment. keep the pace of the reading so




(Fountas and Pinnell, 2001, pp. 29-30).

Example: Hatchet by Gary PaulsenRead Chapters 10-11 precious eddied and swirled handle reflection bonfire connection

Tues

day choose two Spelling “Daily Word

Routines” (SF Eng, 102f/Lectura, p.102f)

author’s purpose (see focus lesson plan) Vocabulary Introduction with


Wed

nesd

ay

complete “Think and Practice” (SF Eng, p117h./Lectura, p117i-j

author’s purpose (see focus lesson plan)

Thur

sday

work with students to complete “Proofread and Write” (SF Eng, p117h./Lectura, p117i-j)







Frid


least two dictation sentences The Reading Zone Assessment for the week’s

comprehension skill (30 minutes)

Book Talks (5 minutes)The teacher introduces books to entice students, or the other students “booktalk” a book they have rated a 9 or 10 (out of 10).



Comprehension Skills Taught Week 5: Author’s PurposeHook: explain that every time an author writes, he or she has a purpose in mind tell that writers usually write to describe, explain, show, express, persuade, or to entertain understanding an author’s purpose will also help readers better understand the information in the text. have each student make a 6 part flap book (BIG construction paper) with each of the verbs listed aboveFocus: Determine author’s purpose along with the main idea of the selection Definition: Author’s Purpose is the reason an author writes a selection. The verbs describe, explain, show, express, persuade, or entertain are usually used with the main

idea of the selection.Teaching: have students write the definition (above) in their Reader’s Notebooks. go back to the first selection and demonstrate how you determine author’s purpose (“First Steps” – the author ‘s purpose is to show how Alesia took her first steps after

an accident) explain that when author’s purpose is tested on TAKS, they may use one of the verbs twice, but the main idea is what is different tell students that the verb is not as important as the main idea. As a matter of fact, one of the questions from the 5th grade TAKS released test used the verbs recognize,

encourage, highlight, and inform (none of which are on our list!). However, this is how you are going to categorize all the authors’ purposes in the flap book. open your flap book under the “show flap and demonstrate how you write the title and the purpose, beginning with the verb.Guided Practice have students go back to the selections they read in weeks 2 and 3 and write the author’s purpose for each of the selections in the flap book students may work in pairs monitor students as they do this. Have students share. Collect their foldables and give them out again after a few selections to determine author’s purposeClosure: ask the following questions:

o What comprehension strategy did we practice today? (Author’s purpose)o How do you use visualization? (Knowing why the author wrote something helps me to understand more of what he/she has written. It also helps me determine the

most important idea in the selection.)o How can help you in reading? (It helps me to better understand what I read.)

Independent Practice/Reading Assignment: Have students use the RCP with stopping points. When they finish this week’s selection, they should enter the author’s purpose on the flap book.




Cloze Procedure for Core Vocabulary The Reading Comprehension Process The Reader’s Notebook Hands-on Vocabulary Activities Frayer Model The Reading Zone Narrative Structure – Introduction Narrative Structure – Follow Up

Textbook: English

Week 3 Scott Foresman Reading Vol. 1

Vocabulary Cloze Paragraph p.62 Vocabulary Activity p. 64b Daily Word Routines p. 62f

Reading Generalizing Lesson “A Special Family” pp. 62-63 Suggested Selections:

“Looking for a Home,” pp. 64-83

Week 4 Scott Foresman Reading Vol. 1

Vocabulary Cloze Paragraph p.86 Vocabulary Activity p. 86b Daily Word Routines p. 84f

Reading Cause/Effect Lesson “Baseball and Brothers” pp. 84-85 Suggested Selections:

“Meeting Mr. Henry,” pp. 86-101Week 5: Scott Foresman Reading Vol. 1


Reading Author’s Purpose Lesson “First Steps pp. 102-103 Suggested Selections:

“Eloise Greenfield” pp. 104-117

Textbook: Spanish

Week 3Scott Foresman Lectura Vol.1

Vocabulary Cloze Paragraph p. 64 Vocabulary Activity p. 64b Rutinas diarias con palabras p. 62f

Reading Generalizar Lesson “Una familia especial” pp. 62-63 Suggested Selections:

“En busca de un hogar,” pp. 64-78“¿Qué eran los trenes de huérfanos?” pp. 79-83

Week 4Scott Foresman Lectura Vol.1


Reading Causa y efecto Lesson “El béisbol y los hermanos” pp. 84-85 Suggested Selections:

“El señor Henry” pp. 86-101Week5Scott Foresman Lectura Vol.1


Reading Propósito del autor/de la autora Lesson “Los Primeros Pasos” pp. 102-103 Suggested Selections:

“Eloise Greenfield” pp. 104-117



Evidence of Learning

Differentiation Interims/TAKS/Benchmarks College-Readiness i.e.,Anticipated Skills for SAT/ACT/College Board/Careers/Life


Virginia Rojas’ “3 – 12 Reading Strategies”Learning Logs (Reiss, 2005) – These are structured content journals based on reading assignments from the textbook.

