balanced literacy grade 5 - edison · balanced literacy grade 5 length of course: term ... crt...

PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION

BALANCED LITERACY

GRADE 5

Length of Course: Term Elective / Required: Required Schools: Elementary Schools Student Eligibility: Grade 5 Credit Value: N/A Date Approved: 11/22/10

BALANCED LITERACY – GRADE 5 2

THE PUBLIC SCHOOLS OF EDISON TOWNSHIP

MISSION STATEMENT

The Public Schools of Edison Township ensure that all students achieve at the highest level of academic success through the New Jersey Core Curriculum Content Standards and in partnership with the community, through a safe, supportive learning environment. This promotes self-worth and encourages productive contributions to a diverse, technological and constantly evolving global society. The district will maintain a staff of professional educators who support the New Jersey Core Curriculum Content Standards and the New Jersey Standards for Professional Development.

BALANCED LITERACY – GRADE 5 TABLE OF CONTENTS

Statement of Purpose ------------------------------------------------------------------------------- 3 Introduction -------------------------------------------------------------------------------------------- 5 Structure of Balanced Literacy for Kindergarten to Grades 3-5 -------------------------- 7 Before Day One… Setting the Stage for Reading and Writing --------------------------- 8 Unit 1 Establishing the Environment for Reading ------------------------------------------- 10 Unit 2 Establishing the Environment for Writing Workshop ------------------------------ 15 Unit 3 Writing Response Letters to Literature ----------------------------------------------- 20 Unit 4 Determining Importance in Nonfiction Text ------------------------------------------ 27 Unit 5 Critiquing ------------------------------------------------------------------------------------- 33 Unit 6 Writing Informational Pieces ------------------------------------------------------------- 39 Unit 7 Analyzing Text and Its Features -------------------------------------------------------- 44 Unit 8 Writing Persuasive Pieces --------------------------------------------------------------- 50 Unit 9 Writing Personal Narratives -------------------------------------------------------------- 57 Appendix A Non-Negotiable K-5 Program Elements for the Reading and Writing Workshop

Appendix B Codes for Skills and Strategy Instruction Appendix C Skills and Strategy Scope and Sequence for Reading Appendix D Building Blocks and Reading Strategies with Grade Level Emphases Appendix E Objectives for the K-5 Learner in the Reading and Writing Workshop Appendix F Reading Behaviors: Grade Five Levels S-W: Indicators Appendix G Developmental Stages of Writing Appendix H New Jersey Core Content Curriculum Standards, Strands, and Cumulative Progress Indicators: 3.3 Speaking, 3.4 Listening, and 3.5 Viewing and Media Literacy

Appendix I Edison‟s Essential Instructional Behaviors Appendix J Unit 9 Assessment: Personal Narrative Writing Task Appendix K Word Study Appendix L Thinking Strategies Used by Proficient Learners

BALANCED LITERACY – GRADE 5 3 STATEMENT OF PURPOSE

Literacy is the key to learning in all content areas. Many of the skills and concepts presented as specific to reading or writing are essential to unlocking meaning in all areas of the elementary educational experience. In addition, the critical, strategic, and creative thinking of literacy provides children with the tools for lifelong learning.

According to the Introduction to the New Jersey Core Curriculum Content Standards for Language Arts Literacy:

The language arts are integrative, interactive ways of communicating that develop through reading, writing, speaking, listening, and viewing. They are the means through which one is able to receive information; think logically and creatively; express ideas; understand and participate meaningfully in spoken, written, and nonverbal communications; formulate and answer questions; and search for, organize, evaluate, and apply information. Literacy is a way to acquire knowledge for thinking and communicating; it is more than the acquisition of a specific, predetermined set of skills in reading, writing, speaking, listening, and viewing. Literacy is also recognizing and understanding one‟s own purposes for thinking and communicating (through print or nonprint, verbal or nonverbal means) and being able to use one‟s own resources to achieve those purposes.

Although reading and writing units are presented separately for the purposes of this guide, it is necessary for teachers to integrate all of the skills and strategies of the five language arts literacy standards: reading, writing, speaking, listening, and viewing. New Jersey Core Curriculum Content Standards for Speaking (3.3), for Listening (3.4), and for Viewing and Media Literacy (3.5), included in Appendix G, are to be incorporated into all of the units.

This Language Arts Literacy Curriculum Guide provides model units for reading and writing instruction within the structure of balanced literacy. The units have been developed around particular comprehension strategies and modes of writing. The units included in this guide have been identified as mandated core units for each grade. Teachers are to develop additional units based on the assessed needs of their students for each school year.

In addition to the curriculum units, various documents have been included in this guide in order to provide support for teachers when planning for instruction. These documents are to be used to assist in organizing instructional time; to ensure that instruction meets the assessed needs of individual learners, of small groups, and of the whole class; and for addressing the various strands of the New Jersey Core Content Curriculum Standards.

Differentiated instruction is an integral element of a balanced literacy approach to language arts literacy instruction. Instructional activities and materials are included in the curriculum units; however, teachers must adapt their instruction to meet the assessed needs of their students each year.

When students are provided with materials and instruction aligned to their strengths and areas of need, they develop not only skills in oral and written language, comprehension, and critical thinking, but also grow socially and emotionally. Through the conversation and sharing of learning that takes place in a balanced literacy classroom, students become part of a true community of learners.

BALANCED LITERACY – GRADE 5 4 K-5 Language Arts Literacy Curriculum Guide Committees:

Summer 2006:

Hope Blecher-Sass, Literacy Coach John Marshall Mary Callahan, CRT Menlo Park Michelle Ferrer, Washington Tory Kowalski, Woodbrook Lisa LaRoche, Woodbrook Cherri Lee-Garcia, Menlo Park Roberta Macy, Lincoln Erin Madara, Ben Franklin Ashleigh Snow, James Monroe Tracey Stricker, Lincoln 2006-2007 School Year:

Hope Blecher-Sass, Literacy Coach John Marshall Janis Duer, JMP Colleen Hamrah, CRT Washington Frances Imperato, Reading Specialist MLK Roberta Macy, Lincoln Erin Madara, Grade 3 Ben Franklin Dalia Mirrione, CRT JMI Pat Norman, CRT Ben Franklin Tracey Stricker, CRT Lincoln Heidi Wehrfritz, Washington Kelly Wojcik, Grade 1 MLK Summer 2007:

Denise Adams, Menlo Park Janis Duer, JMP Lauren Feldman, Menlo Park Michelle Ferrer, Washington Jennifer Mitchell, John Marshall Susan Riolo, JMP Tracey Stricker, Lincoln Heidi Wehrfritz, Washington Kelly Wojcik, MLK Summer 2008

Denise Adams, Menlo Park Anne Diehl, Woodbrook Lauren Feldman, Menlo Park Ashleigh Snow, James Monroe Allison Tavares, Lindeneau Heidi Wehrfritz, Washington Kelly Wojcik, Martin Luther King Coordinated by: Lois Hagie and Suzanne Capraro, Elementary Supervisors

BALANCED LITERACY – GRADE 5 5 INTRODUCTION

The most precious resource teachers have is time. Regardless of how much time a course is scheduled for, it is never enough to accomplish all that one would like. Therefore, it is imperative that teachers utilize the time they have wisely in order to maximize the potential for all students to achieve the desired learning. High quality educational programs are characterized by clearly stated goals for student learning, teachers who are well-informed and skilled in enabling students to reach those goals, program designs that allow for continuous growth over the span of years of instruction, and ways of measuring whether students are achieving program goals. The Edison Township School District Curriculum Template

The Edison Township School District has embraced the backward-design model as the foundation for all curriculum development for the educational program. When reviewing curriculum documents and the Edison Township curriculum template, aspects of the backward-design model will be found in the stated enduring understandings/essential questions, unit assessments, and instructional activities. Familiarization with backward-deign is critical to working effectively with Edison‟s curriculum guides. Guiding Principles: What is Backward Design? What is Understanding by Design?

„Backward design‟ is an increasingly common approach to planning curriculum and instruction. As its name implies, „backward design‟ is based on defining clear goals, providing acceptable evidence of having achieved those goals, and then working „backward‟ to identify what actions need to be taken that will ensure that the gap between the current status and the desired status is closed.

Building on the concept of backward design, Grant Wiggins and Jay McTighe (2005) have developed a structured approach to planning programs, curriculum, and instructional units. Their model asks educators to state goals; identify deep understandings, pose essential questions, and specify clear evidence that goals, understandings, and core learning have been achieved.

Program based on backward design use desired results to drive decisions. With this design, there are questions to consider, such as: What should students understand, know, and be able to do? What does it look like to meet those goals? What kind of program will result in the outcomes stated? How will we know students have achieved that result? What other kinds of evidence will tell us that we have a quality program? These questions apply regardless of whether they are goals in program planning or classroom instruction.

The backward design process involves three interrelated stages for developing an entire curriculum or a single unit of instruction. The relationship from planning to curriculum design, development, and implementation hinges upon the integration of the following three stages.

Stage I: Identifying Desired Results: Enduring understandings, essential questions, knowledge and skills need to be woven into curriculum publications, documents, standards, and scope and sequence materials. Enduring understandings identify the “big ideas” that students will grapple with during the course of the unit. Essential questions provide a unifying

BALANCED LITERACY – GRADE 5 6 focus for the unit and students should be able to more deeply and fully answer these questions as they proceed through the unit. Knowledge and skills are the “stuff” upon which the understandings are built.

Stage II: Determining Acceptable Evidence: Varied types of evidence are specified to ensure that students demonstrate attainment of desired results. While discrete knowledge assessments (e.g.: multiple choice, fill-in-the-blank, short answer, etc…) will be utilized during an instructional unit, the overall unit assessment is performance-based and asks students to demonstrate that they have mastered the desired understandings. These culminating (summative) assessments are authentic tasks that students would likely encounter in the real-world after they leave school. They allow students to demonstrate all that they have learned and can do. To demonstrate their understandings students can explain, interpret, apply, provide critical and insightful points of view, show empathy and/or evidence self-knowledge. Models of student performance and clearly defined criteria (i.e.: rubrics) are provided to all students in advance of starting work on the unit task.

Stage III: Designing Learning Activities: Instructional tasks, activities, and experiences are aligned with stages one and two so that the desired results are obtained based on the identified evidence or assessment tasks. Instructional activities and strategies are considered only once stages one and two have been clearly explicated. Therefore, congruence among all three stages can be ensured and teachers can make wise instructional choices.

At the curricular level, these three stages are best realized as a fusion of research, best practices, shared and sustained inquiry, consensus building, and initiative that involves all stakeholders. In this design, administrators are instructional leaders who enable the alignment between the curriculum and other key initiatives in their district or schools. These leaders demonstrate a clear purpose and direction for the curriculum within their school or district by providing support for implementation, opportunities for revision through sustained and consistent professional development, initiating action research activities, and collecting and evaluating materials to ensure alignment with the desired results. Intrinsic to the success of curriculum is to show how it aligns with the overarching goals of the district, how the document relates to district, state, or national standards, what a high quality educational program looks like, and what excellent teaching and learning looks like. Within education, success of the educational program is realized through this blend of commitment and organizational direction.

BALANCED LITERACY – GRADE 5 7 Structure of Balanced Literacy for Grades 3 to 5 - Revised 2010

Elements of the workshop structure are to be scheduled in one consecutive block of time within the classroom time restraints with a total of 135 minutes of Language Arts Literacy daily

for grade 3 and 120 minutes daily for grades 4 to 5. All of these elements lend themselves to natural integration across all subjects as children will have opportunities to apply Language Arts Literacy skills in all of their other content areas.

The Workshop Model The Workshop Model uses a recurring architecture to provide effective instruction for reading and writing.

The Connection reflects upon prior learning and precisely tells the children what will be taught during the lesson.

The Teaching Point is the specific strategy or skill expected within the children‟s own work explicitly taught by the teacher or demonstrated through mentor texts.

The Active Engagement provides an opportunity for children to try what has just been modeled or demonstrated by the teacher.

The Link to the ongoing work of the day‟s workshop is given as the teacher states his/her expectations for the day‟s independent time. This sets the stage for the independent

time to be used productively.

Independent Time allows each student to apply the skill or concepts previously presented on his/her own terms. The teacher observes and provides scaffolds to suppor t

students in their development. This might be through assessments, individual conferences or small group instruction in order to differentiate instruction.

The Mid-WorkshopTeaching Point is a quick interruption for the teacher to restate, reteach, and/or refocus the readers and writers before resuming their work.

The Teaching Share is a time for closure in a whole group setting. The teacher facilitates reflection on the day‟s work through question such as, “What did I learn as a reader, writer, or as thinker today? How will this help me in my work to be a lifelong learner?” This sets the stage for the next workshops.

Writing Workshop Direct, explicit whole group instruction that writers can apply to their self-

selected pieces within the genre study

Essential element of the workshop is the time allowed for children to do what

writers do, write!

Conferring is the opportunity for the writer to receive feedback and learn

something new that can be applied to their current and future writing.

Flexible small group instruction can support the common needs of the writers

Reading Workshop Direct, explicit strategy/skill instruction that readers can apply to books at all

levels

Essential element of the workshop is actual time for eyes on print with children

actively engaged in reading just right books

Conferring is the opportunity for the child to receive feedback as a reader.

Flexible small group instruction can support the common needs of the readers

Reading Partnerships sharing thoughts about books

Reading Book Clubs allow for children to read multiple copies of the same book in sync. This occurs later in the school year.

Literature Circles build toward genuine conversations about books.

Interactive Read Aloud

Direct instruction of the use of comprehension strategies, fluency, vocabulary, author's craft strategies as the teacher demonstrates and models what a proficient reader thinks while reading to comprehend text that could be beyond the readers‟ independent comprehension level

Whole group discussion and/or turn and talk sharing with peers to facilitate thorough, imaginative, and creative understanding of text

Instruction and community building within whole group setting

Essentials of listening, reflecting, commenting, and partnership work

Read aloud text can occur during science, social studies, math, or character education

NOTE: Interactive Read Aloud is also highly effective when working with children who are English Language Learners (ELLs) and with children who need support with fluency. It can be done in a small group during Independent Time.

Word Work Word study with word sorts, word families, vocabulary, phonics, decoding, fluency as developmentally appropriate

See Word Study, Appendix K, of the Balanced Literacy Curriculum

Handwriting Teacher modeling letter formation, spacing, and formatting while charting across the day Direct small group instruction and independent practice as needed

Assessments Observation of the reader/writer with anecdotal records by the teacher

Rubrics and/or checklists for assessing the progress of writers in the Units of Study for Teaching Writing, Developmental Stages of Writing, K-5 (district writing continuum) On-going use of Assessment of Reading Behaviors (district Running Records) as developmentally appropriate


Before Day One… Setting the Stage for Reading and Writing

Your classroom environment sets the stage and tone for all learning that will occur within the four walls. If your classroom has a warm and

inviting atmosphere, a sense of community will be fostered. Creating an inviting classroom means reflecting comfort and productivity

throughout the daily routine. The classroom furniture and physical resources should be arranged in a manner that supports student

interaction and learning activities. You can set up the room before the children arrive in September, but as the year progresses, you will

find that the needs of your learners will sometimes necessitate reorganize and rearrangement of the floor plan. Involve the children in

considering a floor plan and reorganization of materials in the classroom, so that they take ownership in their classroom.

The social interaction of children is critical to their learning within this comfortable atmosphere. The classroom must be an environment

where:

Children read and write quietly.

Children know where materials are located and know how to use them and put them away.

Conversations in small-group work and individual conferences are conducted in very soft voices or whispers.

Large group lessons are conducted in an orderly way: each student can hear and see others, and there are routines for taking

turns.

Students know the daily schedule for group and individual work.

All members of the classroom community listen to one another in a respectful way.

The children‟s desks should be arranged in groups of four to six children. Children of mixed abilities can talk about and make sense of

their work together. At many times during the day, children need to work quietly to be able to concentrate and do their best work at their

own seats.

The meeting area requires several hubs in the room, which no longer allows for a front or a back of the classroom. There will be an open,

comfortable place for all to gather together for read alouds, book talks, mini-lessons, and group teaching and sharing. A chart tablet on

an easel sets the stage for the gathering of children for learning and discussions. Anchor charts can be displayed for future reference or

BALANCED LITERACY – GRADE 5 9 revising. A basket a clipboards can be located nearby for the children‟s use during whole group lessons.

