Reading – Grade 5
Unit of Study: Becoming an Active Reader
First Grading Period – Weeks 1- 2 CURRICULUM OVERVIEW
Big 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
Concepts / 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
· 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 5
Unit 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 Plan
Week 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. 22-35
Comprehension Skill: The Reading Comprehension Process
English / Spanish
Spelling / Vocabulary / Academic Vocabulary / Ortografía / Vocabulario / Academic Vocabulary
List 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)
Monday / · 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.
Tuesday / · 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
Wednesday / · 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)
Thursday / · 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
Friday / · 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.)
SAISD © 2008-09 – First Grading Period (Weeks 1 - 5) Reading Grade 5 - Initial Release Aug 08, V1 Page 10 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.
Week 2Main Selection: “Faith and Eddie,” pp. 43-61/“Goig” pp. 38-57
Comprehension Skill: Sequence/Secuencia, Visualize with “Get the Picture”/Visualizar con “Capta la idea”
English / Spanish
Spelling / Vocabulary / Academic Vocabulary / Ortografía / Vocabulario / Academic Vocabulary
List 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