Text Pages What I Understood

DifficultVocabulary

Questions I Have

What do you do for students who master the learning quickly?

http://www.glencoe.com/sec/literature/litlibrary/pdf/hatchet.pdf see page 12 “Quickwrite”

Brian Robeson was motivated to stay alive in seemingly impossible circumstances. Think of a time when you needed to solve a problem or a challenging task. Quickwrite for five minutes about the situation. Then reflect on what you have written. How did you solve the problem? What motivated you to finish?How are you like/unlike Brian?


Reading English: April 200624. From information in the selection, the reader can conclude that certain species in the rain forest-

F are afraid of the tramG sleep on the forest floorH depend on one anotherJ eat the leaves of the broccoli tree

Reading Spanish: April 2006 17. ¿ Qué puede concluir el lector acerca del viejo escultor?

A Combina todos los talentos que tienen sus hijos.B No les tiene mucha confianza a sus hijos.C Con frecuencia hace esculturas para el emperador.D Ha perdido interés en la escultura con el paso de los años.

Sample Questions Eighth Grade: TAKS Released TestSource: TEA Website - Reading English: April 2006



http://www.glencoe.com/sec/literature/litlibrary/pdf/hatchet.pdf

http://www.glencoe.com/sec/literature/litlibrary/pdf/hatchet.pdf





Reading – Grade 5Unit of Study: Understanding Expository Text

First Grading Period – Weeks 6 - 9 CURRICULUM OVERVIEWBig Idea Unit Rationale

“We feel that if nonfiction is taught to elementary students with an emphasis on purpose, the structures of particular types of nonfiction texts will fall into place. Students will then gain a better idea of text types, and they will be able to read and write them more effectively” (Buss and Karnowski, 2002, p. 2).

Buss, K, & Karnowski, L. (2002). Reading and writing: nonfiction genres. River Falls, WI: International Reading Association, Inc.

Expository texts are a usable kind of writing. Educators often do not experience the same success teaching expository as they do with narrative texts. Expository texts may have many different text structures. The emphasis of expository writing is the author’s purpose. Understanding the author’s purpose can help students “visualize how the text should be organized” (Buss & Karnowski, 2002, p. 1).

TEKSTEKS 5

7D adjust reading rate based on purposes for reading 8B select varied sources such as nonfiction, novels, textbooks, newspapers,

and magazines when reading for information and pleasure 8C read for varied purposes such as to be informed, to be entertained, to

appreciate the writer’s craft, and to discover models for his/her own writing 9A develop vocabulary/listening to selections

9B draw on experiences to bring meanings to words in context multiple-meaning words (TAKS 1)

9E study word meanings systematically such as across curricular content areas and through current events

10D connect, compare, and contrast ideas, themes, and issues across text (TAKS 4)

10E use the text’s structure or progression of ideas (cause and effect) to locate and recall information (4-8)

10F determine a text’s main ideas and how those ideas are supported with details (4-8)

10I students find similarities and differences across texts 10J distinguish fact and opinion in various texts

10L represent text information in different ways such as in outline, timeline, or graphic organizer to clarify meaning and usage (TAKS 3)

11A offer observations, make connections, react, speculate, interpret, and raise questions in response to texts (4-8)


I can: adjust my reading rate for expository text 7D read informational articles 8B, 8C collect words for use in my writing by listening to read alouds 9A use context clues to determine the meaning of unknown words 9B, 9E use graphic organizers 10L find information after I read based on structure or cause/effect relationship

10E find the main idea and notice which details support it 10F find similarities and differences across texts 10I tell the difference between facts and opinions 10J use a graphic organizer 10L students connect, compare, and contrast ideas, themes, and issues across

text 11D describe how the author’s perspective or point of view affects the text 12J find information using on-line searches 21C