The classroom library should be a warm, inviting, and quiet area dedicated to the children's selecting of "just right" books to read

independently. These books can be organized in baskets or boxes. Each labeled basket can be organized in a child-appealing way

according to a variety of topics, (e.g., genre, author, a series, and award-winners). A few of the book baskets can have a close range of

leveled books in order to support those children who still need support when choosing a book for independent reading. Keep in mind that

the lettered level is only a guide or approximation. The child's own reading experience, strengths, and background knowledge will help to

determine if a book is "just right." The books selected for display in the classroom library should be worthy of conversation and reflection.

Provide room for learners to have a comfortable space to confer or for buddy reading partnerships.

Provide a table for small group, guided instruction with adequate space for you to gather 3-5 children at a time. A table or a group of

clustered desks would facilitate focus and sharing of ideas. Nearby materials should include paper, pencils, white boards with markers and

erasers, and sets of books appropriate for small group instruction. The teacher should have access to a larger white board or the easel

with chart paper. This space can be used throughout the day for small groups of learners to work with the teacher.

A classroom with strong reading and writing work going on is inevitably print-rich. Your classroom should reflect all the learning that goes

on within it. Items posted within the room should foster your students‟ learning. Wall space does not have to be covered with store bought

posters and charts on the first day of school. Feel free to allow the community of learners to contribute to the creation of the charts or

posters during mini-lessons. These charts serve as anchors for their new learning when the children are working independently. When

these colorful chart papers are posted in the classroom, the statement is that the classroom is truly a community of learners that are

constantly learning and growing. Just one minute in a print-rich classroom would tell a visitor that this is a space for readers and writers.

Be sure to revisit the charts and posters by referring to them as they are posted, or take one down to revise or add new learning. Leave

some space for a Word Wall. This is space that is devoted to the collection of interesting and meaningful words encountered during read

alouds, mini-lessons, or content area study in science, math, or social studies. These words can be categorized and the lists should be

added to throughout the year. This is the place to honor words and appreciate our language.


Unit 1: Establishing the Environment for Reading Targeted Standards: STANDARD 3.1 (READING) ALL STUDENTS WILL UNDERSTAND AND APPLY THE KNOWLEDGE OF SOUNDS, LETTERS, AND WORDS, IN WRITTEN ENGLISH TO BECOME INDEPENDENT AND FLUENT READERS, AND WILL READ A VARIETY OF MATERIALS AND TEXTS WITH FLUENCY AND COMPREHENSION. Unit Objectives/Conceptual Understandings: Students will understand that in order to become lifelong readers and learners, they will benefit from daily opportunities to read books they choose for themselves, for their own purposes, and for their own pleasures. Students will understand that in order to grow as readers and deepen their understanding of texts, they need many opportunities to think about, and write about the texts they are reading. Students will understand that a diversity of reading material, including fiction and nonfiction, provides them with opportunities to grow intellectually, emotionally, and socially. Essential Questions: What makes a workshop environment successful? What does the reading workshop look like and sound like? How do readers make informed decisions about their reading? How can conversation and responding to texts enhance reading experiences? Unit Assessment: Teachers will evaluate individual students‟ understandings of unit objectives and essential questions through one-on-one conferences and observations.

Core Content Objectives

Instructional Actions

Cumulative Progress

Indicators

Concepts

What students will know.

Skills

What students will be able to do.

Activities/Strategies

Technology Implementation/ Interdisciplinary Connections

Assessment Check Points

3.1.5.D Fluency 4. Read silently for the purpose of increasing speed, accuracy, and reading fluency. 3.1.5.E Reading Strategies (before, during, and after reading) 1. Activate prior knowledge and anticipate what will be read or heard. 2. Vary reading strategies according to their purpose for reading and the nature of the text.

Reading is thinking. Reading Workshop is an organized set of language and literary experiences designed to help students become more effective readers. Readers learn how to work together as a community, supporting one another as well as pursuing individual goals. Careful readers read just right books with accuracy, fluency, and comprehension.

Use the classroom library to self-select and return books appropriately Take responsibility for their learning and supporting the learning of each other by demonstrating respect for the rules and procedures of Reading Workshop Create a list of reading interests Listen to and participate in mini-lessons Determine whether books are

Independent Reading: The First Twenty Days of Teaching – Chapter 9 and Figure 9-1 Guiding Readers and Writers, Grades 3-6 by Fountas and Pinnell Help students become lifelong readers by allowing them to independently choose books they enjoy Allow students to participate in all the choices and decisions readers make Create a “Reading is Thinking” chart with your students. Keep

Check literacy levels recorded by previous teacher. This provides a starting point when beginning baseline assessments Running records Reader‟s Response Journals and Stop and Jots


Unit 1: Establishing the Environment for Reading (continued) Core Content Objectives


Cumulative Progress

Indicators

Concepts


Skills





3. Reread to make sense of difficult paragraphs or sections of the text. 4. Make revisions to text predictions during and after reading. 3.1.5.G Comprehension Skills and Response to Text 2. Identify genre by their distinctive elements (e.g. tall tale exaggeration). 4. Anticipate and construct meaning from text by making conscious connections to self, author, and others. 12. Recognize literary elements in stories, including setting, characters, plot, and mood. 16. Read regularly in materials appropriate for their independent reading level.

Just right books enable children to feel powerful as readers. Readers talk, read, and write about things in which they are genuinely interested. Readers are actively engaged in reading. Readers take responsibility for their learning. Literature study helps students to learn to extend the meaning of texts and make connections among and between texts. Readers choose books in many different ways.

easy, just-right, or challenging Read silently during a designated time Use sticky notes while reading to prepare for writing response to literature letters and conferring with the teacher Use reading strategies to engage in meaningful communication about what they read with partners, teachers, and in small groups Provide written responses to what they have read independently in reader response letters Read a variety of increasingly challenging texts that require them to use comprehension strategies in different ways Present book talks by discussing and sharing books with the class Keep records of their reading Categorize different types of fiction and nonfiction so that they can vary their reading

the chart posted in your classroom and add to it when necessary. Strategies That Work by Harvey and Goudvis page 5. Day 1 of the First Twenty Days from Guiding Readers and Writers, Grades 3-6 by Fountas and Pinnell Establish the roles and routines of the reading workshop. Appendix 16 Guiding Readers and Writers, Grades 3-6 by Fountas and Pinnell Use clear statements and clear demonstrations of procedures. Mini-lessons should be short and to the point Explain procedures for read- alouds. Unit 1/Week 1/Days 1-4, “The Reading Life,” Making Meaning Encourage children to think about and share their reading lives. Practice “Think, Pair, Share.” Unit 1/Week 2/Days 1-2, “The Reading Life,” Making Meaning Establish norms for classroom community. Unit 1/Week 3/Days 1-4, “The Reading Life,” Making Meaning

Individual conferences Observations within whole group, small group, and individual settings




Cumulative Progress

Indicators

Concepts


Skills





Write book recommendations Abandon books and provide reasons for why they are no longer interested in the books

Display anchor charts from the mini-lessons in the classroom. Be sure that they are easily accessible to the students Conduct reading interviews to find out more about students‟ reading interests and their independent reading perspectives. Appendix 46 Guiding Readers and Writers, Grades 3-6 by Fountas and Pinnell Model the use of comprehension strategies (making connections, questioning, visualizing, making inferences, determining importance, summarizing, synthesizing) through interactive read alouds Use think alouds while reading to demonstrate how a reader analyzes the text to aid in comprehension. Observe students as they think aloud during independent reading conferences. Guiding Readers and Writers, Grades 3-6 by Fountas and Pinnell page 493




Cumulative Progress

Indicators

Concepts


Skills





Model book talks. When selecting books to talk about, consider new books by authors whom the students love, another book by an author whose book you‟ve read aloud, “best-selling” titles that are popular with the age group, books on issues or topics that interest the students, and books that introduce a new author, genre, or illustrator. Figures 7-4 & 7-5 page 121 of Guiding Readers and Writers, Grades 3-6 by Fountas and Pinnell Mini-lessons to demonstrate how readers‟ understanding of the meanings of words though an understanding of the passage‟s context, purpose, audience enhances comprehension

Resources: Essential Materials, Supplementary Materials, Links to Best Practices NJ Core Content Curriculum Standards; NJ Standards Clarification Project, Phase I http://www.nj.gov/education/aps/njscp/ Classroom and School Libraries (fiction and non-fiction text, short articles, references materials, and other forms of literature) “Children‟s Books Sorted by Craft or Strategy for Teacher Read-Alouds” (Available on district website) Guiding Readers and Writers, Grades 3-6, Teaching Comprehension, Genre, and Content Literacy by Irene Fountas and Gay Su Pinnell, Chapter 9, “Getting Started: The First 20 Days of Independent Reading”

Instructional Adjustments: Modifications, student difficulties, possible misunderstandings Consult IEPs and 504s and make appropriate modifications. Conduct small group instruction to target students in need of reinforcement/enrichment of specific skills and/or strategies.

Provide teacher support and more modeling of the mini-lessons that students are having difficulty with.

http://www.nj.gov/education/aps/njscp/


Unit 1: Establishing the Environment for Reading (continued) Resources: Essential Materials, Supplementary Materials, Links to Best Practices Making Meaning: Strategies That Build Comprehension and Community, Grade 5 Mosaic of Thought, Teaching Comprehension in a Reader‟s Workshop, by Ellin Oliver Keene and Susan Zimmermann Science and Social Studies content area books Science and Social Studies Texts The 7 Keys to Comprehension, How to Help Your Kids Read It and Get It! by Susan Zimmermann and Chryse Hutchins Revisiting the Reading Workshop: Management, Mini-lessons, and Strategies by Barbara Orehovec and Marybeth Alley Recommended Resources: Strategies That Work, Teaching Comprehension for Understanding and Engagement by Stephanie Harvey and Anne Goudvis Teaching for Comprehension and Fluency, Thinking, Talking, and Writing About Reading, K-8 by Irene Fountas and Gay Su Pinnelll

Instructional Adjustments: Modifications, student difficulties, possible misunderstandings Assist students when choosing books. Encourage the students to read just-right books by suggesting books that are of a higher/lower level.


Unit 2: Establishing the Environment for Writing Workshop Targeted Standards: 3.2 (WRITING) ALL STUDENTS WRITE IN A CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND PURPOSES. Unit Objectives/Conceptual Understandings: Students will understand that good writers develop and refine their ideas for thinking, learning, communicating, and aesthetic expression. Students will understand that writing is a complex process that begins with the recording of one‟s thoughts. Students will understand that writing is used for composition, communication, expression, learning, and engaging the reader. Students will understand that writing should be appreciated not only as a product, but also as a mode of thinking and communicating. Essential Questions: How do good writers express themselves? How does process shape a writer‟s product? Why does a writer choose a particular form of writing? What will Writing Workshop look like in our classroom? What procedures will we follow to make Writing Workshop successful? What do writers do during Writing Workshop? Unit Assessment: Teachers will evaluate individual students‟ understandings of unit objectives and essential questions through one-on-one conferences and observations.



Cumulative Progress

Indicators

Concepts


Skills





3.2.5.A Writing as a Process (prewriting, drafting, revising, editing, postwriting) 3. Generate possible ideas for writing through listening, talking, recalling experiences, hearing stories, reading, discussing models of writing, asking questions, and brainstorming. 4. Develop an awareness of form, structure, and author‟s voice in various genres. 5. Use strategies such as graphic organizers and

The workshop enables students to experience living in a writing community. The writing classroom is made up of accessible writing tools (pencils, different kinds of paper, clipboards, erasers, dictionaries, thesauruses, commonly misspelled words, etc.) as well as comfortable seating arrangements for successful writers. Writers follow specific guidelines to work effectively as a member of a writing community.

Respect and support other writers and maintain a sense of community to reinforce the foundation of Writing Workshop Demonstrate knowledge of how the routines work, how the supplies are organized, and how time is arranged during Writing Workshop Recognize and appreciate read alouds as models of literature that foster a sense of community Create a personalized writer‟s notebook Organize ideas for writing in a

Discuss expectations with students. Revisit when necessary, page 62 and Appendix 11 of Guiding Readers and Writers, Grades 3-6, by Irene Fountas and Gay Su Pinnell Introduce the materials in mini-lessons, page 59 Guiding Readers and Writers, Grades 3-6, by Irene Fountas and Gay Su Pinnell Develop consistent and predictable writing workshop procedures/structure. Develop lessons based on

Individual conferences Informal assessment during guided writing groups Informal observations Anecdotal records Notebook check Author‟s Chair Writing Process Checklist or Chart


Unit 2: Establishing the Environment for the Writing Workshop (continued) Core Content Objectives


Cumulative Progress

Indicators

Concepts


Skills





outlines to elaborate and organize ideas for writing. 6. Draft writing in a selected genre with supporting structure according to the intended message, audience, and purpose for writing. 7. Make decisions about the use of precise language, including adjectives, adverbs, verbs, and specific details, and justify the choices made. 8. Revise drafts by rereading for meaning, narrowing focus, elaborating and deleting, as well as reworking organization, openings, closings, word choice, and consistency of voice. 9. Review own writing with others to understand the reader‟s perspective and to consider and incorporate ideas for revision.

10. Review and edit work for spelling, usage, clarity, organization, and fluency.

Writers follow the writing process. They brainstorm, compose rough drafts, engage in peer conferences and teacher conferences, write final copies, and publish. Writing Workshop is a predictable and structured component of each day. Writers teach one another. Writers are aware of form, structure, and author‟s voice in various genres.

writer‟s notebook Write during a designated time and develop stamina Participate in whole group mini-lessons and apply the new knowledge to individual writing Provide thoughtful comments and support Confer with the teacher and other writers Share writing to elicit feedback Study authors and quality literature Discover the craft of writing by analyzing and discussing what good writers do Select appropriate graphic organizers for writing

appropriate sessions from Launching the Writer‟s Workshop from Units of Study for Teaching Writing Grades 3-5 by Lucy Calkins and Marjorie Martinelli Read aloud texts that resemble those you hope your children will soon write. Use teacher models, student models, and mentor texts. Share teacher‟s writing (at all stages of the writing process) and refer to students as writers, authors, etc. to reinforce their role as writers. Personal storytelling Have students create Writer‟s Notebooks Collect the names of the students‟ favorite authors. Share biographical information and personal stories about how these authors became writers. (Use author homepages as resources to gather information.) Encourage the students to share writing artifacts such as pictures, items that hold stories, published pieces from previous years, and favorite books.

Writing folder for works in progress Formal assessment of final pieces using rubrics (e.g., Assessment Rubric for Launching the Writing Workshop, by Lucy Calkins and Marjorie Martenelli Development of a portfolio




Cumulative Progress

Indicators

Concepts


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11. Use a variety of reference materials to revise work. 12. Use computer writing applications during the writing process. 13. Understand and apply the elements of a scoring rubric to improve and evaluate writing. 14. Reflect on own writing, noting strengths and setting goals for improvement. 3.2.5.D Writing Forms, Audiences, and Purposes (exploring a variety of writing) 2. Gather, select, and organize information appropriate to a topic and audience.

Model brainstorming, think alouds, using graphic organizers, and writing. Generate ideas for writing by encouraging the students to think about small moments related to a person or place. Launching the Writing Workshop from Units of Study for Teaching Writing Grades 3-5 by Lucy Calkins and Marjorie Martinelli Recognize and celebrate classroom experts/accomplishments Introduce basic habits of conversation and have the students practice them Develop partnerships and small groups for sharing and peer work “Learning How to Be a Writer in Writing Workshop” Guiding Readers and Writers, grades 3-6 by Fountas and Pinnell page 54

Individualized conferences with writers that shape independence:




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guided conferences: teach student something he/she needs to know about writing and try it together. Teacher is there for immediate support.

conferences that support the teaching of the mini-lesson: follow-up on teaching of a new strategy or understanding of the mini-lesson.

conferences that extend the teaching of the mini-lesson: teach something that builds on the mini-lesson and extends student learning.

conferences that develop the reader: support the writer as he/she is developing skills needed to become a life-long writer.

Resources: Essential Materials, Supplementary Materials, Links to Best Practices NJ Core Content Curriculum Standards; NJ Standards Clarification Project, Phase I http://www.nj.gov/education/aps/njscp/ Guiding Readers and Writers: Grades 3-6, Teaching Comprehension, Genre, and Content Literacy by Irene Fountas and Gay Su Pinnell Nonfiction Craft Lessons, Teaching Information Writing K-8 by Ralph Fletcher and Joann Portalupi

Instructional Adjustments: Modifications, student difficulties, possible misunderstandings Consult IEP‟s and 504 Plans and make appropriate modifications. Use more/less advanced materials and texts. Revisit mini-lessons. Continue to model strategies.