Yo puedo: leer más lentamente cuando leo el texto informativo 7D leer artículos informativos 8B, 8C juntar palabras de libros leidos por el maestro para usar en mi escritura 9A usar claves de contexto para saber lo que quiere decir palabras desconocidas

9B, 9E usar organizadores gráficos 10L hallar información usando la estructura del texto o relaciones de causa y

efecto 10E



11D students connect, compare, and contrast ideas, themes, and issues across text (4-8)

12J describe how the author’s perspective or point of view affects the text (4-8)

10I find similarities and differences across texts (TAKS 3 21C take notes from relevant and authoritative sources such as guest speakers,

periodicals, or on-line searches (4-8)

hallar la idea principal y los detalles que la apoyen 10F hallar semejanzas y diferencias por dos textos 10I distinguir entre los hechos y los opiniones 10J hacer conexiones, comparraciones y contrastes através de dos textos 11D describer como el punto de vista del autor afecta el texto 12J hallar información usando el internet 21C

Evidence of Learning80% of students will score an 85% or more on the weekly comprehension assessment.85% of students will score a 90% or better on the weekly Spelling test.85% of students will score a 3 or 4 on the Booktalk Rubric (Teacher Toolkit)



Reading – Grade 5Unit of Study: Understanding Expository Text

CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

Unit of Study: Understanding Expository Text How do authors share a personal experience based on fact? How does finding similarities and differences help me to comprehend? Why would a text show the way something works (like a hurricane)? How does an author share information (about dolphins, a hurricane, or the

everglades)? Why would an author present an opinion or an argument? What is so important about retelling what I read?

Read high frequency words (Grades 1 and 2). Decode multi syllabic words, as well as regular and irregular words (Grade 3). Read regularly in instructional level materials (Grade 3) Develop vocabulary through reading (Grade 3). Retell order of important events (Grades K-3) Recognize the author’s purpose (Grades 4)

The Teaching and Learning PlanWeek 6 Instructional Model/Teacher Directions: The teacher will…

Main Selection: “The Diver and the Dolphin,” pp. 126-145/ “Aydin,” pp. 126-145Comprehension Skill: Steps in a Process/Pasos de un proceso

English SpanishSpelling Vocabulary Academic Vocabulary Ortografía Vocabulario Academic Vocabulary

Week 6 List p. 145h major judge ledge Georgia orchestration raccoon occasion subject lodge legend character mechanic occur accuse

Page 126b communicate cooperate desperate dolphins doomed hovered injured

steps in a process first after next if … then finally attributes

Week 6 List p. 145i-j cenizas versos pegajoso picotazo sabores provechoso domicilio xilófono consejos cerámica preciso delicadeza cacerola

Page 126b ansiedad ballena conservacionistas espécimen inesperada insólito pescador

pasos de un proceso primero después a continuación si … entonces finalmente características

junior ridge general chorus chord accurate

azucarado pezuña cerradura subirá






(35 minutes)Read Aloud (15 minutes)

Mon

day

introduce the Spelling words generalization: Consonant Sounds /j/ and /k/ Palabras con s/c/z y x (SF Eng, p.145h./Lectura, p145i-j)

Recognize and retell the order of steps taken to complete an action (Scott Foresman, pp. 124-125)

Assignment: Read one of the leveled readers and write down the steps in a process.


Reading Assignment Routine – The students will do the assignment independently.Small Group Guided Reading (Mon.-Wed.)The teacher will guide students through the assignment, perhaps with oral discussion in place of writing. Students will read (for the most part) silently until a stopping point. The teacher may ask an individual student to read aloud to her/him, while the other students continue to read silently. Students may read aloud to each other when reentering text for text evidence.







that it is not disjointed, but enjoyable. keep a list of books you have read

aloud and post it so that students can use the list to make connections.


Fountas, I., & , Pinnell, G.S. (2001). Guiding readers and writers: Grades 3-6. Heinemann Publishers, Portsmouth, NH.


Collect words and phrases from the book for students to use in their writing. They may be written on a chart and kept in the students’ writing toolkit. Example: Hatchet by Gary Paulsen. Read Chapters 12-13.Some words/phrases:

vicious persistent moved like a light ghost exulted tough hope

Tues

day


Connect Ideas Across Texts(see focus lesson plan)

Wed

nesd

ay

Use one of the “Get to 50” spelling activities (Teacher Toolkit: get to 50).