Unit 2: Establishing the Environment for the Writing Workshop (continued) Resources: Essential Materials, Supplementary Materials, Links to Best Practices Craft Lessons, Teaching Writing, K-8 by Ralph Fletcher and Joann Portalupi Units of Study for Teaching Writing Grades 3-5: Launching the Writing Workshop by Lucy Calkins and Marjorie Martinelli. Teachers College Reading and Writing Project: 4

th – 5

th Grade Writing Curriculum

(http://books.heinemann.com/shared/onlineresources/e00870/writinggr4_5ccal.pdf) Recommended Texts: Notebook Know How: Strategies for the Writer‟s Notebook by Aimee Buckner A Writer‟s Notebook: Unlocking the Writer Within You by Ralph Fletcher Revisiting the Writing Workshop, Management, Assessment, and Mini-Lessons by Marybeth Alley and Barbara Orehovec The Art of Teaching Writing by Lucy Calkins The Writing Workshop, Working through the Hard Parts (And They're All Hard Parts) by Katie Wood Ray and Lester Laminack Wondrous Words, Writers and Writing in the Elementary Classroom by Katie Wood Ray The No-Nonsense Guide to Teaching Writing by Judy Davis and Sharon Hill

Instructional Adjustments: Modifications, student difficulties, possible misunderstandings Frequency of conferences (individual/small group) Provide more teacher support (e.g., more sample narratives, more modeling of the process of writing the narrative). Conduct specific mini-lessons to target areas of need or enrichment. Conduct small guided writing group lessons to target students in need of reinforcement or enrichment of specific skills. Use AlphaSmart or computer word-processing software


Unit 3: Writing Response Letters to Literature Targeted Standards: 3.1 (READING) ALL STUDENTS WILL UNDERSTAND AND APPLY THE KNOWLEDGE OF SOUNDS, LETTERS, AND WORDS IN WRITTEN ENGLISH TO BECOME INDEPENDENT AND FLUENT READERS, AND WILL READ A VARIETY OF MATERIALS AND TEXTS WITH FLUENCY AND COMPREHENSION. 3.2 (WRITING) ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTEXT AND FORM FOR DIFFERENT AUDIENCES AND PURPOSES. Unit Objectives/Conceptual Understandings: Students will understand that reading is thinking and that their thoughts and understanding of literature may be expressed in the form of a letter. Essential Questions: How does the use of active reading strategies help me to understand what I read? How is my understanding of literature enhanced by writing about my thinking? How do readers construct meaning from text? How do writers develop a well written product? Unit Assessment: Since this unit continues for the entire school year, assessment is on-going. Letters demonstrating students‟ progress should be collected in a portfolio.



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3.1.5.G Comprehension Skills and Response to Text 1. Identify author‟s purpose, views, and beliefs. 2. Identify genre by their distinctive elements (e.g. tall tale-exaggeration). 3. Use cause and effect and sequence of events to gain meaning. 4. Anticipate and construct meaning from text by making conscious connections to self, an author, and others. 5. Recognize persuasive and propaganda techniques used

Reading is thinking. Readers use comprehension strategies to understand and interact with texts. Readers can communicate their thoughts and ideas about texts through letter writing.

Write using correct letter format Demonstrate use of comprehension strategies (with emphasis on determining importance and critiquing text) Summarize text Determine and explain the theme of text in letter format Develop an on-going correspondence with teacher regarding independent reading Proofread letters to improve sentence structure, grammar, and mechanics

Remind/remodel format and content of reading response letters. Days 11-15 of "The First Twenty Days of Independent Reading," Guiding Readers and Writers, Grades 3-6 by Irene Fountas and Gay Su Pinnell “Developing Provocative Ideas: „What Is This Story Really About?‟” Develop lessons based on Literary Essays: Writing About Reading (Units of Study for Teaching Writing, Grades 3-5), emphasizing Session V by Lucy Calkins and Cory Gillette Examine real-world examples of letters. Discuss purpose and content.

On-going collection of letters Informal observations Individual conferencing at various points in the process Informal assessment of post it responses and letters Informal assessment during small group instruction


Unit 3: Writing Response Letters to Literature (continued) Core Content Objectives


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to influence readers. 6. Recognize historical and cultural biases and different points of view. 7. Understand that theme refers to the central idea or meaning of a selection and recognize themes, whether implied or stated directly. 8. Distinguish between major and minor details. 9. Make inferences using textual information and provide supporting evidence. 10. Recognize common organizational patterns in text that support comprehension (e.g., headings, captions). 11. Identify and analyze text types, formats, and elements in nonfiction. 12. Recognize literary elements in stories, including setting, characters, plot, and mood.

Use specific evidence and text references to support ideas Focus writing on response to literature Develop writer‟s voice in letters Reflect on final copies, comparing to elements of a rubric

Generate a class list of topics to address in letters. Read a text aloud. Model how to use sticky notes to record thinking while reading. Then model how to use those sticky notes to help write a letter. Introduce and discuss elements of graphic organizer which can be used to help students structure their letter. Work with students to create a list of the most essential elements of a good letter. Create a scale from one to four for each element. Have students use the rubric to evaluate their own letters. Use a transparency on overhead or make a chart to show a sample letter written in response to a class read-aloud. Ask students to point out sentences that show the best thinking. Show a movie. Work as a class to write a Reader‟s Response letter about the message or theme of the movie.

Formal assessment of letter using rubric




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13. Recognize figurative language in text (e.g. simile, metaphor, personification, alliteration). 16. Read regularly in materials appropriate for their independent reading level. 17. Interpret idiomatic expressions. 3.2.5.A Writing as a Process (prewriting, drafting, revising, editing, postwriting) 4. Develop an awareness of form, structure, and author‟s voice in various genres. 5. Use strategies such as graphic organizers and outlines to elaborate and organize ideas for writing. 6. Draft writing in a selected genre with supporting structure according to the intended message, audience, and purpose for writing.

Prior to doing a read aloud, ask students to consider the following questions while they are listening to the story:

What is the author‟s message?

What is the story really about?

What message does this story teach about life?

How has your understanding of the topic changed?

What do you know about the topic after listening to the material?

What evidence supports your thinking about the big ideas?

Students can work individually or as a group to write a letter using the answers to some of those questions. Use a three-column organizer labeled ”Facts/Questions/ Responses” along with engaging text for a read-aloud. Model how to use the organizer to help write a letter in response to the text. Have students use a highlighter or some other method to mark the questions teacher asks in responses to them. Encourage




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7. Make decisions about the use of precise language, including adjectives, adverbs, verbs, and specific details, and justify the choices made. 8. Revise drafts by rereading for meaning, narrowing focus, elaborating and deleting, as well as reworking organization, openings, closings, word choice, and consistency of voice. 10. Review and edit work for spelling, usage, clarity, organization, and fluency. 12. Use computer writing applications during the writing process. 13. Understand and apply the elements of a scoring rubric to improve and evaluate writing. 14. Reflect on own writing, noting strengths and setting goals for improvement.

them to respond to each question in the next letter. Have students talk with a partner about the book they are reading. Give them two or three specific topics for the discussion, for example, the author‟s message, the significance of the title, or thoughts about one of the main characters. Then send them to write their letters about what they just shared with their partner. Use transparency on the overhead or make a chart of a sample letter about a book that was read to the class. Do not include supporting evidence. Rewrite the letter with students‟ input, adding specific evidence from the text to support their thinking.

Invite students to select two or three of their letters and mark the sentences that show examples of good thinking. Have them read the sentences to a partner or small group. Have them make a list of the kinds of thinking they did so they can refer to it while writing future letters.




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3.2.5.C Mechanics, Spelling, and Handwriting 1. Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, and handwriting. 3.2.5.D Writing Forms, Audiences, and Purposes (exploring a variety of forms) 4. Organize a response that develops insight into literature by exploring personal reactions, connecting to personal experiences, and referring to the text through sustained use of examples. 11. Demonstrate the ability to write friendly/business letters in correct format and coherent style. 13. Demonstrate higher-order thinking skills and writing clarity when

As letters are returned to students, share specific examples where the students demonstrated good thinking. Read those sections aloud and ask class to analyze. Define author‟s voice. Help students notice places where voice is evident in model letters, in letters, or in teacher‟s letters. Individualized conferences with writers that shape independence:







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answering open-ended and essay questions in content areas or as responses to literature. 15. Demonstrate the development of a personal style and voice in writing. 16. Review scoring criteria of relevant rubrics. 17. Develop a collection of writings (e.g., a literacy folder, a literacy portfolio).


Resources: Essential Materials, Supplementary Materials, Links to Best Practices NJ Core Content Curriculum Standards; NJ Standards Clarification Project, Phase I http://www.nj.gov/education/aps/njscp/ Guiding Readers and Writers, Grades 3-6, Teaching Comprehension, Genre, and Content Literacy by Irene Fountas and Gay Su Pinnell, Chapters 9 and 10 Units of Study for Teaching Writing, Grades 3-5 by Lucy Calkins and colleagues

Teachers College Reading and Writing Project: 4

th-5

th Grade Writing Curriculum Calendar

(http://books.heinemann.com/shared/onlineresources/E00870/writinggr4-5ccal.pdf) Scholastic Guided Reading Collections

Instructional Adjustments: Modifications, student difficulties, possible misunderstandings Consult IEPs and 504s and make appropriate modifications. Provide increased teacher support (e.g., more sample letters, a letter template, graphic organizers, more modeling of thinking while reading and letter writing). Conduct specific mini-lessons to target areas of need/enrichment.

Conduct small group instruction to target students in need of reinforcement/enrichment of specific skills and/or strategies.

Unit 3: Writing Response Letters to Literature (continued)


http://books.heinemann.com/shared/onlineresources/E00870/writinggr4-5ccal.pdf

BALANCED LITERACY – GRADE 5 26 Resources: Essential Materials, Supplementary Materials, Links to Best Practices Classroom and School Libraries Curriculum Units for Grade 5:

Grade 5 Balanced Literacy: Critiquing

Grade 5 Balanced Literacy: Determining Importance in Non-Fiction Text Recommended Resources(available in school lending library of professional books): Teaching for Comprehending and Fluency, Thinking, Talking, and Writing About Reading, K-8 by Irene Fountas and Gay Su Pinnell, Chapter 27

Instructional Adjustments: Modifications, student difficulties, possible misunderstandings Assist students when choosing books. Adjust text student is reading to one of a higher or lower level. Use AlphaSmart or computer word-processing software.


Unit 4: Determining Importance in Non-Fiction Text Targeted Standards: 3.1 (READING) ALL STUDENTS WILL UNDERSTAND AND APPLY THE KNOWLEDGE OF SOUNDS, LETTERS, AND WORDS IN WRITTEN ENGLISH TO BECOME INDEPENDENT AND FLUENT READERS, AND WILL READ A VARIETY OF MATERIALS AND TEXTS WITH FLUENCY AND COMPREHENSION. Unit Objectives/Conceptual Understandings: Students will understand that differentiating between important and unimportant information based on the purposes genre of texts will enhance comprehension. Essential Questions: How do effective readers make decisions about what information will be critical to the understanding of texts? How do readers construct meaning from text? How does the genre of the text relate to the important facts in the text? How does understanding of a text‟s structure help me better understand its meaning? How can readers differentiate between important and unimportant information in the text? How do effective readers make decisions about what information will be critical to the understanding of texts? Unit Assessment: Teacher-developed assessment through which students demonstrate understanding of unit objectives and essential questions related to this unit.



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Technology Implementation/ Interdisciplinary

Connections


3.1.5.A Concepts About Print 2. Survey and explain text features that contribute to comprehension (e.g., headings, introductory and concluding paragraphs). 3.1.5.E Reading Strategies (before, during, and after reading) 5. Apply graphic organizers to illustrate key concepts and relationships in a text. 3.1.5.F Vocabulary and

Fiction and non-fiction texts provide meaning through the use of many different elements and text features. The differences between fiction and nonfiction and the reading strategies to use when reading each type of text. Distinguishing between important and unimportant information helps the reader to identify key ideas or themes in the text. Distinguishing important from

Evaluate the genre of the text. Use knowledge of the genre of the text to connect to the major details in the text. Identify features of fiction text such as characters, setting, plot, problem/solution, etc.) Identify features of non-fiction text such as facts, events and content area knowledge. Identify text features in fiction text.

Read-Alouds: teacher models how to use text features of fiction and non-fiction to create deeper understanding of text Double-Entry Journals Reading of short texts and articles

Reading mini-lesson stressing the understanding the meaning of words through an

Teacher-developed assessment through which students demonstrate understanding of concepts related to this unit. Evidence that the reader is determining important ideas in fiction and non-fiction texts.


Unit 4: Determining Importance in Non-Fiction Text (continued) Core Content Objectives


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Concept Development 2. Infer specific word meanings in the context of reading passages. 3.1.5.G Comprehension Skills and Response to Text 7. Understand that theme refers to the central idea or meaning of a selection and recognize themes, whether implied or stated directly. 8. Distinguish between major and minor details. 9. Make inferences using textual information and provide supporting evidence. 10. Recognize common organizational patterns in text that support comprehension (e.g., headings, captions). 16. Read regularly in materials appropriate for their independent reading level. 3.1.5.H Inquiry and Research 2. Develop and revise questions for investigations prior to, during, and after reading.

unimportant information in order to identify key ideas or themes helps the reader to better understand the text.

Identify text features in non-fiction text. Compare and contrast fiction and non-fiction text and text features. Infer the major themes of the text based on information the author has provided for the reader. Identify the main idea of the text and separate interesting details form important ideas relating to the main idea. Evaluate the purpose for reading the text. Use knowledge of the purpose for reading to connect to the major details in the text. Evaluate supporting details in the text that have been placed there to add to make text more appealing but are not major details. Know why you are reading and making decisions about what information or ideas are most critical to understanding the overall meaning of the piece.

understanding of the passage‟s context, purpose, audience, and specifics such as historical context Reading mini-lessons on identifying the theme of a text and how to relate that to important information Reading mini-lessons on main idea and supporting details in non-fiction Reading mini-lessons on making inferences about text using higher order questioning

What does the author mean?

What words support that meaning?

What meaning is not explicitly stated?

How does this passage relate to something you know about or have heard about?

How does that knowledge lead you to infer from the author‟s writing?

Reading mini-lessons on genre of text and relation to important ideas in non-fiction

Reading Response Journals/Letters Rubrics Conferencing with readers Daily Monitoring Observations within whole group, small group and individual settings Anecdotal notes Stop and jots during read alouds and independent reading Graphic organizers Open Ended Responses




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3. Use multiple sources to locate information relevant to research questions. 5. Draw conclusions from information gathered from multiple sources. 6. Interpret and use graphic sources of information such as maps, graphs, timelines, or tables to address research questions. 7. Summarize and organize information by taking notes, outlining ideas, and/or making charts. 8. Produce projects and reports, using visuals, media, and/or technology to show learning and support the learning of an audience.

Noting text features to help the reader lift important information from the text.

Reading mini-lessons on purpose of text and relation to important ideas in non-fiction Reading mini-lessons on outlining important information "Fiction Versus Nonfiction," Lessons in Comprehension: Explicit Instruction in the Reading Workshop, by Frank Serafini, pages 107-109 "Determining Purposes for Reading," Lessons in Comprehension: Explicit Instruction in the Reading Workshop, by Frank Serafini, pages 101-102 "Previewing Informational Texts," Lessons in Comprehension: Explicit Instruction in the Reading Workshop, Frank Serafini, pages 103-104

"Setting the Purpose: Strategy 3: Scanning or Previewing a Text for Information," Successful Strategies for Reading in the Content Areas, page 211

"Exploring Expository Text" unit 3. Students explore expository text structure and use schema to




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articulate all they know about a topic before they read, utilizing read alouds in Making Meaning, pages 53 - 106

Life in the Rain Forests

Big Cats "Exploring Important Ideas and Summarizing" unit 6. Students make inferences to understand text. They also think about important ideas in a text and use important ideas to summarize, utilizing read alouds in Making Meaning, pages 281- 374

Letting the Swift River Go

A River Ran Wild

Harry Houdini: Master of Magic

A Picture Book of Jesse Owens

"Mrs. Buell" in Hey World Here I Am!

Sharing with peers utilizing turn and talk Guided reading to improve comprehension at student‟s instructional level Guided reading with flexible groups for targeted skill instruction




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Individualized conferences with readers that shape independence:

Guided conferences: teach student something he/she needs to know about reading and try it together. Teacher is there for immediate support.