Connect Ideas Across Text(see focus lesson plan)

Thur

sday

Use one of the “Get to 50” spelling activities (Teacher Toolkit: get to 50).

Book Talks or

Extension of Wednesday’s lesson or

Focus Lesson on the Reading Zone

Silent Reading in the Zone (Thurs.-Fri.)(25 minutes)With teacher monitoring:

Reading Log Clipboard Questions Book Talks Letter Essay

(Teacher Toolkit: Reading Zone)

Frid

ay

administer a spelling test with at least two dictation sentences




Focus Lesson Plan Comprehension Skills Taught Week 6: Steps in a Process (Scott Foresman) Connect Ideas Across TextsFocusIdentifying similarities and differences is an important thinking skill because it helps students pay closer attention to text, organize their ideas, find patterns, and ultimately to recall more of what they have read.I can find similarities and differences across texts.HookTeacher Demonstration: Tell students that they have learned to compare and contrast before using Venn Diagrams. Today, however, they will be using another graphic to compare and contrast – an

attribute chart. Show the students the foldable and ask them what this has in common with a Venn Diagram. Then, talk about the attributes column. This is the big difference. Explain that attributes are features or characteristics you will ask them to explore, so that they have some

guidance in their determination of similarities and differences. For a demonstration show students 2 physical objects (that have something in common) and have a foldable ready to record similarities and difference. The foldable should have four sections. Example:

FoldAttributes Object 1

(Draw a picture)Both Object 2

(Draw a picture)

Write the title of each flap under the flap, as well. Draw seven (7) lines and number each line under each flap 1-7. Give the students some attributes to help guide their seeking what is the same and different (Students often struggle with Venn diagrams because of the open-endedness of

what they are looking for.). This should be written under the first flap “attributes.”o What it iso What it is made ofo Shapeo Coloro Detailso Sizeo Purpose

Copy down (as students reply) what is appropriate under the other flaps according to the attributes listed. Students may choose to add an attribute to be explored as a similarity or difference.

You will be the only one with the foldable, so make sure you show students where you are writing and why. It is also important for students to know that it is possible to have a similarity and differences listed for one attribute. When there is a similarity and no difference, write in the

“Both” column and put a line in the object columns for that particular attribute (vice-versa).TeachingGUIDED PRACTICE Give each pair of students (or threesome) a pair of objects to explore. Have them make one foldable together. Ask them to draw seven (7) lines with a rulter. Tell them to list attributes first (from a displayed list of the attributes above. They may adjust one of the attributes to better fit their item. Circulate to help students with their descriptive vocabulary.SAISD © 2008-09 – First Grading Period (Weeks 1 - 5) Reading Grade 5 - Initial Release Aug 08, V1 Page 32 of 48


Share.CLOSURE What have we been studying about today? (Finding similarities and differences) How does this help you in your reading? (It helps me organize my thinking, pay more attention, and remember more) How could you use this? (I could use this when I read two passages or have to compare two things, as I do in Science.)INDEPENDENT PRACTICE/READING ASSIGNMENT Begin to read “The Diver and the Dolphin” using the RCP.DAY 2 Explain that yesterday they compared and contrasted physical objects and today they will find similarities and differences for two different passages. The important thing is to

determine why the passages are paired to begin with. Give the student pairs a copy of Snow White and Sleeping Beauty ( or use a picture book) to read (or read them aloud). After they have read both give them the following attributes to list in their foldables:

o Genre (What kind of text is it?) (Fairy Tales)o Opening sentence (Once upon a time . . .)o Evil character (The wicked queen/stepmother/witch --- the fairy)o Cause of anger (jealousy/slighted)o Main character (Snow White -- Sleeping Beauty – both princesses)o Magic (mirror/apple/kiss – spell/kiss)o Prince (both kiss to wake up the princess – and of course, they live happily ever after.)

ShareCLOSURE What have we been studying about today? How does this help you in your reading? How could you use this?