Conferences that support the teaching of the mini-lesson: follow-up on teaching of a new strategy or understanding of the mini-lesson.

Conferences that extend the teaching of the mini-lesson: teach something that builds on the mini-lesson and extends student learning.

Conferences that develop the reader: support the reader as he/she is developing skills needed to become a life-long reader.

Resources: Essential Materials, Supplementary Materials, Links to Best Practices NJ Core Content Curriculum Standards; NJ Standards Clarification Project, Phase I http://www.nj.gov/education/aps/njscp/ Scholastic Guided Reading Collection

Classroom and School Libraries (fiction and non-fiction text, short articles, and other forms of literature)

Instructional Adjustments: Modifications, student difficulties, possible misunderstandings Follow learning strategies and modifications stated in IEP or 504 Plan. Continue to model strategies in small group and one-on-one instruction, review questioning in order to discuss important ideas.



Unit 4: Determining Importance in Non-Fiction Text (continued) Resources: Essential Materials, Supplementary Materials, Links to Best Practices Children‟s Books Sorted by Craft or Strategy for Teacher Read Alouds (available on District Website) Guiding Readers and Writers, Grades 3-6, Teaching Comprehension, Genre, and Content Literacy by Fountas and Pinnell, Chapter 23, “Teaching Genre and Content Literacy: Exploring Fiction and Nonfiction” Lessons in Comprehension: Explicit Instruction in the Reading Workshop, by Frank Serafini, Making Meaning, Grade 5, Unit 3: "Exploring Expository Text;" Unit 6: "Exploring Important Ideas and Summarizing" Mosaic of Thought by Keane and Zimmermann, Chapter 5 “The Essence of Text: Determining Importance” Successful Strategies for Reading in the Content Areas The 7 Keys to Comprehension, How to Help Your Kids Read It and Get It! by Zimmermann and Hutchins, Chapter 6, “What‟s Important and Why, key 5: Determining Importance” Websites for graphic organizers: http://www.eduplace.com/graphicorganizer/ http://school.discovery.com/schrockguide/assess.html#go Website for literature for young readers: "A Different Way to Read Great Literature, K-5" http://www.googlelittrips.org/ Recommended Resources(available in school lending library of professional books): Reading with Meaning, Teaching Comprehension in the Primary Grades by Miller, Chapter 10, "Determining Importance in Nonfiction” Strategies that Work by Harvey and Goudvis, Chapter 9, “Determining Importance in Text: The Nonfiction Connection” Teaching for Comprehending and Fluency: Thinking, Talking, and Writing About Reading, K-8 by Irene Fountas and Gay Su Pinnell, Chapter 26, "Using Guided Reading to Teach for the Comprehending of Nonfiction Texts"

Instructional Adjustments: Modifications, student difficulties, possible misunderstandings Use graphic organizers. Use tools to help students understand the structure of informational texts. Use tools to help expand students' understanding of vocabulary in informational texts. Confer with struggling readers often during investigations. Use reciprocal teaching to help students understand informational texts. Provide support for research. Have students respond orally prior to written responses. Use an Alpha Smart or a computer for children who struggle with writing. Encourage them to type their journal responses. For more advanced students: Choose more difficult texts to expand the implementation of the strategy.


Unit 5: Critiquing Targeted Standards: 3.1 (READING) STUDENTS WILL UNDERSTAND AND APPLY THE KNOWLEDGE OF SOUNDS, LETTERS, AND WORDS IN WRITTEN ENGLISH TO BECOME INDEPENDENT AND FLUENT READERS, AND WILL READ A VARIETY OF MATERIALS AND TEXTS WITH FLUENCY AND COMPREHENSION. Unit Objectives/Conceptual Understandings: Students will understand that readers use a variety of active reading strategies to evaluate text content and the author's ideas, thoughts and opinions expressed within the text. Students will understand that readers compare, infer, synthesize, and make connections to make text personally relevant and useful. Essential Questions: How do readers construct meaning from text? How does background knowledge of the content impact readers' evaluations of the texts? How do readers interpret and evaluate an author's point of view and underlying message? Unit Assessment: Teacher-developed assessment through which students demonstrate understanding of unit objectives and essential questions related to this unit.



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Technology Implementation/ Interdisciplinary

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3.1.5.A Concepts About Print 2. Survey and explain text features that contribute to comprehension (e.g., headings, introductory and concluding paragraphs). 3.1.5.E Reading Strategies (before, during, and after reading) 5. Apply graphic organizers to illustrate key concepts and relationships in a text. 3.1.5.G Comprehension Skills and Response to Text

The author‟s views and opinion greatly change the meaning of the text for the reader. Authors may use exaggerated statements to make the reader agree with their beliefs on a topic. Authors write persuasive text to get the reader to adopt their point of view. Authors purposely include one side of an issue to convince the reader to feel the same way they do. A bias can be formed if all sides of

Evaluate thoughts and opinions of the topics included in the text. Evaluate the text to find clues to the author‟s views and beliefs on topics included in the text. Infer what the author‟s opinions might be on these topics. Compare thoughts and feelings with the authors. Evaluate text for validity. Much printed material is inaccurate or incorrect or biased. Readers need to be able to

Read-Alouds: teacher models how to evaluate text based on schema or content knowledge to create deeper understanding of text Read alouds by the teacher with attention to author‟s intent, views, and beliefs Double-Entry Journals PowerPoint Presentations Shared Reading using content area text Reading Mini-lessons on

Evidence of understanding demonstrated through Individual Reading Conferences, Reader‟s Response Letters, Reader‟s Response Journals/Letters Evidence that the reader is thinking critically (e.g., going beyond opinion to agree or disagree with something in the text or providing


Unit 5: Critiquing (continued) Core Content Objectives


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1. Identify author‟s purpose, views, and beliefs. 5. Recognize persuasive and propaganda techniques used to influence readers. 6. Recognize historical and cultural biases and different points of view.

an issue are not presented equally. Understanding texts with deeper meanings lead to understanding of human problems and social issues. Learning to be critical consumers of written text, leading to becoming better citizens equipped to recognize social issues that arise, understand them, and address them in a thoughtful, informed way are essential to comprehension of text.

detect inaccuracies, inconsistencies, and prejudice in the material they read. Connect relevant content schema to what the author has written. Evaluate the effectiveness of the author‟s persuasive piece. Judge accuracy of information. Judge the qualifications of the writer to produce an authentic fiction/nonfiction text. Write an evaluation of text, fiction and nonfiction, from several points of view. Evaluate a text for cultural biases to enhance understanding of the text. Evaluate text for historical biases to enhance understanding of the text. Discuss various points of view on the topic. Examine the growing knowledge in relation to the writer's skill.

the author‟s point of view: Chapter 5, pages 99-119 Reading Mini-lessons on identifying author‟s propaganda: "Setting the Purpose, Strategy 11: Reading to be Persuaded," Successful Strategies for Reading in the Content Areas, page 213 Reading Mini-lessons on authenticity of text Reading Mini-lessons on determining what the reader already knows about the text information Reading Mini-lessons on assessing whether a text is consistent with what is known through life experiences Reading Mini-lessons on judging the authenticity of text in terms of plot or setting

Reading Mini-lessons on evaluating the writer's craft in light of appropriateness of genre, use of language, or other criteria

Reading Mini-lessons on judging the qualifications of the writer to produce an authentic fiction or nonfiction text

evidence for comments) Conferring with readers Daily Monitoring Observations within whole group, small group and individual settings Anecdotal notes Stop and jots during read alouds and independent reading Graphic organizers Open Ended Responses Graphic Organizers Class discussions




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Reading Mini-lessons on leading to an appreciation of the aesthetic qualities of a text Reading Mini-lessons that teach students to generate and analyze alternative interpretations of texts, or "read against the grain." Lessons in Comprehension: Explicit Instruction in the Reading Workshop, by Frank Serafini, Strand 8: "Examining Critical Perspectives," pages 135 to 152

Researching statements for validity using the internet

Reading and writing newspaper editorials Reading Mini-lessons on evaluating reliability or accuracy of information: Lessons in Comprehension: Explicit Instruction in the Reading Workshop, Frank Serafini, "Comprehension lesson 6.6: Evaluating Sources of Information," pages 112-113 Debates After reading text material, encourage children to agree or disagree with the author's position and provide evidence for their thinking




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Guided reading to improve comprehension at student‟s instructional level Guided reading with flexible groups for targeted skill instruction Independent reading by students and subsequent demonstration of each student‟s point of view, historical references and cultural biases Demonstration of understanding of an author‟s point of view through multimedia presentations Integration of the study of an author‟s point of view within the historical perspective during the time in which the piece was written Individualized conferences with readers that shape independence:





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Conferences that extend the teaching of the mini-lesson: teach something that builds on the mini-lesson and extends student learning.


Resources: Essential Materials, Supplementary Materials, Links to Best Practices NJ Core Content Curriculum Standards; NJ Standards Clarification Project, Phase I http://www.nj.gov/education/aps/njscp/ Scholastic Guided Reading Collection Classroom and School Libraries (fiction and non-fiction text, short articles, references materials, and other forms of literature) Children‟s Books Sorted by Craft or Strategy for Teacher Read-Alouds – (Available on district website) Guiding Readers and Writers, Grades 3-6, Teaching Comprehension, Genre, and Content Literacy by Irene Fountas and Gay Su Pinnell, Chapter 21, “ Teaching for Connecting and Expanding Strategies in Guided Reading” Lessons in Comprehension: Explicit Instruction in the Reading Workshop by Frank Serafini

Instructional Adjustments: (Modifications, student difficulties, possible misunderstandings) Following strategies and modifications stated in IEP or 504 Plan. Continue to model strategies in small group and one-on-one meetings, review identifying schema in order to assure students can identify opinions different from their own. Engage students in the process of become critical readers/ thoughtful consumers of print. Continue to model strategies in small group and one-on-one instruction.

Use graphic organizers.



Unit 5: Critiquing (continued) Resources: Essential Materials, Supplementary Materials, Links to Best Practices Successful Strategies for Reading in the Content Areas Multimedia Equipment: Computers with PowerPoint and Internet Connection Science and Social Studies content area books Science and Social Studies Texts Websites for graphic organizers: http://www.eduplace.com/graphicorganizer/ http://school.discovery.com/schrockguide/assess.html#go Website for literature for young readers: "A Different Way to Read Great Literature, K-5" http://www.googlelittrips.org/ Recommended Resources(available in school lending library of professional books): Reading with Meaning, Teaching Comprehension in the Primary Grades by Debbie Miller, Chapter 10, "Determining Importance in Nonfiction” Teaching for Comprehending and Fluency, Thinking Talking, and Writing About Reading, K-8 by Irene Fountas and Gay Su Pinnell, Chapter 5, “Helping Students Develop Systems of Strategic Actions for Expanding Thinking”

Instructional Adjustments: Modifications, student difficulties, possible misunderstandings Confer with struggling readers often. Have students respond orally prior to written responses. Use an Alpha Smart or a computer for children who struggle with writing. Encourage them to type their journal responses. For more advanced students: Choose more difficult texts for students to critique Look for evidence of the author's qualifications for writing a nonfiction text. In discussions after the reading, ask students to compare their reactions and share their assessments of the authenticity of the text, the overall message, the perspective, or the bias inferred. Ask students to write their assessments of fiction and nonfiction from several points of view.


Unit 6: Writing Informational Pieces Targeted Standards: 3.2 (WRITING) ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND PURPOSES. Unit Objectives/Conceptual Understandings: Students will understand that good writers develop and refine their ideas for thinking, learning, communicating, and aesthetic expression. Students will understand that writing can be used to present research and inform. Students will understand that writers use a recursive process to generate ideas for writing, draft well developed pieces, and revisit them to enhance their work. Essential Questions: How do writers express themselves? How does process shape the writer‟s product? How do writers select relevant information about their topics to present to their readers? How do writers of informational pieces organize and present their materials so that the information is readily accessible to the reader? Unit Assessment: Teachers will evaluate individual student's understanding of unit objectives and essential questions through one-on-one conferences and observations.



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3.2.5.A Writing as a Process (prewriting, drafting, revising, editing, postwriting) 2. Write informational compositions with multiple paragraphs that present important ideas, provide details, and offer a concluding paragraph. 4. Develop an awareness of form, structure, and author‟s voice in various genres. 5. Use strategies such as graphic organizers and outlines to elaborate and organize ideas for writing.

Authors of informational pieces write to inform their readers. Informational pieces include a strong opening; documented research; main ideas/topics supported by facts, examples, and explanations; appropriate text features; and conclusions. Details an author chooses to include in an informational piece can influence a reader‟s perception of the topic.

Recognize form and identify informational elements in literary examples Research and gather information related to topic Generate ideas for writing including important information, details, and a conclusion Organize ideas for writing (e.g., using a graphic organizer) Write informational pieces Use reference materials to

Develop lessons based on sessions in Breathing Life into Essays (Units of Study for Teaching Writing, Grades 3-5) by Lucy Calkins and Cory Gillette. Read and examine examples of informational pieces. Introduce and model techniques for writing an informational piece. Demonstrate through shared writing on charts or an overhead projector. Implement mini-lessons

Formal and informal observations Monitoring of individuals‟ progress through steps of the writing process Individual conferences at various points in the process Informal assessment of students‟ revisions and editing Informal assessment during guided writing groups


Unit 6: Writing Informational Pieces (continued) Core Content Objectives


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6. Draft writing in a selected genre with supporting structure according to the intended message, audience, and purpose for writing. 8. Revise drafts by rereading for meaning, narrowing focus, elaborating and deleting, as well as reworking organization, openings, closings, word choice, and consistency of voice. 9. Review own writing with others to understand the reader‟s perspective and to consider and incorporate ideas for revision. 11. Use a variety of reference materials to revise work. 12. Use computer writing applications during the writing process. 13. Understand and apply the elements of a scoring rubric to improve and evaluate writing.

14. Reflect on one‟s writing, noting strengths and setting goals for improvement.

Writers are always conscious observers of events in their world and of their environment that could be recorded in a writer‟s notebook and used in future writing.

revise work Prepare a works consulted page or bibliography Utilize a writer‟s checklist to review and edit work Use a writing rubric to evaluate a writing piece Paraphrasing

demonstrating the essential components of writing an informational piece. Explicit instruction about how background for an informational piece is gathered. Explicit instruction about how the sequence of the piece affects the readers‟ understanding. Explicit instruction about how to write an ending that synthesizes the gathered information. Study of informational writers (topics they write about; how they convey information in a way that makes it accessible to readers; use of paraphrasing; use of informational elements such as captions; illustrations; charts; graphs, etc.) Brainstorm and list ideas for informational pieces in Writer‟s Notebooks. Use a graphic organizer to identify important information and relate ideas and facts.

Use of rubrics to monitor progress Development of a portfolio Formal assessment of final pieces using rubrics (e.g., modify Assessment Rubric for Breathing Life into Essays by Lucy Calkins and Cory Gillette




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3.2.5.D (Writing Forms, Audiences, and Purposes [exploring a variety of writing]) 2. Gather, select, and organize information appropriate to a topic, task, and audience. 9. Write reports based on research with a scope narrow enough to be thoroughly covered, supporting the main ideas or topic with facts, examples, and explanations, and including a works consulted page. 14. Use relevant graphics in writing (e.g., maps, charts, illustrations, graphs, photographs). 17. Develop a collection of writings (e.g., a literacy folder, a portfolio).

Research information for pieces from a variety of sources (e.g., print and electronic resources, interviews, surveys)

“Using Subheadings to Organize Information,” Nonfiction Craft Lessons, Teaching Information Writing, by Joann Portalupi and Ralph Fletcher. Expose the students to elements of nonfiction writing through interactive lessons with nonfiction literature, page 86. “Establishing the Significance of a Fact,” Nonfiction Craft Lessons, Teaching Information Writing, by Joann Portalupi and Ralph Fletcher. Expose the students to elements of nonfiction writing through interactive lessons with nonfiction literature, page 101. Utilize samples of student writing to demonstrate how to paraphrase or state ideas from research in own words. Use a checklist to edit work. Meet with peer partners or groups to discuss and review a piece.