INDEPENDENT PRACTICE/READING ASSIGNMENT Read “The Diver and the Dolphins” and “Dolphin Behavior” in the Scott Foresman book. Use the following attributes in the foldable book:

o Genreo Topico Dolphin Communicationo Relationship with Humanso Relationships with other Dolphinso Babysittingo Show of friendship



Week 7Main Selection: “The Fury of a Hurricane,” pp. 148-164/“La furia de un huracán” pp. 148-164Comprehension Skill: Graphic Sources/Fuentes gráficas

English Spanish

Spelling Vocabulary Academic Vocabulary Ortographía Vocabulario Academic Vocabulary

List p. 167h knowledge knuckle numb climber spaghetti listening mistletoe know knitting bomb plumbing aghast fasten whistle knew knapsack tomb ghost glisten hustle

Page 148b damage ecology hurricane identify mightiest predict pressure recovered

graphic sources interpret information diagrams charts graphs

List p. 167i-j margen trajimos geografía original mexicano viajaron geometría gema imagen vegetación protégé ajo origin gira legítimo aglidad dije

Page 148b arrasó daños ecología evacuación huracán poderosa predecir presión

fuentes gráficas interpreter información diagramas tables gráficas






(35 minutes)


Mon

day

introduce the Spelling words generalization: Words with kn, mb, gh, st/Palabras con g/j, j/x (SF Eng, p.167h./Lectura, p167i-j)

Recognize graphic sources in order to interpret information quickly (Scott Foresman, pp. 146-147)


Reading Assignment RoutineEach day, the students not meeting with the teacher will use the reading comprehension process in their notebooks and apply the comprehension skill taught that day within the process. Most main selections will take two days to complete. Teachers may also substitute the suggested Scott Foresman selection with another appropriate selection of the same genre.

Guided ReadingThe teacher will guide students through the assignment, perhaps with oral discussion in place of writing. Students will read (for the most part) silently until a stopping point. The teacher may ask an individual student to read aloud to her/him, while the other students continue to read silently. Students may read aloud to each other when reentering text for text evidence.









(Fountas and Pinnell, 2001, pp. 29- 30).Fountas, I., Pinnell, G.S. (2001). Guiding readers and writers: Grades 3-6. Heinemann Publishers, Portsmouth, NH.


Collect words and phrases from the book for students to use in their writing. They may be written on a chart and kept in the students’ writing toolkit.

Tues

day


Internet Resources/Steps in a Process (review)


Wed

nesd

ay

complete “Think and Practice” (SF Eng, p.167h./Lectura, p167i-j)

Internet Resources/Steps in a Process (review) (see focus lesson plan)

Thur

sday

work with students to complete “Proofread and Write” (SF Eng, p.167h./Lectura, p167i-j)

Becoming an active reader using the Reading Comprehension Process

(Reader’s Notebook) (see focus lesson plan)





Example: Hatchet by Gary Paulsen.Read Chapters 14-15

Some words/phrases: devastating impaired darted away exasperated

Frid

ay




Comprehension Skills Taught Week 7: Internet Resources/Steps in a Process (review)

Hook: Use the internet to find information

Focus: View primary source documents about the Hurricane of 1900 in Galveston.

Teaching: Print a copy of page 24 of the brochure titled Hurricanes…Unleashing Nature’s Fury from the website: http://www.nws.noaa.gov/om/brochures.shtml#hurricanesReview Skill taught in Previous Week: Steps in a Process using page 24 of the brochure.

Guided Practice: On the overhead or board, list the steps you take to get out of the building safely in a fire drill.

Independent practice: have the students write their own Family Disaster Plan modeled after the guidelines in the brochure from the American Red Cross.



http://www.nws.noaa.gov/om/brochures.shtml#hurricanes


What comprehension strategy did we practice today? How do you use visualization? How can help you in reading?

To obtain other satellite images and/or other weather parameters/observations for events days ago or events weeks, months or years ago, visit the National Climatic Data Center (NCDC) at http://www.ncdc.noaa.gov.In the search box, enter Galveston 1900. You will get more information.

Other reports on the Galveston Hurricane of 1900:

http://hurricanes.noaa.gov/

NOAA/NWS Commerates the Galveston Hurricane NOAA's 20th Century Top Weather, Water and Climate Events

For more information, please contactGALVESTON HISTORICAL FOUNDATIONat 409-765-7834, or at [email protected]://www.1900storm.comThe Galveston County Daily News maintains this site for the city’s 1900 Storm Committee. It includes current information about activities and events connected with the hundredth anniversary of the storm as well as photographic images and a discussion forum. Rare moving picture film shot by an employee of Thomas Edison on September 25, 1900 can be viewed on this site.



http://www.1900storm.com/

mailto:[email protected]

http://www.noaanews.noaa.gov/stories/s334.htm

http://www.noaanews.noaa.gov/stories/s496.htm

http://hurricanes.noaa.gov/

http://www.ncdc.noaa.gov/

Week 8Main Selection: “Dwaina Brooks,” pp.170-183/ “Dwaina Brooks,” pp. 170-183Comprehension Skill: Fact and Opinion/Hecho y opiniones