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Use peer feedback and editing checklist to reflect on and revise a piece. Individualized conferences with writers that shape independence:






Unit 6: Writing Informational Pieces (continued) Resources: Essential Materials, Supplementary Materials, Links to Best Practices NJ Core Curriculum Content Standards (www.njpep.org/standards/index.html) Newspaper and magazine articles appropriate for grade level content Writer‟s Express by Dave Kemper, Ruth Nathan, and Patrick Sebranek Non-fiction Craft Lessons, Teaching Information Writing by Joann Portalupi and Ralph Fletcher Guiding Readers and Writers, Grades 3-6, Teaching Comprehension, Genre, and Content Literacy by Irene Fountas and Gay Su Pinnell Units of Study for Teaching Writing, Grades 3-5 by Calkins and colleagues Scholastic Guided Reading Collections Classroom and School Libraries for mentor and touchstone texts Recommended Resources: The No-Nonsense Guide to Teaching Writing by Judy Davis and Sharon Hill Revisiting the Writing Workshop, Management, Assessment, and Mini-Lessons by Marybeth Alley and Barbara Orehovec The Art of Teaching Writing by Lucy Calkins The Writing Workshop, Working through the Hard Parts (And They're All Hard Parts) by Katie Wood Ray and Lester Laminack Wondrous Words, Writers and Writing in the Elementary Classroom by Katie Wood Ray

Instructional Adjustments: Modifications, student difficulties, possible misunderstandings Consult IEPs and 504s and make appropriate modifications. Provide more teacher support (e.g., more sample narratives, more modeling of the process of writing the narrative). Conduct specific mini-lessons to target areas of need or enrichment. Conduct small guided writing group lessons to target students in need of reinforcement or enrichment of specific skills. Use AlphaSmart or computer word-processing software For more advanced students: Create a multi-media informational presentation


Unit 7: Analyzing Text and Its Features Targeted Standards: 3.1. (READING) ALL STUDENTS WILL UNDERSTAND AND APPLY THE KNOWLEDGE OF SOUNDS, LETTERS, AND WORDS IN

WRITTEN ENGLISH TO BECOME INDEPENDENT AND FLUENT READERS, AND WILL READ A VARIETY OF MATERIALS AND TEXTS WITH FLUENCY AND COMPREHENSION.

Unit Objectives/Conceptual Understandings: Students will understand that meaning is conveyed based on the way a text is constructed. Students will understand that readers use visual and text features when constructing meaning of a text.

Essential Questions: How is non-fiction text different from fiction texts? How does my purpose for reading change when reading non-fiction texts? How can I

effectively use the components/structure of a non-fiction text to enhance my comprehension?

Unit Assessment: Teacher-developed assessment through which students demonstrate understanding of unit objectives and essential questions related to this

unit.



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3.1.5.A. Concepts About Print/Text 1. Use a text index and glossary appropriately. 2. Survey and explain text features that contribute to comprehension (e.g., headings, introductory and concluding paragraphs) 3.1.5.E. Reading Strategies (before, during, and after reading) 1. Activate prior knowledge and anticipate what will be read or heard.

Fiction and non-fiction texts are organized differently. Readers navigate and read fiction and non-fiction differently and for different purposes. Different components of non-fiction text help the reader to locate important information efficiently (e.g., table of contents, index, photographs, captions, glossary, titles, subtitles, preface, abstract, appendix, forword, afterword, book jacket, labels, comparisons, charts, graphs, maps, cutaways, types of print.)

Identify specific components of non-fiction text Utilize components of non-fiction text to identify important information in a text Identify specific text structures Compare and contrast fiction and non-fiction text structures Identify purposes for reading nonfiction text Examine text, components, and structures to gain an understanding how authors communicate meaning

Discuss differences between fiction and non-fiction texts and create a list of the purposes for reading both types of text. Create a chart of fiction text structures and nonfiction text structures and compare and contrast the two, “Fiction Versus Nonfiction, Lesson 6.4,” Lessons in Comprehension: Explicit Instruction in the Reading Workshop by Frank Serafini. Examine several different types of non-fiction text and have students brainstorm what would be the purpose of reading that particular text. Also discuss the different purposes for reading the same

Evidence of understanding demonstrated through Reader‟s Response Letter, Individual Reading Conferences, Reader‟s Response Journal/Notebook Teacher-developed assessment through which students demonstrates understanding of concepts related to this unit. (e.g., graphic organizers, Direct observation of analyzing text features


Unit 7: Analyzing Text and Its Features (continued) Core Content Objectives


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2. Vary reading strategies according to their purpose for reading and the nature of the text. 3. Reread to make sense of difficult paragraphs or sections of text. 5. Apply graphic organizers to illustrate key concepts and relationships in a text. 3.1.5.G. Comprehension Skills and Response to Text 1. Identify author‟s purpose, views, and beliefs. 3. Use cause and effect and sequence of events to gain meaning. 4. Anticipate and construct meaning from text by making conscious connections to self, an author, and others.

8. Distinguish between major and minor details. 9. Make inferences using textual information and provide supporting evidence.

The components of non-fiction texts have specific functions for the reader and have a specific purpose in helping to add meaning to the text Non-fiction texts can be organized into several text structures (e.g., cause and effect, question and answer, compare and contrast, problem and solution, descriptive, refutational, chronologically sequenced pieces)

text. Discuss ways in which a reader reads non-fiction and how these methods change according to what your purpose is (e.g. if you want to read to find specific information about the text topic, you may just skim the text or may only read a specific chapter. Discuss that non-fiction is unlike fiction in that you can read out of order, you can read only parts etc.) “Determining Purposes for Reading, Lesson 6.1,” Lessons in Comprehension: Explicit Instruction in the Reading Workshop by Frank Serafini. Examine several different non-fiction texts and create a list of the components of the text that are specific to non-fiction (e.g., table of contents, index, photographs, captions, glossary, titles, subtitles, preface, abstract, appendix, forward, afterword, book jacket, labels, comparisons, charts, graphs, maps, cutaways, types of print)

within whole group, small group, and individual settings. Reading Response Journals/ Letters Anecdotal notes Guided Reading Sessions Stop and Jots during read alouds Observations and anecdotal notes Open-ended responses Conferring with readers

http://education.state.nj.us/cccs/?_cpi;cpi_uid=3.1.5.G.1

http://education.state.nj.us/cccs/?_cpi;cpi_uid=3.1.5.G.1




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10. Recognize common organizational patterns in text that support comprehension (e.g., headings, captions). 11. Identify and analyze text types, formats, and elements in nonfiction. 16. Read regularly in materials appropriate for their independent reading level. 3.1.5.H. Inquiry and Research 2. Develop and revise questions for investigations prior to, during, and after reading.

6. Interpret and use graphic sources of information such as maps, graphs, timelines, or tables to address research questions. 7. Summarize and organize information by taking notes, outlining ideas, and/or making charts.

Examine illustrations or other graphic features to respond aesthetically and deepen understanding. Analyze whole texts to determine how text, components, and structure communicate a meaning greater than the elements or parts. “Exploring Text Structure,” Week 1, “Exploring Expository Text,” Unit 2, Students explore expository text structure in Making Meaning, pages 55-60

Life in the Rainforests Have students group the components of non-fiction according to categories of print features, graphic aids, organizational aids and illustrations. Model for students how the components of non-fiction text are used and how they add to meaning for the reader. Conduct several mini-lessons on how to use each of these components effectively (e.g. table of contents, index, photographs, captions, glossary, titles, subtitles, preface, abstract, appendix, forward, afterword, book jacket, labels,




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comparisons, charts, graphs, maps, cutaways, types of print, etc.) Successful Strategies for Reading in the Content Areas, Skill # 8. Create an ongoing chart of each components and how it is used when reading non-fiction. Have students work in partner pairs to read a non-fiction text together and create a three column chart (text component/page/how the component helped me) while reading. They will work together to use the components and discuss how the component added to meaning while reading. Students should try to find and use many different components from the text. Each day read aloud a different type of informational text. After reading several texts, group them according to their similarities in structure (e.g., cause and effect, question and answer, compare and contrast, problem and solution, descriptive, refutational, chronologically sequenced pieces) “Understanding Expository Text Structures, Lesson 6.5,” Lessons in




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Comprehension: Explicit Instruction in the Reading Workshop by Frank Serafini. Students choose a topic they are interested in and create their own one page informational spread that uses several non-fiction text structures effectively. Guided reading to improve comprehension at student‟s instructional level. Guided reading with flexible groups for targeted skill instruction. Individualized conferences with readers that shape independence:



Conferences that extend the teaching of the mini-lesson: teach something that




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builds on the mini-lesson and extends student learning.


Resources: Essential Materials, Supplementary Materials, Links to Best Practices

NJ Core Curriculum Content Standards Scholastic Guided Reading Collection Classroom and School Libraries (fiction and nonfiction texts, short articles and other literature) Children‟s Books Sorted by Craft or Strategy for Teacher Read Alouds (available on District Website) Guiding Readers and Writers, Grades 3-6, Teaching Comprehension, Genre and Content Literacy, Chapter 23: Teaching Genre and Content Literacy: Exploring Fiction and Nonfiction Texts by Irene Fountas and Gay Su Pinnell Making Meaning, Strategies that Build Comprehension and Communities, Unit 5 Exploring Non-fiction, Grade 5. Mosaic of Thought by Ellin Keene and Susan Zimmerman, Recommended Resources: Strategies that Work: Teaching Comprehension for Understanding and Engagement by Stephanie Harvey and Anne Goudvis

The 7 Keys to Comprehension, How to Help Your Kids Read It and Get It! by Susan Zimmerman and Chryse Hutchins

Instructional Adjustments: Modifications, student

difficulties, possible misunderstandings Follow learning strategies and modifications as stated in an IEP or 504 Plan Model how to navigate and use text features in small group setting using short passages Provide appropriate levels of text Provide explicit instruction in the use of fiction and non-fiction text features to ensure understanding of strategy Have student respond orally or by drawing prior to written response Use an Alpha Smart or computer for children who struggle to produce written responses. Encourage students to type journal responses.

Engage students in conversations about their independent reading to enable them to use text features more frequently.


Unit 7: Analyzing Text and Its Features (continued) Reading with Meaning, Teaching Comprehension in the Primary Grades by Debbie Miller, Chapter 10, Determining Importance in Nonfiction. Lessons in Comprehension: Explicit Instruction in the Reading Workshop by Frank Serafini, Strand 6, Investigating Informational Text. Successful Strategies for Reading in the Content Areas, Skill 6 and Skill 8.

For more advanced students: Choose more difficult texts and work in small groups as needed.


Unit 8: Writing Persuasive Pieces Targeted Standards: STANDARD 3.2 (WRITING) ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND PURPOSES.

Unit Objectives/Conceptual Understandings: Students will understand that persuasive writing can be used to share the writer‟s opinions and influence the opinions of others. Students will understand that persuasive writing can be found in many forms. Students will understand that persuasive essays are supported with outside sources, research and personal experiences. Students will understand there are multiple perspectives on each argument presented in a persuasive essay.

Essential Questions: How can writing be used to persuade a specific audience? How do writers use persuasive techniques to influence readers? How do

writers decide what facts and opinions to include in order to influence the audience? How do my perspective and the perspective of the reader differ and how are they the same?

Unit Assessment: Teachers will evaluate individual student‟s understanding of unit objectives and essential questions through one-on-one conferences and

observations.



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3.2.3.A Writing as a Process (prewriting, drafting, revising, editing, post writing) 2. Write informational compositions with multiple paragraphs that present important ideas, provide details, and offer a concluding paragraph. 3. Generate possible ideas for writing through listening, talking, recalling experiences, hearing stories, reading, discussing models of writing, asking questions, and

Persuasive writing has many different purposes and can be found in many different forms. Persuasive writing is generated from everyday experiences and ideas the writer is passionate about. Writers of persuasive pieces are aware of varying points of view about their topic. Writers use hooks to begin a persuasive essay and to engage the reader in the

Recognize persuasive writing and its purposes. Examine persuasive texts and identify components and crafts of this genre Develop effective beginnings and closings for persuasive writing pieces Use graphic organizers to organize persuasive writing Present outside sources and research effectively to support

Read examples of persuasive writing (e.g., Dear Mrs. LaRue series by Marc Teague) Discuss concept of persuasion What is persuasive writing? Who uses persuasion? When is persuasion necessary? Create a chart listing examples of persuasion in real life Give students newspaper articles, editorials and letters to the editor and discuss how they persuade the reader. Also discuss the targeted audience for

Formal and informal observations Monitoring individual‟s progress through steps of the writing process Individual conferences at various points in the process Informal assessment of students‟ revisions and editing


Unit 8: Writing Persuasive Pieces (continued)



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brainstorming. 4. Develop an awareness of form, structure, and author‟s voice in various genres. 5. Use strategies such as graphic organizers and outlines to elaborate and organize ideas for writing. 6. Draft writing in a selected genre with supporting structure according to the intended message, audience, and purpose for writing 7. Make decisions about the use of precise language, including adjectives, adverbs, verbs, and specific details, and justify the choices made. 8. Revise drafts by rereading for meaning, narrowing focus, elaborating and deleting, as well as reworking organization, openings, closings, word choice, and consistency of voice.

reading process. Persuasive essays are developed through the writing process including prewriting, drafting, revision, editing, and publishing.

Authors may target specific audiences in persuasive writing. Authors of persuasive pieces use their writing to target or influence audiences. Writers are always conscious of experiences and their attitudes toward them that could be recorded in a writer‟s notebook and used in future writing.

arguments in persuasive essays Identify a specific audience and write a persuasive essay geared toward that audience Gather information to support an argument through the use of surveys, questionnaires, or interviews Identify opposite perspective and address these ideas in a persuasive essay Write varied persuasive pieces and revise drafts (including science and social studies based topics).

the pieces (e.g., specific gender, ages, occupations). Gather ideas for persuasive writing. Have students go back into their writer‟s notebooks and search for a sentence or two that names a big idea that matters to them. Model how this can be the seed idea for their persuasive writing. Give students a copy of a persuasive writing piece. Have them work together to highlight the parts of the text that are specific to persuasive writing. Analyze how persuasive techniques influence the reader. Examine persuasive pieces and compare the “hooks” or introductions the author uses. Discuss how readers may respond differently depending on the “hook.” Model how to take your position on a topic and turn it into a thesis statement for your writing piece Breathing Life into Essays Lesson 6 by Lucy Calkins and Cory Gillette

Informal assessment during guided writing groups Use of rubrics to monitor progress Formal assessment of final pieces using rubrics (e.g., Assessment Rubric for Breathing Life into Essays by Lucy Calkins and Cory Gillette) Development of portfolio Writer‟s notebook





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9. Review own writing with others to understand the reader‟s perspective and to consider and incorporate ideas for revision. 10. Review and edit work for spelling, usage, clarity, organization, and fluency. 11. Use a variety of reference materials to revise work. 12. Use computer writing applications during the writing process. 13. Understand and apply the elements of a scoring rubric to improve and evaluate writing. 14. Reflect on own writing, noting strengths and setting goals for improvement. 3.2.3.B Writing as a Product (resulting in a formal product or publication) 2. Write a range of grade appropriate essays across curricula (e.g., persuasive, personal, descriptive, issue- based)

Model for students how to use persuasive writing graphic organizer (e.g., issue, position, reasons, details, etc.) Examine samples of persuasive pieces and have students work in pairs to highlight places where the author used outside sources and/or research to support his/her reasoning. Have students brainstorm where they can look to find these sources. Breathing Life into Essays Lesson 10 by Lucy Calkins and Cory Gillette Model for students how to interview a source and include the sources‟ ideas and/or quotes in your persuasive piece. Students can have the option to gather outside information through the use of surveys or questionnaires. Students create a list of personal experiences that back up their thesis statements. Discuss transition words and how they help the writer move from one idea to the next. Create a list of the transition words to be used in persuasive pieces.





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5. Support main idea, topic, or theme with facts, examples, or explanations, including information from multiple sources. 9. Provide logical sequence throughout multi-paragraph works by refining organizational structure and developing transitions between ideas. 3.2.3.D. Writing Forms, Audiences and Purposes (exploring a variety of forms) 1. Write for different purposes (e.g., to express ideas, inform, entertain, respond to literature, persuade, question, reflect, clarify, share) and a variety of audiences (e.g., self, peers, community). 3. Develop and use knowledge of a variety of genres, including expository, narrative, persuasive, poetry, critiques, and everyday/ workplace writing. 5. Use transitions between and within paragraphs. 6. Organize paragraphs using topic sentences.

Choose a topic and complete graphic organizer and thesis statement together. Then, choose the opposing side of the issue and complete the graphic organizer and thesis statement for that position. Discuss opposing views and how to be aware of them when writing a persuasive piece. Chose an issue and conduct class write- aloud, modeling how to develop a persuasive piece from prewriting to drafting. Students complete individual graphic organizers and share ideas with the class. Students will complete a persuasive piece using all components of the writing process (prewriting, drafting, editing, revising and publishing).