English Spanish

Spelling Vocabulary Academic Vocabulary Ortographía Vocabulario Academic Vocabulary

List p. 183h mailbox into sunset daylight haircut earthquake textbook horseback kickstand fireplace nearby sometimes anything something notebook hideout volleyball handwriting rattlesnake housework

Page 170b advised deliveries donate organized unfortunate

fact and opinions identify distinguish true statements beliefs true or false

List p. 183i-j enroscó fotógrafa productos transmite fortuna enredado ferrocarril firma protección urbano deportivo acordes corridor erróneo representó chatarra relámpagos corrección ejercicios enrollamos

Page 170b aconsejaron entregas donó reto desafortunadas

hecho y opinions identificarán distinguirán enunciados

verdaderos creencias verdaderas o falsas




(35 minutes)


Mon

day

introduce the Spelling words generalization: Compound Words/ Separación de sílabas abiertas, cirradas y mixtas (SF Eng, p.183h./Lectura, p183i-j)

identify statements of fact as something that can be proved true or false

identify statements of opinion as telling feelings or ideas, which cannot be proved true or false(Scott Foresman, pp. 168-169)


Reading Assignment RoutineEach day, the students not meeting with the teacher will use the reading comprehension process in their notebooks and apply the comprehension skill taught that day within the process. Most main selections will take two days to complete. Teachers may also substitute the suggested Scott Foresman selection with another appropriate selection of the same genre.Guided ReadingThe teacher will guide students through the assignment, perhaps with oral discussion in place of writing. Students will read (for the most part) silently until a stopping point. The teacher may ask an individual student to read aloud to her/him, while the other students continue to read silently. Students may read aloud to each other when reentering text for text evidence.



Routine: pre read the book to be familiar with

the content and how to guide student discussion.



you read. find a few places to pause and invite

students to comment. keep the pace of the reading so that

it is not disjointed, but enjoyable.



Fountas, I., Pinnell, G.S. (2001). Guiding readers and writers: Grades 3-6. Heinemann Publishers, Portsmouth, NH.


Collect words and phrases from the book for students to use in their writing. They may be written on a chart and kept in the students’ writing toolkit. Example: Hatchet by Gary Paulsen. Read Chapters 16-17.Some words/phrases:

Tues

day


Fact and Opinion(see focus lesson plan)

Wed

nesd

ay


Fact and Opinion (see focus lesson plan)

Thur

sday




Frid


least two dictation sentences Assessment with one of the

following:o RCP with a new selection o questions at the end of story o TAKS formatted questions o SF Selection Test

accurately correctly hesitate

There is an awesome example of a Prove It (writing strategy) on p. 162. “The storm had torn the forest to pieces - …” Read the next few lines to see how Gary Paulsen “proved” this statement through elaboration.

Focus Lesson Plan (20 seconds)

Comprehension Skills Taught Week 8: Fact and Opinion (Scott Foresman)

Hook: Use the following powerpoint as a hook for the lesson. http://imet.csus.edu/imet3/vito/Concept%20Attainment.PPT#1 or it can by accessed via a website from the University of Missouri and the Missouri Department of Education. It is labeled concept attainment. http://www.emints.org/ethemes/resources/S00001407.shtml

Focus: to identify statements of fact as something that can be proved true or false; to identify statements of opinion as telling feelings or ideas which cannot be proved true or false

Teaching: Read The Man Who Walked Between the Wires by Mordicai Gerstein (Caldecott Medal). Make a T-chart on the overhead or bulletin board and label the columns FACTS and OPINIONS. Have students take the following notes in their reader’s notebooks.

Facts – ask yourself, “How can this statement be proved?”

Opinions – ask yourself, “Does this tell a thought or feeling?” “Would the statement be true all of the time?” For opinions, look for clue words such as: feel, believe, always, never, none most, least, best, and worst. (from the website listed above).

Guided Practice: Read the following statements. Have the students list them under the appropriate columns on the T-chart. “The two towers were the tallest buildings in New York City.” (fact) How can this be proved? “You must be crazy! They would say. You’d fall for sure.” (opinion) How can this be proved? On the TAKS test, the question may be asked as which of the following

opinions are supported by the passage. This is a little higher level of understanding than asking which statement is an opinion. “It was terrifying and beautiful.” (opinion) How can this be proved? “The cable was seven-eighths of an inch thick.” (fact) How can this be proved?