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10. Write persuasive essays with clearly stated positions or opinions supported by organized and relevant evidence to validate arguments and conclusions, and sources cited when needed. 12. Use a variety of strategies to organize writing, including sequence, chronology, cause/effect, problem/solution, and order of importance.

Resources: NJ Core Curriculum Content Standards Classroom and School Libraries for mentor and touchtone texts Newspaper, magazines, editorials, letters to the editor appropriate for grade level content Guiding Readers and Writers, Grades 3-6, Teaching Comprehension, Genre and Content Literacy by Irene Fountas and Gay Su Pinnell Non-fiction Craft Lessons Teaching Information Writing, K-8 by Portalupi and Fletcher Units of Study for Teaching Writing, Grades 3-5, Breathing Life Into Essays by Caulkins and colleagues The No-Nonsense Guide to Teaching Writing by Judy Davis and Sharon Hill Teacher‟s College Reading and Writing Project: 4

th - 5


http://books.heinemann.com/shared/onlineresources/e00870/writinggr4_5ccal.pdf


difficulties: Consult IEPs and 504s and make appropriate modifications Provide more teacher support (e.g. more sample persuasive essays, more modeling of the process of writing a persuasive essay) Conduct specific mini-lessons to target areas of need or enrichment Conduct small guided writing group lessons to target students in need of reinforcement or enrichment of specific skills Use AlphaSmart or computer word-processing software


Unit 8: Writing Persuasive Pieces (continued) Recommended Resources: The Art of Teaching Writing by Lucy Calkins Revisiting the Writing Workshop, Management, Assessment, and Mini-Lessons by Marybeth Alley an Barbara Orehovec The Writing Workshop, Working Through the Hard Parts (And They‟re All Hard Parts) by Katie Wood Ray and Lester Laminack

For more advanced students: Create a multi-media persuasive presentation


Unit 9: Writing Personal Narratives Targeted Standards: 3.2 (WRITING) ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND

FORM FOR DIFFERENT AUDIENCES AND PURPOSES.

Unit Objectives/Conceptual Understandings: Students will understand that writers use experiences from their own lives to craft personal narratives. Students will understand that writers use a recursive process to generate ideas for writing, draft well developed pieces, and revisit them to enhance their work.

Essential Questions: How do writers choose interesting life experiences to write about? How do writers decide on the important details to include in their

writing? How does an author decide what to add to enhance a story? How do writers use writer‟s notebooks to gather and develop ideas for narratives? How do writers analyze mentor texts to enhance their own personal narratives?

Unit Assessment: Personal Narrative Writing Task (see Appendix J)



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Assessment

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3.2.5.A Writing as a Process (prewriting, drafting, revising, editing, postwriting) 1. Write stories with multiple paragraphs that develop a situation or plot, describe the setting, and include an ending. 3. Generate possible ideas for writing through listening, talking, recalling experiences, hearing stories, reading, discussing models of writing, asking questions, and brainstorming. 5. Use strategies such as graphic organizers and outlines to elaborate and organize ideas for writing.

Writers gather ideas for personal narratives by storytelling, making connections to literature, or looking at photographs or artifacts.

Writers reread their notebooks and find an entry, part of an entry, or an idea that they want to spend more time writing about.

Writers develop ideas by determining the focus, understanding the purpose, and exploring the intention of a piece of writing.

Writers “show” using developed details rather than “tell” their readers.

Generate ideas for writing in a writer‟s notebook Define the writer‟s focus, audience, and intention of the personal narrative Reread personal narratives to generate more writing about an idea or find a different angle Use knowledge of conventions and grammar (e.g., singular and plural nouns, subject/verb agreement, and appropriate parts of speech) Use correct punctuation in writing Edit drafts to improve spelling and mechanics

Develop lessons based on Raising the Quality of Narrative Writing (Units of Study for Teaching Writing, Grades 3-5 by Lucy Calkins and Ted Kessler) emphasizing Session 8 (“Telling the Story from Inside It”), Session 9 (“Brining Forth the Internal Story”) and Session 10 (“Adding Scenes from the Past and Future”).

Model think-alouds to develop an idea. To find focus, ask: What is this really about? What is the most important thing that I want to say? To explore intention, ask: Why am I writing about this? What am I trying to say? What form should writing take to accomplish this intention?

Formal and informal observations

Monitoring individual‟s progress through steps of the writing progress

Individual conferences at various points in the process

Informal assessment of students‟ revisions and editing

Informal assessment during guided writing groups

Use of rubrics to monitor progress


Unit 9: Writing Personal Narratives (continued) Core Content Objectives


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6. Draft writing in a selected genre with supporting structure according to the intended message, audience, and purpose for writing. 7. Make decisions about the use of precise language, including adjectives, adverbs, verbs, and specific details, and justify the choices made. 8. Revise drafts by rereading for meaning, narrowing the focus, elaborating, reworking organization, openings and closings, and improving word choice and consistency of voice. 9. Review own writing with others to understand the reader‟s perspective and to consider and incorporate ideas for revision. 10. Review and edit work for spelling, usage, clarity, organization, and fluency. 11. Use a variety of reference materials to revise work. 13. Understand and apply the elements of a scoring rubric to improve and evaluate writing.

Writers paint a picture for the reader by choosing strong and creative verbs, adjectives, and proper nouns. Personal narratives include strong openings, sequenced plot, effective and developed details, descriptive language, and satisfying closings. Writers constantly revise their writing to enhance clarity, meaning, organization, idea development, or language.

Writers constantly edit their writing to improve spelling, mechanics, clarity, and fluency.

Publish personal narrative pieces with strong openings, developed middles, and satisfying endings Apply elements of a rubric to improve writing piece

To understand purpose, encourage students to write about the same topic in different structures. Then model asking: What new insights do you get? How does it work better? Immerse students in varied styles of personal narratives. Conduct think-alouds to facilitate drafting from The No-Nonsense Guide to Teaching Writing, Judy Davis & Sharon Hill, using the following techniques:

Underline a strong line and use it to begin the draft.

Analyze the sequence of a mentor text to facilitate the organization of ideas in personal narrative.

Highlight parts of an entry that should be used in draft.

Reread notebook entry, close notebook, and write draft with ideas floating in head.

Make a list, a simple web, or a flowchart to help identify and organize the information that needs to be included.

Try out the draft in different ways, and then decide on which one works best for the piece.

Formal assessment of final pieces using rubrics (e.g., Assessment Rubric for Raising the Quality of Narrative Writing by Lucy Calkins and Ted Kesler) Development of a portfolio Writer‟s notebook




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Assessment

Check Points

14. Reflect on one‟s writing, noting strengths and setting goals for improvement. 3.2.5.B. Writing as a Product (resulting in a formal product or publication) 6. Sharpen focus and improve coherence by considering the relevancy of included details and adding, deleting, and rearranging appropriately. 7. Write sentences of varying length and complexity, using specific nouns, verbs, and descriptive words. 9. Provide logical sequence throughout multi-paragraph works by refining organizational structure and developing transitions between ideas. 10. Engage the reader from beginning to end with an interesting opening, logical sequence, and satisfying conclusions 3.2.5 C. Mechanics, Spelling, and Handwriting 1. Use Standard English conventions in all writing,

Conduct mini-lessons from Craft Lessons, Ralph Fletcher and Joann Portalupi, to achieve the following:

Find the focus of a central theme and specific time frame to narrow in on a topic. Refer to “Finding a Focus [1],” page 78, “Finding a Focus [2],” page 79, “Deciding Where to Begin,” page 80, and “Pruning the Bushes-Cutting What You Don‟t Need,” page 82.

Craft a strong beginning. Refer to “Selecting the Right Lead,” page 83.

Use imagery, sentence length variety, and recurring lines to create an effect for the reader. Refer to “Using Surprising Imagery,” page 84, “Varying Length Of Sentences,” page 85,” and “The Recurring Line,“ page 86.

Develop the main characters‟ physically and emotionally. Refer to “Naming a Place or Character,” page 88, “Describing a Character [1] and [2],” pages 89,90, “Describing a Character Through Gesture,” page 91, “Using Interior Monologue,” page 92, and “Internal




Cumulative Progress

Indicators

Concepts


Skills




Assessment

Check Points

such as sentence structure, grammar and usage, punctuation, capitalization, spelling, and handwriting. 2. Use increasingly complex sentence structure and syntax to express ideas. 3. Use knowledge of English grammar and usage to express ideas effectively. 4. Use correct capitalization and punctuation, including commas and colons, throughout writing. 5. Use quotation marks and related punctuation correctly in passages of dialogue. 6. Use knowledge of roots, prefixes, suffixes, and English spelling patterns to spell words correctly in writing. 7. Study examples of narrative and expository writing to develop understanding of the reasons for and use of paragraphs and indentation. 8. Edit writing for correct grammar usage, capitalization, punctuation, and spelling.

Conflict,” page 93.

Develop the setting by adding description to improve the story‟s sense of place. Refer

to “Adding Setting to a Scene,” page 94.

Slow down the most important part. Refer to “Slowing Down the Hot Spot,” page 97.

Use flashbacks to develop a character. Refer to “Using Flashback,” page 98 and “Flashback/Time Transitions,” page 99.

Craft a strong ending. Refer to “The Circular Ending,” page 103.

Use a mentor text that helps you point out to students the ways in which writers have slowed down their writing by including specific details of the experience. The No-Nonsense Guide to Teaching Writing, Judy Davis & Sharon Hill. Show a piece of your own writing where you have left out lots of details. Talk to the children about the quality of the writing. Then, show them a more detailed piece about the same topic and discuss the difference and the power of the more developed writing. Share your thinking about why




Cumulative Progress

Indicators

Concepts


Skills




Assessment

Check Points

9. Use a variety of reference materials, such as a dictionary, grammar reference, and/or internet/software resources to edit written work. 10. Write legibly in manuscript or cursive to meet district standards. 3.2.5 D. Writing Forms, Audiences, and Purposes (exploring a variety of forms) 2. Gather, select, and organize information appropriate to a topic, task, and audience. 5. Use transitions between and within paragraphs. 6. Organize paragraphs using topic sentences. 7. Write narratives, establishing a plot or conflict, setting, characters, point of view, and resolution.

you chose to include those details and how they make for a more highly developed piece of writing. Instruct the students to go back and find a piece of writing in their notebooks where they can insert more information to develop their writing. The No-Nonsense Guide to Teaching Writing, Judy Davis & Sharon Hill. Conduct think-alouds that help students understand they need to reread with a particular focus on one editing issue at a time. For instance, read through the piece once checking for punctuation errors, then reread again with a focus on spelling errors, etc. The No-Nonsense Guide to Teaching Writing, Judy Davis & Sharon Hill. During the editing stage of the writing cycle, put a student‟s work on an overhead, and have him edit his work in front of the class. With the help of others, have the student make decisions about punctuation, grammar, and spelling conventions. The No-Nonsense Guide to Teaching Writing, Judy Davis & Sharon Hill.




Cumulative Progress

Indicators

Concepts


Skills




Assessment

Check Points

Fishbowl a conversation between students who are engaged in editing each other‟s work, paying special attention to the ways in which they support each other and their conversations about the decisions they made and why. The No-Nonsense Guide to Teaching Writing, Judy Davis & Sharon Hill. Teach editing “habits” including: reading their writing aloud, reading words of text from the end to beginning to catch spelling errors, circling unknown words.

Resources: Essential Materials, Supplementary Materials, Links to Best Practices

NJ Core Curriculum Content Standards Classroom and School Libraries for mentor and touchstones texts. Write on Track by Dave Kemper, Ruth Nathan, and Patrick Sebranek Craft Lessons, Teaching Writing, K-8, by Ralph Fletcher and Joann Portalupi Guiding Readers and Writers, Grades 3-6, Teaching Comprehension, Genre, and Content Literacy by Irene Fountas and Gay Su Pinnell Nonfiction Craft Lessons, Teaching Information Writing, K-8 by Joann Portalupi and Ralph Fletcher The No-Nonsense Guide to Teaching Writing by Judy Davis and Sharon Hill Units of Study for Teaching Writing, Grades 3-5 by Lucy Calkins and colleagues


difficulties, possible misunderstandings Consult IEPs and 504s and make appropriate modifications. Provide more teacher support (e.g. more sample narratives, more modeling of the process of writing the narrative). Conduct specific mini-lessons to target areas of need or enrichment. Conduct small guided writing group lessons to target students in need of reinforcement or enrichment of specific skills. Use Alpha Smart or computer word-processing software.


Unit 9: Writing Personal Narratives (continued) Teachers College Reading and Writing Project: 4

th – 5


(http://books.heinemann.com/shared/onlineresources/E00870/writinggr4_5ccal.pdf)

Recommended Resources: Revisiting the Writing Workshop, Management, Assessment, and Mini-Lessons by Marybeth Alley and Barbara Orehovec The Art of Teaching Writing by Lucy Calkins The Writing Workshop, Working through the Hard Parts (And They‟re All Hard Parts) by Katie Wood Ray and Lester Laminack Wondrous Words, Writers and Writing in the Elementary Classroom by Katie Wood Ray

http://books.heinemann.com/shared/onlineresources/E00870/writinggr4_5ccal.pdf

BALANCED LITERACY – GRADE 5 APPENDIX A

Non-Negotiable K-5 Balanced Literacy Program Elements for Reading and Writing Workshop

based on the New Jersey Core Curriculum Content Standards

Reading

Independent silent reading of self-chosen materials; shared reading ; guided reading; literature circles

Interactive read-aloud and whole group discussion which includes whole group direct instruction of comprehension strategies, fluency, vocabulary, author's craft: read -aloud text frequently connected to science, social studies, math, character education; whole group discuss to enable a deeper understanding of text

Direct instruction (mini-lessons) of strategies to develop fluency as well as reading comprehension of both fiction and nonfiction text

Regular enhancement of sight word and meaning vocabulary through direct instruction, wide reading and writing, word walls (e.g., commonly used words, content area vocabulary), and the use of reference sources (e.g., dictionary, thesaurus, on-line resources)

Regular opportunities to think about, talk about, and write about books

Regular opportunities to record/document reading

Individualized one-on-one conferences with readers to discover student's responses, use of fix-up and comprehension strategies, understandings about print. These conferences are to be designed to shape independence:

1. Guided conferences to teach student something he/she needs to know about reading and try it together. Teacher is there for immediate support.

2. Conferences that support the teaching of the mini-lesson: follow-up on teaching of a new strategy or understanding of the mini-lesson.

3. Conferences that extend the teaching of the mini-lesson: teach something that builds on the mini-lesson and extends student learning.

4. Conferences that develop the reader: support the reader as he/she is developing skills needed to become a life-long reader.

Sharing/discussion to bring closure to the reading workshop by reflecting on the day's reading and/or some aspect of direct instruction, "What did I learn as a reader today?" "How will my reading help me to become a lifelong reading?" This sharing will set the stage for the next reading workshop.

Regular writing in response to reading

Regular reader self-evaluation to recognize that what a reader hears, says, writes, and views contributes to the content and quality of the reading experience

On-going exposure to, discussion of, and reading of a variety of genre, authors, text types

Regular visits to the school library


Writing

Direct instruction (mini-lessons) of writing strategies to develop command of/fluency in written composition to record one's thoughts

Written composition in the various stages of writing: 1. Prewriting - setting the purpose, generating /rehearsing ideas, organizing for writing 2. Drafting - putting ideas on paper 3. Revising - changing the content of writing by evaluating and modifying 4. Editing/proofreading of multiple drafts- checking writing for the conventions of language 5. Post-writing processes including sharing/publishing - using a variety of forms depending on personal

preferences as what is appropriate for the task; talking about writing with others, learning to respect their contributions and opinions

Sharing/discussion to bring closure to the writing workshop by reflecting on the day's writing and/or some aspect of direct instruction, "What did I learn as a writer today?" This sharing sets the stage for the next writing workshop.

Regular opportunities to begin to understand the recursive nature and shifting perspectives of the writing process, moving from the role of writer to the role of reader and back again

Regular opportunities to practice a variety of text types: narrative, expository/informational, everyday/functional

Regular writer self-evaluation to recognize that what a writer hears, says, reads, and views contributes to the content and quality of writing

Individualized conferences with writers that shape independence: 1. Guided conferences to teach student something he/she needs to know about writing and try it together.

Teacher is there for immediate support. 2. Conferences that support the teaching of the mini-lesson: follow-up on teaching of a new strategy or

understanding of the mini-lesson. 3. Conferences that extend the teaching of the mini-lesson: teach something that builds on the mini-lesson

and extends student learning. 4. Conferences that develop the writer: support the writer as he/she is developing skills needed to become a

life-long writer.