Independent Practice: As the students read Dwaina Brooks, have them identify facts and opinions in their stop and jots.

Page 175, – find 3 facts and 1opinion…(see TE page 183 for answers)

Page 179, paragraph three – find an opinion…(homelessness is getting worse)

Closure:

http://www.emints.org/ethemes/resources/S00001407.shtml

http://imet.csus.edu/imet3/vito/Concept%20Attainment.PPT#1

Ask students What have we been studying about today? How does this help you in your reading? When could you use this?

http://pbskids.org/arthur/games/factsopinions/PBS Kids website with a fact and opinion game from “Arthur” – Decide if Francine and Buster are saying facts or opinions.

http://pbskids.org/arthur/games/factsopinions/

Week 9Main Selection: “Everglades,” pp. 186-201/“El Everglades” pp. 186-201Comprehension Skill: Author’s Viewpoint/Punto de vista del autor

English Spanish


List p. 203h handle accident because belong problem swung blood perhaps adventure decided possible lobster jungle flood anger before pretend solve python shuttle

Page 186b brim miraculous pondered prospered quantities seeped

author’s viewpoint choice of words topic tone

List p. 203i-j cero cerro area area coro corro mira mirra careta carreta corrige corea correa cereza quiere espera tierra barre cerrado derrite

Page 186b abundancia armoniosamente erosión multitude reflexionaron relato

punto de vista del autor

las palabras que usa el autor

tema el tono




(35 minutes)


Mon

day

introduce the Spelling words generalization: Short Vowels a, i, o, u/Palabras con r/rr (SF Eng, p.203h./Lectura, p203i-j)

Author’s Point of View (Scott Foresman, pp. 184-201)


Reading Assignment RoutineEach day, the students not meeting with the teacher will use the reading comprehension process in their notebooks and apply the comprehension skill taught that day within the process. Most main selections will take two days to complete. Teachers may also substitute the suggested Scott Foresman selection with another appropriate selection of the same genre.

Guided ReadingThe teacher will guide students through the assignment, perhaps with oral discussion in place of writing. Students will read (for the most part) silently until a stopping point. The teacher may ask an individual student to read aloud to her/him, while the other students continue to read silently. Students may read aloud to each other when reentering text for text evidence.









(Fountas and Pinnell, 2001, pp. 29- 30).Fountas, I., Pinnell, G.S. (2001). Guiding readers and writers: Grades3-6. Heinemann Publishers, Portsmouth, NH.

Remember that you can sometimes use your read alout time in conjunction with your focus lesson, if the title will exemplify what is being taught.

Tues

day


Author’s Point of View (see focus lesson plan) Vocabulary Introduction with cloze


Wed

nesd

ay


Author’s Point of View (see focus lesson plan)

Thur

sday






Collect words and phrases from the book for students to use in their writing.

They may be written on a chart and kept in the students’ writing toolkit.

Example: Hatchet by Gary Paulsen. Read Chapters 18-Epilogue.Some words/phrases: experimental exhaustion

Frid

ay


Assessment with one of the following:o RCP with a new selection o questions at the end of storyo TAKS formatted questions o SF Selection Test


Comprehension Skills Taught Week 9: Author’s Point of View (Scott Foresman)

Hook: Read aloud Brother Eagle, Sister Sky by Susan Jeffers. It was a message given by Chief Seattle (1790 – 1866) to the Commissioner of Indian Affairs for the Territory. If you do not have this book, use another picture book with a conservation theme.

Focus: to think about an author’s reasons for writing

Teaching: An author’s viewpoint is the way an author thinks about the subject of his or her writing. You can learn an author’s viewpoint by looking at the words used and the opinions expressed.

Guided Practice: Create an Attribute Chart (sample Teacher Toolkit) with your class. Discuss attributes of Brother Eagle, Sister Sky.

Independent Practice: Students will record attributes from “The Everglades” independently. This activity will include both author’s viewpoint and connecting themes across texts. Both are TAKS skills. Have students mark the following stop and jot questions.

Page 189. Who is the narrator of the story?

Page 189. How do you think the author feels about the land?

Page 197. How does the author feel about vanishing species and pollution?Independently or with a partner – after reading, have students answer … How are these two stories different?Make sure you ask students why when they give an answer. Students must provide text evidence for the answer. (What part of the story made you think that?)