Speaking

Regular direct instruction of speaking strategies for communicating, thinking, and learning and teacher modeling of the conventions of spoken English

Regular small and whole group discussions

Regular collaborative speaking opportunities (e.g., choral reading, reader's theater, plays, poetry)

Regular individual speaking opportunities (e.g., questioning, sharing information, speeches, retellings, oral reports and or presentations)

Regular discussion of reading

Regular reading/writing conferences with teacher/ peers

Informal talk and conversation

Regular speaker self-evaluation to recognize that what a speaker hears, writes, reads, and views contributes to the content and quality of oral language


Listening

Regular direct instruction of listening strategies: speaker power; awareness of need to be silent, to wait, and to respond as appropriate; distinguishing between types of speech (e.g., conversation, warnings, jokes); hearing difference between speaking in conversation and sharing information; distinguishing intensity, pitch, quality, and sequence of a variety of sounds; recognizing sounds in the environment; active listening and sustaining attention for increasing periods of time

Regular demonstrating of listening comprehension through discussion, writing, projects, following directions, recall of information

Regular demonstration of thinking skills in listening activities to make judgments, summarize, evaluate, analyze, hypothesize

Regular listener self-evaluation to recognize that what a listener says, reads, writes, and views contributes to the content and quality of the listening experience

Viewing

Regular direct instruction of viewing strategies

Regular teacher use of a variety of media to facilitate learning to respond to visual messages and images in print, nonverbal interactions, the arts, and electronic media

Regular student use of a variety of media to facilitate and demonstrate learning

Regular use of print media such as charts, graphs, maps, pictures, illustrations, photographs and electronic media such as computers, television with captions, film with captions to facilitate learning

Regular activities/discussions which examine and evaluate the impact of a variety of media on learning and knowing

Regular activities/discussions which interpret and evaluate information from a variety of viewed sources

Regular activities/discussions which integrate information from related written and viewed sources

Regular viewer self-evaluation to recognize that what a viewer says, hears, writes, and reads contributes to the content and quality of the viewing experience

BALANCED LITERACY – GRADE 5 APPENDIX B

CODES FOR SKILLS AND STRATEGY INSTRUCTION

The following literacy profiles were created to assist teachers in developing a blueprint for instruction in reading. The profiles determine at what grade level teachers should emphasize (E), reinforce (R), or extend (E) instruction of

specific skills and strategies. The information contained in the profiles is offered with the understanding that teachers who determine that their students require additional instruction will provide it, regardless of the suggestions made in the profile.

EMPHASIZE “E”

Instruction which is EMPHASIZED by the teacher through modeling and/or explanation.

The responsibility for initiating and directing the instruction is the teacher. The teacher determines, through observing, talking with students, and formal/informal assessments, what students need to learn and are able to learn. Instead of just talking about a strategy or task, the teacher illustrates the processes used by thinking aloud or modeling mental processes, during his/her explanation.

REINFORCE “R”

Instruction which need only be REINFORCED by the teacher because students have had prior experience and/or exposure to the task/strategy or lesson. Students and teachers practice the task/strategy/concept together, with teachers giving constructive feedback to the students. The responsibility, then, is gradually released to the students to complete the task.

EXTEND “X”

The student will EXTEND his/her learning by practicing strategies and tasks with a

significant degree of independence. The teacher provides feedback and guidance, ensuring the student has the opportunity for extensive practice with concepts and strategies. The responsibility for completing tasks is released to the student. Students are able to adopt and modify strategies so that the strategies work successfully for them.

BALANCED LITERACY – GRADE 5 APPENDIX C

SKILLS AND STRATEGY

K 1 2 3 4 5

Early Emergent Upper Emergent

Early Fluency

Fluency

A B C

B C D E F G H I

H I J K L M

L M N O P

O P Q R S T

S T U V W

CONCEPTS ABOUT PRINT

Holds book correctly E R

Demonstrates one-to-one correspondence E R

Differentiates words and spaces E R X

Demonstrates directionality E R

Understands left-to-right page sequence E R

Understands return sweep E R

Recognizes front and back of book E R

Identifies title, title page, author, illustrator E R X

Realizes that print contains meaning E R

Understands concept of a letter E R

Differentiates first and last letter E R

Understands concept of a word E R

Differentiates first and last word E R

Understands concept of a sentence E R

Recognizes and forms all uppercase and lowercase letters

E R

Recognizes environmental words in print E R

Recognizes high-frequency words in and out of context

E R

Writes name E R

Identifies and interprets features that support text meaning (maps, charts, illustrations

E E R R R X

Recognizes purpose for print conventions such as end-sentence punctuation.

E R X E R X

Recognizes purpose of a paragraph E R R X


SKILLS AND STRATEGY

K 1 2 3 4 5


Early Fluency

Fluency

A B C

B C D E F G H I

H I J K L M

L M N O P

O P Q R S T

S T U V W

Uses titles, table of contents, chapter headings

E E R X

Uses a glossary/index to locate information E E R X

PHONOLOGICAL AWARENESS

Has sentence awareness E R

Has word awareness E R

Recognizes and says rhyming words E R X

Hears and produces words that begin with the same sound

E R X

Has syllable awareness E R X

Hears and produces words with onset/rime E R X

Identifies initial, final, and medial consonant sounds

E R X

Recognizes and manipulates vowel sounds E R X

Orally segments, blends, and manipulates phonemes in words

E R X

Has phoneme awareness E R X

DECODING AND WORD RECOGNITITON

Decodes using initial, final, and medial consonants

E R X

Decodes using short vowels E R X

Decodes using long vowels E E R

Uses consonant blends to decode E R

Uses vowel digraphs to decode E R

Uses vowel diphthongs to decode E R


SKILLS AND STRATEGY

K 1 2 3 4 5


Early Fluency

Fluency

A B C

B C D E F G H I

H I J K L M

L M N O P

O P Q R S T

S T U V W

Uses irregular vowels to decode E R

Uses r-controlled vowels to decode E R

Segments and blends words to decode E E R

Uses word parts, clusters, and word families to decode

E E E

Manipulates sounds/symbols to create new words

E R X

Uses syllabication to decode one-syllable words

E R X

Uses syllabication to decode multi-syllable words and nonsense words

E R

Knows sounds for a range of developmentally appropriate prefixes and suffixes

E R

Recognizes compound words, contractions and common abbreviations

E R R E R X

Uses context to accurately read words with more than one pronunciation

E E R X

READING STRATEGIES (BEFORE, DURING AND AFTER READING)

Set purpose for reading E E R R X X

Uses some initial letters to predict words E E R R X X

Uses known words to decode unknown words

E E R R X X

Relies more on print for meaning E E R R X X

Compares similar words E E R R X X

Uses picture cues to confirm meaning E E R R X X


SKILLS AND STRATEGY

K 1 2 3 4 5


Early Fluency

Fluency

A B C

B C D E F G H I

H I J K L M

L M N O P

O P Q R S T

S T U V W

Predicts meaning from context and illustrations

E E R R X X

Uses sentence structure to gain meaning E E R R X X

Uses prior knowledge to gain meaning E E R R X X

Uses self-correcting and cross-checking strategies

E E R R X X

Verbalizes how to use reading strategies E E R R X X

Modifies reading strategies for type of reading

E E R X X

Uses and applies graphic organizers (Venn diagram, KWL, character trait charts, etc.)

E

E R R X X

COMPREHENSION SKILLS AND RESPONSE TO TEXT

LITERARY STRATEGIES

Discusses and expresses opinions of a story E E R R X X

Makes connections (to text, self and world) E R X E R X

Retells simple story E E R R X X

Identifies main idea E E R R X X

Identifies important details E E R R X X

Identifies cause and effect E E R R X X


SKILLS AND STRATEGY

K 1 2 3 4 5


Early Fluency

Fluency

A B C

B C D E F G H I

H I J K L M

L M N O P

O P Q R S T

S T U V W

Determines author‟s purpose E E R E R X

Recognizes genres E E E E E E

Differentiates fact from opinion E E R R X X

Evaluates historical significance E R R

Confirms and clarifies understanding E E R R R

Locates information in text and illustrations E E R R X X

Compares and contrasts information E E R R X X

Discusses underlying themes across cultures in various texts

E R X

Understands author‟s opinions and how they address culture

E R

ACTIVE READING STRATEGIES

Predicting E E E R R R

Visualizing E R X E R X

Schema/Connections E R R E R R

Questioning E R R E R

Determining Most Important Ideas E R E R E

Summarizing E R E R

Inferring E R E R

Analyzing Text Features E E

Synthesizing E R E

Critiquing E

LITERARY ELEMENTS

Identifies elements of fiction E E E R X X

Understands author/illustrator E R X X X X

Identifies main character E E R R X X


SKILLS AND STRATEGY

K 1 2 3 4 5


Early Fluency

Fluency

A B C

B C D E F G H I

H I J K L M

L M N O P

O P Q R S T

S T U V W

Analyzes character traits and actions E E R R R R

Analyzes character relationships E E E R R R

Recognizes time elements E R X E R X

Analyzes story setting E R X E R X

Recognizes sequence of events E E R R R X

Identifies problem/solutions or conflict/resolution

E E R R X X

Identifies point of view E R X

Analyzes mood/tone E R X

Analyzes plot or plot structure E R X

Identifies theme E R X

Identifies climax E R X

LITERARY DEVICES

Identifies rhyme and rhythm E E R X

Identifies alliteration E E R R X X

Identifies onomatopoeia E E E R X X

Identifies similes/metaphors E E R X

Identifies personification E E R X

Identifies figurative language E E R R

Identifies hyperbole (exaggeration) E E R R

Identifies idioms E E R R

Recognizes symbolism E E E

Identifies and analyzes flashbacks E E E

Recognizes foreshadowing E E E


SKILLS AND STRATEGY

K 1 2 3 4 5


Early Fluency

Fluency

A B C

B C D E F G H I

H I J K L M

L M N O P

O P Q R S T

S T U V W

EXPLICIT VOCABULARY INSTRUCTION Teaching for Comprehending and Fluency, Chapter 31 by Irene Fountas and Gay Su Pinnell

Early concept words E E R X X X

Labels E E E E R

Synonyms E E E R

Antonyms E E E R

Nouns E E E R

Verbs (action words) E E E R

Adjectives and Adverbs (describing words) E E E R

Homophones E E E E

Homographs E E E E

Compound Words E E E E

Figurative Use of Words E E E

Blended (Portmanteau) Words E E E

Onomatopoetic Words E E E

Words with Multiple Meanings E E E

Multi-syllable Tier-two Words E E E

Technical or Scientific Words E E E

Idioms E E

Words from Many Languages E E

Words from Names E E

Words from Initials E

Clipped Words and Abbreviations E

Palindromes E

Greek and Latin Roots of Words E

Content Words

BALANCED LITERACY – GRADE 5 APPENDIX D

Building Blocks for Teaching Children to Read

Concepts of Print - the basic knowledge about print and how it is typically organized on a page. For example, print conveys meaning, print is read left to right, and words are separated by spaces. Phonological Awareness

Phoneme - the smallest unit of sound that changes the meaning of a spoken word. English has approximately 41-44 phonemes. For example, if you change the first phoneme in bat from /b/ to /p/, the word bat changes to pat. The word oh is one phoneme, the word go has two phonemes.

Phonemic Awareness - the ability to hear, identify, and manipulate the individual sounds and phonemes in spoken words. For example, blending /w/ and /e/ to say the word we. Phonics - the understanding and use of the alphabetic principle in reading and spelling. Understand that there is a predictable relationship between phonemes (the sounds in spoken language) and graphemes (the letters that represent the sounds in written language) and this information can be used to read, decode and encode words. Phonological Awareness - a range of understandings related to the sounds of words and word parts, including identifying and manipulating larger parts of spoken language such as words, syllables, and onsets and rimes. It also includes phonemic awareness, as well as aspects of spoken language such as rhyming and syllabication. Fluency - the ability to read, both silently and orally, with accuracy, appropriate pace, proper expression, and comprehension. Vocabulary - refers to the words needed to communicate effectively. Oral vocabulary refers to words used in speaking or recognized when listening. Reading vocabulary refers to words recognized or used in print. Comprehension - good readers have a purpose for reading and think actively as they read. To make sense of what they read, good readers engage in a complicated process. Using their experiences and knowledge of their world, their knowledge of vocabulary and language structure, and their knowledge of comprehension strategies, good readers make sense of the text. They know when they are having problems with understanding and how to resolve these problems as they occur.


Reading Strategies to Enhance Comprehension and Understanding of Text

Predicting – A reader uses knowledge of language syntax to narrow possibilities when decoding words to determine meaning. A reader generates expectations based on genre, author, illustrator, or topic.

Visualizing – A reader creates mental images including visual, auditory, and other sensory images to become emotionally involved with what is read. A reader engages with the text to anchor it to prior knowledge in order to make the text personal and memorable. The reader‟s emotions and the five senses are enhanced to create images that are fluid. These images are adapted as new information is read adding depth and dimension to the reader‟s understanding of text.

Fix Up Strategies – A reader uses a wide range of problem-solving strategies including skipping ahead, rereading, asking questions, using a dictionary, and reading the passage aloud to monitor understanding of text. A reader becomes aware when he/ she understands the text. A reader adjusts and monitors reading based on the purpose for reading and genre of the text.

Schema/Connections – A reader uses relevant prior knowledge before, during, and after reading to enhance understanding of the text. A reader is continuously making mental files to which new files are created, linking new information to exiting files, and revising and deleting information.

Questioning – A reader generates questions before, during, and after reading to clarify meaning, make predictions, and focus attention on what‟s important as he/she searches for answers to monitor comprehension and interact with text to construct meaning. Some reasons a reader processes questions are to clarify meaning, speculate about text to be read, determine an author‟s style intent content or format, focus attention on specific components of the text, locate a specific answer, or consider rhetorical questions inspired by text.

Determining Most Important Ideas – A reader identifies key ideas or themes, distinguishes between important and unimportant information based on the purpose for reading and genre of the text.

Summarizing – A reader identifies and organizes relevant information while reading, extracting it from print and forming an ongoing synopsis to create meaning while disregarding the irrelevant information. Inferring/ Predicting – A reader uses prior knowledge (schema) and information from text to make predictions, form answers to questions, draw conclusions, and create interpretations to confirm or contradict predictions.

Inferring extends the literal meaning of text to what is not stated but rather implied by the author. A reader searches for clues within the text and merges his/her prior knowledge (schema) and answers from self-posed questions to create a conclusion about an underlying theme or idea in a text.

Predicting is using what is already known to think about what will follow while reading continuous text.

Synthesizing – A reader uses a continuum of evolving thinking based on combining new information with existing knowledge to form an original idea or to create a new way of thinking about the “big picture.”

Analyzing Text and its Features – A reader analyzes text features and/or elements of text and notices aspects of the writer‟s craft to construct meaning. A reader determines how text is organized to convey meaning, how it works and discovers literary elements while utilizing visual features such as: illustrations, photo, maps, diagrams along with text features including heading and table of contents.

Critiquing – A reader evaluates and responds to text based on his/her personal world, or knowledge of text information and thinking critically about the ideas contained within the text. The reader is required to judge the quality of text.


Reading Strategies to Enhance Comprehension Grade Level Emphasis

*These strategies are not to be taught in isolation but rather as a collection of readers’ tools to aid in constructing meaning of text at all grade levels. The shaded box denotes the unit provided within the Language Arts Curriculum Guide for kindergarten through grade 5.

Strategies used by readers to enhance comprehension and understanding of text: K 1 2 3 4 5

Predicting*: thinking about what will follow while reading continuous text.

E

E

E

R

R

R

Visualizing: mental images including visual, auditory, and other sensory images to become emotionally involved with what is read

E

R

X

E

R

X

Fix Up Strategies: skipping ahead, rereading, asking questions, using a dictionary, and reading the passage aloud to monitor understanding of text

E

E

E

E

E

E

Schema/Connections: relevant prior knowledge before, during, and after reading to enhance understanding of text

E

R

R

E

R

R

Questioning: questions generated before, during and after reading to clarify meaning, make predictions, and focus attention on what‟s important as he/she searches for answers to monitor comprehension and interact with text to construct meaning

E

R

R

E

R

Determining Most Important Ideas: key ideas or themes, distinguishes between important and unimportant information based on the purpose for reading and genre of the text

E

R

E

R

E

Summarizing: relevant information organized while reading, extracting it from print and forming an ongoing synopsis to create meaning while disregarding the irrelevant information to understand the essence of the text

E

R

E

R

Inferring/Predicting*: prior knowledge (schema) and information from text to make predictions, form answers to questions, draw conclusion, and create interpretations to confirm or contradict predictions

E

R

E

R

Analyzing Text Features: how text is organized, how it works to convey meaning; literary elements while utilizing visual features such as: illustrations, photo, maps, diagrams along with text features including heading and table of contents and how it adds to a deeper understanding of the text

E

E

Synthesizing: a continuum of evolving thinking based on combining new information with existing knowledge to form an original idea or create a new way of thinking about the “big picture”

E

E

E

E

Critiquing: text evaluated, judged, and responded to, based on reader‟s personal world, or knowledge of text information and thinking critically about the ideas contained within the text.