What comprehension strategy did we practice today? How do you use this strategy? How can this strategy help you in reading?


Cloze Procedure for Core Vocabulary The Reading Comprehension Process The Reader’s Notebook The Reader’s Notebook Rubric Hands-on Vocabulary Activities Getting Started: Stop and Jot: Get the Picture/Capta

la idea Find Someone Who Frayer Model Attribute Chart

Textbook: EnglishWeek 6

Scott Foresman Reading Vol. 1


Spelling List and Activities p. 145h Daily Word Routines p. 124f

Reading Steps in a Process Lesson “First-Aid ABCs” pp. 124-125 Suggested Selections:

“The Diver and the Dolphins,” pp. 126-142“Dolphin Behavior” pp. 143-145

Week 7:



Reading Graphic Sources Lesson “Hurricane Seasons” pp. 146-147 Suggested Selections:

“The Fury of a Hurricane,” pp. 148-164“Flying Into a Hurricane,” pp. 165-167

Textbook: SpanishWeek 6

Scott Foresman Lectura Vol.1


Ortografía List and Activities p. 145i-j Rutinas diarias con palabras p. 124f

Lectura Pasos de un proceso Lesson “Una ballena de papel maché” pp. 124-125 Suggested Selections:

“Aydin,” pp. 126-142“Los delfines se comunican,” pp. 143-145

Week 7Vocabulario Cloze Paragraph p. 148 Vocabulary Activity p. 148b Rutinas diarias con palabras p. 146f


Lectura Fuentes gráficas Lesson “Temporada de huracanes” pp. 146-147 Suggested Selections:

“La furia de un huracán,” pp. 148-164“Vuelo al ojo de un huracán,” pp. 165-167

Week 8: Vocabulary Cloze Paragraph p. 170 Vocabulary Activity p. 170b Daily Word Routines p. 168f


Reading Fact and Opinion Lesson “A Volunteer’s Help” pp. 168-169 Suggested Selections:

“Dwaina Brooks,” pp. 170-183

Week 9: Vocabulary Cloze Paragraph p. 187 Vocabulary Activity p. 187b Daily Word Routines p. 184f


Reading Author’s Viewpoint Lesson “Action Against Pollution” pp. 184-185 Suggested Selections:

“Everglades,” pp. 186-201“Florida Everglades,” pp. 202-203



Lectura Hecho y opiniones Lesson “Ayuda voluntaria” pp. 168-169 Suggested Selections:

“Dwaina Brooks,” pp. 170-183



Lectura Punto de vista del autor/de la autora Lesson “Acción contra la contaminación” pp. 184-185 Suggested Selections:

“El Everglades,” pp. 186-201“Los everglades de la Florida,” pp. 202-203

Evidence of LearningDifferentiation Interims/TAKS/Benchmarks College-Readiness i.e.,

Anticipated Skills for SAT/ACT/College Board/Careers/Life


Virginia Rojas’ “3 – 12 Reading Strategies”Question Menu Strategies (Silver, Strong, and Perini, 1999) Use the textbook. Using the TAKS stems on the Teacher Toolkit, establish at least one question for each level of understanding. Have students review the questions before reading. As they read, they are to collect the information needed to generate a response for each question. Allow students to meet with other students to discuss their responses.

What do you do for students who master the learning quickly?

Have students read Brother Eagle, Sister Sky by Susan Jeffers and The Great Kapok Tree by Lynn Cherry or another conservation story. Students can work together to explore the following questions. How are the stories alike and different? Why is conservation important today? Do the students conserve or recycle at home? Does the campus?


Reading English: May 2006 (2nd Administration)23. One way that McJunkin and Schwachheim were alike was that both --

A were born in TexasB worked at the Crowfoot RanchC wanted to be scientists when they were youngD were interested in items from the past

Reading Spanish: May 2006 (2nd Administration) 30. Una manera en que McJunkin y Schwachheim se parecían era en que los dos --

F nacieron en TexasG trabajaron en el Rancho CrowfootH querían ser científicos cuando eran jóvenesJ estaban interesados en cosas del pasado

Sample Questions Eighth Grade: TAKS Released TestSource: TEA Website



Social Studies – Grade 8 - Home | San Antonio ISD · Web viewExample of Word Collection from Hatchet by Gary Paulsen (recommended title). Read chapters 1 and 2 during the first

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