E

E Sources: Miller, Reading with Meaning; Harvey and Goudvis, Strategies that Work; Fountas and Pinnell. Guiding Readers and Writers: Grades 3-6; Fountas and Pinnell, Teaching for Comprehending and Fluency: Thinking, Talking, and Writing About Reading, K-8; Keene and Zimmermann, Mosaic of Thought; Hutchins and Zimmermann, 7 Keys to Comprehension.

BALANCED LITERACY – GRADE 5 APPENDIX E

OBJECTIVES FOR THE K-5 LEARNER IN THE READING AND WRITING WORKSHOP

BASED ON THE NEW JERSEY CORE CURRICULUM CONTENT STANDARDS FOR LANGUAGE ARTS LITERACY

The learner will understand that reading is thinking. The learner will use fix-up and comprehension strategies to enhance his/her understanding of text. He/she will recognize appropriate times to utilize fix-up strategies to monitor decoding (e.g., word solving, skipping ahead, rereading, looking for little words in big words) and to use comprehensions strategies to make sense of text (e.g., predicting, visualizing, activating schema, making connections, questioning, determining important ideas, summarizing, inferring, synthesizing, analyzing text, critiquing).

The learner will read independently with fluency and comprehension in order to become a lifelong reader. The learner will see himself/herself as a reader.

The learner will extend understanding of text through a variety of ways of expressing meaning by writing, speaking, creating visual products, or performing. He/she will begin to understand that the goal of reading and writing is to build meaning, and that a reader and writer must be actively involved in the process of constructing meaning.

The learner will read and write for a variety of purposes.

The learner will learn the conventions of the English language through listening, speaking, reading, writing, and viewing, as well as through direct instruction and teacher modeling. He /she will understand that language can be expressed through reading and writing according to literacy conventions and that by following these conventions of the English language helps people to communicate effectively with each other. Students will learn to edit their own writing and apply the conventions of spelling, usage, grammar, and mechanics.

The learner will become an active participant within the learning environment by engaging in collaborative learning experiences (e.g., turn and talk with peers, reading/writing partnerships, peer editing/revision, literature circles, reader's theater).

The learner will begin to see reading and writing as a means to better understand one's self and the world, to expand experiences, and to have opportunities to grow intellectually, emotionally, and socially.

The learner will begin to understand the interrelationship of reading, writing, listening, speaking, and viewing. He/she will read and write in order to expand learning in the content areas of math, science, social studies, and the arts.

The learner will experience a home - school connection that enhances literacy skills and habits.

BALANCED LITERACY – GRADE 5 APPENDIX F

Reading Behaviors: Grade Five Levels S-W: Indicators

New Jersey Core Curriculum Content Standard

Reading: All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.

These areas are referred to as strands and were developed and defined by the NJDOE. They are regarded as integral components of a Language Arts Literacy Program. The Cumulative Progress Indicators, CPIs, guide the teacher to answer the question: what would you observe in

a student‟s reading behaviors that “indicate” the pupil has become proficient at both the strand and level?

LEVEL S INDICATORS FOR CONCEPTS ABOUT PRINT

CPI: Identify differences of various print formats, including newspapers, magazines, books, and reference resources. CPI: Recognize purposes and uses for print conventions such as paragraphs, end-sentence punctuation, and bold print. CPI: Identify and locate features that support text meaning (e.g., maps, charts, illustrations). CPI: Use a text index and glossary appropriately. CPI: Survey and explain text features that contribute to comprehension (e.g., headings, introductory and concluding

paragraphs). Survey longer texts with complex sentence structures including dialogue and many embedded clauses and phrases and sentences with

parenthetical material. Understand sentences with nouns, verbs, or adjectives in series, divided by commas. Explore texts with questions in dialogue (fiction) and question and answers to impart content (nonfiction.) Survey many books with only a few or no illustrations, in fiction are in black and white and some pictures books with illustrations on every

page. Understand a full range of graphics providing information that matches and extends the text. Explore some text with graphics that are complex, not fully explained, with graphics that have scales or legends important to

understanding. Recognize captions under pictures that provide important information. Recognize a full range of readers‟ tools including a table of contents, glossary, heading/subheadings, call-outs, pronunciation guides,

index, and references. Explore shorter texts on a single topic, chapter books with many lines of print on a page. Survey books with a large variation among print styles and font size including use of bold, large font, or italics for emphasis or to indicate

importance or level of information. Explore texts with a variety in print color and background color where print and illustrations are integrated in most texts with print wrapping

around pictures and the spaces between lines vary, with some texts having dense print. Choose texts with a variety of layout of nonfiction formats (question/answer; paragraphs; boxes; legends; call-outs) including more difficult

layout of informational text, with denser format and sentences continuing over several lines or to the next page. Recognize a full range of punctuation and occasional use of less common punctuation (colon, semicolon).


LEVEL S INDICATORS FOR PHONOLOGICAL AWARENESS (INCLUDES PHONEMIC AWARENESS)

CPI: No additional indicators at this grade level. Continue to build upon knowledge and skills gained at preceding levels.

LEVEL S INDICATORS FOR DECODING AND WORD RECOGNITION

CPI: Use letter-sound correspondence and structural analysis (e.g., roots, affixes) to decode words. CPI: Recognize compound words, contractions, and common abbreviations. CPI: Know and use common word families to decode unfamiliar words. CPI: Use the pronunciation key of a dictionary to decode new words. CPI: Use context clues or knowledge of phonics, syllabication, prefixes, and suffixes to decode new words. CPI: Interpret new words correctly in context. CPI: Apply spelling and syllabication rules that aid in decoding and word recognition. Use multi-syllable proper nouns that are difficult to decode. Identify many technical words that are difficult to decode. Recognize words that are seldom used in oral language and are difficult to decode. Use words with 3+ syllables with many complex plurals, contractions and compound words. Utilize words with suffixes and simple prefixes.

LEVEL S INDICATORS FOR FLUENCY

CPI: Use appropriate rhythm, flow, meter, and pronunciation in demonstrating understanding of punctuation marks. CPI: Read at different speeds using scanning, skimming, or careful reading as appropriate. CPI: Adjust reading speed appropriately for different purposes and audiences. CPI: Apply knowledge of letter-sound associations, language structures, and context to recognize words. CPI: Read aloud in ways that reflect understanding of proper phrasing and intonation. CPI: Read silently for the purpose of increasing speed, accuracy, and reading fluency. CPI: Apply self-correcting strategies to decode and gain meaning from print both, orally and silently. Read rapidly, both orally and silently, with attention to meaning.


LEVEL S INDICATORS FOR READING STRATEGIES, (BEFORE, DURING AND AFTER)

CPI: Use knowledge of word meaning, language structure, and sound-symbol relationships to check understanding when reading.

CPI: Identify specific words or passages causing comprehension difficulties and seek clarification. CPI: Select useful visual organizers before, during, and after reading to organize information (e.g., Venn diagrams). CPI: Activate prior knowledge and anticipate what will be read or heard. CPI: Vary reading strategies according to their purpose for reading and the nature of the text. CPI: Reread to make sense of difficult paragraphs or sections of text. CPI: Make revisions to text predictions during and after reading. CPI: Apply graphic organizers to illustrate key concepts and relationships in a text. Demonstrate flexibility in reading many different kinds of texts.

LEVEL S INDICATORS FOR VOCABULARY AND CONCEPT DEVELOPMENT

CPI: Infer word meanings from learned roots, prefixes, and suffixes. CPI: Infer specific word meanings in the context of reading passages. CPI: Identify and correctly use antonyms, synonyms, homophones, and homographs. CPI: Use a grade-appropriate dictionary (independently) to define unknown words. CPI: Infer word meanings from learned roots, prefixes, and suffixes. CPI: Infer specific word meanings in the context of reading passages. CPI: Identify and correctly use antonyms, synonyms, homophones, and homographs. CPI: Use a grade-level appropriate dictionary independently to define unknown words. CPI: Use a thesaurus to identify alternative word choices and meanings. Utilize many new vocabulary words that readers must derive from context or use glossaries or dictionaries. Recognize many highly technical words, mostly defined in text, illustration, or glossary. Use many longer descriptive words – adjectives and adverbs. Rapidly acquire new vocabulary through reading. Recognize words with connotative meanings essential to understanding the text. Utilize many words used figuratively – metaphor, simile, idiom.


LEVEL S INDICATORS FOR COMPREHENSION AND RESPONSE TO TEXT

Visualizing CPI: Identify and respond to the elements of sound and structure in poetry. CPI: Recognize figurative language in text (e.g. simile, metaphor, personification, alliteration). Understand long stretches of descriptive language, important to setting and characters.

Fix-Up Strategies

CPI: Read regularly in materials appropriate for their independent reading level.

Schema/Connections CPI: Anticipate and construct meaning from text by making conscious connections to self, an author, and others. Understand complex ideas on many different topics requiring real or vicarious experiences (through reading.) Understand settings distant in time and space from students‟ experiences.

Questioning

No additional indicators at this grade level. Continue to build upon knowledge and skills at preceding levels.

Most Important Ideas CPI: Understand that theme refers to the central idea or meaning of a selection and recognize themes, whether implied or stated

directly. CPI: Distinguish between major and minor details. CPI: Cite evidence from text to support conclusions. CPI: Follow simple multiple-steps in written instructions. CPI: Follow simple multiple-steps in written instructions. Recognize literary elements in stories, including setting, characters, plot, and mood. Recognizes narrative structure including chapters with multiple episodes related to a single plot, plots with detailed episodes, and some

short stories with plots that intertwine. Recognize literary elements in stories, including setting, characters, plot, and mood. Understand long stretches of descriptive language, important to setting and characters. Identify author‟s purpose, views, and beliefs. Underlying themes across cultures in various texts. Identify central ideas in informational texts.

Summarizing

CPI: Identify and summarize central ideas in informational texts. Explore complex plots, creating suspense and leading toward problem resolution.

Inferences/Prediction CPI: Make inferences using textual information and provide supporting evidence.


After reading silently, demonstrate understanding and sophistication in interpreting meaning. Understand multiple characters revealed by what they say, think, and do, and what others say or think about them. Go beyond the text to interpret characters‟ thoughts and feelings and to speculate on alternative meanings.

Synthesizing

Sustain attention to a text read over many days, remembering details and revising interpretations as new events are encountered. Explore topics that go well beyond readers‟ personal experiences requiring the reader to take on diverse perspectives (race, language,

culture).

Analyze Text Features CPI: Distinguish cause and effect, fact and opinion, main idea, and supporting details in nonfiction texts (e.g., science, social

studies). CPI: Recognize literary elements in stories, including setting, characters, plot, and mood. CPI: Identify author’s purpose, views, and beliefs. CPI: Recognize an author’s point of view. CPI: Understand author’s opinions and how they address culture, ethnicity, gender, and historical periods. CPI: Use cause and effect and sequence of events to gain meaning. CPI: Interpret idiomatic expressions. CPI: Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction. CPI: Identify some literary devices in stories. CPI: Identify the structures in poetry. Identify the structures in drama. CPI: Recognize common organizational patterns in text that support comprehension (e.g., headings, captions). CPI: Identify and analyze text types, formats, and elements in nonfiction. CPI: Identify genre by their distinctive elements (e.g. tall tale-exaggeration). CPI: discuss underlying theme across cultures in various texts. Recognize literary elements in stories, including setting, characters, plot, and mood. Recognizes narrative structure including chapters with multiple episodes related to a single plot, plots with detailed episodes, and some

short stories with plots that intertwine. Understand underlying structures-description, compare/contrast, temporal sequence, problem/solution, cause/effect. Explore memorable characters, with both good and bad traits, that change and develop over time. Explore some more complex fantasy elements and some complex narratives that are highly literary. Identify the structures in drama. Demonstrate all analytic and interpretive skills in writing. Understand more challenging themes such as war and the environment. Understand texts with deeper meanings applicable to important human problems and social issues.

Critiquing

CPI: Recognize persuasive and propaganda techniques used to influence readers. CPI: Recognize historical and cultural biases and different points of view.


LEVEL S INDICATORS FOR INQUIRY AND RESEARCH

CPI: Use library classification systems, print or electronic, to locate information. CPI: Investigate a favorite author and produce evidence of research. CPI: Read independently and research topics using a variety of materials to satisfy personal, academic, and social needs and

produce evidence of reading. CPI: Develop and revise questions for investigations prior to, during, and after reading. CPI: Use multiple sources to locate information relevant to research questions. CPI: Read independently and research topics using a variety of materials to satisfy personal, academic, and social needs, and

produce evidence of reading. CPI: Draw conclusions from information gathered from multiple sources. CPI: Interpret and use graphic sources of information such as maps, graphs, timelines, or tables to address research questions. CPI: Summarize and organize information by taking notes, outlining ideas, and/or making charts CPI: Produce projects and reports, using visuals, media, and/or technology to show learning and support the learning of an

audience. Extend text meaning through research, writing, or the arts.






LEVEL T INDICATORS FOR CONCEPTS ABOUT PRINT


paragraphs). Understand a full range of graphics providing information that matches and extends the text. Explore some text with graphics that are complex and not fully explained and/or with graphics that have scales or legends important to

understanding. Recognize captions under pictures that provide important information. Survey books with a large variation among print styles and font size including use of bold, large font, or italics for emphasis or to indicate



layout of informational text, with denser format and sentences continuing over several lines or to the next page. Recognize a full range of punctuation and occasional. Survey longer texts with complex sentence structures including dialogue and many embedded clauses and phrases and sentences with

parenthetical material. Understand sentences with nouns, verbs, or adjectives in series, divided by commas. Understand a wide range of declarative, imperative, interrogative sentences and complex sentences – phrases, clauses, compounds. Explore texts with questions in dialogue (fiction) and question and answers to impart content (nonfiction.) Survey many books with only a few or no illustrations, in fiction are in black and white and some pictures books with illustrations on every

page. Explore shorter texts on a single topic, chapter books with many lines of print on a page. Use less common punctuation (colon, semicolon.) Recognize a full range of readers‟ tools including a table of contents, glossary, heading/subheadings, call-outs, pronunciation guides,

index, and references.


LEVEL T INDICATORS FOR PHONOLOGICAL AWARENESS (INCLUDES PHONEMIC AWARENESS)

CPI: No additional indicators at this grade level. Continue to build upon knowledge and skills gained at the preceding levels.

LEVEL T INDICATORS FOR DECODING AND WORD RECOGNITION

CPI: Use letter-sound correspondence and structural analysis (e.g., roots, affixes) to decode words. CPI: Know and use common word families to decode unfamiliar words. CPI: Recognize compound words, contractions, and common abbreviations. CPI: Use the pronunciation key of a dictionary to decode new words. CPI: Use context clues or knowledge of phonics, syllabication, prefixes, and suffixes to decode new words. CPI: Interpret new words correctly in context. CPI: Apply spelling and syllabication rules that aid in decoding and word recognition. Recognize common abbreviations, pronunciation key of a dictionary and applies spelling rules. Utilize words with suffixes and simple prefixes. Use words with 3+ syllables with many complex plurals, contractions and compound words. Use multi-syllable proper nouns that are difficult to decode. Identify many technical words that are difficult to decode. Recognize words that are seldom used in oral language and are difficult to decode.

LEVEL T INDICATORS FOR FLUENCY


paragraphs). Understand a full range of graphics providing information that matches and extends the text. Explore some text with graphics that are complex and not fully explained and/or with graphics that have scales or legends important to

understanding. Recognize captions under pictures that provide important information. Survey books with a large variation among print styles and font size including use of bold, large font, or italics for emphasis or to indicate

importance or level of information.


Explore texts with a variety in print color and background color where print and illustrations are integrated in most texts with print wrapping around pictures and the spaces between lines vary, with some texts having dense print.

Choose texts with a variety of layout of nonfiction formats (question/answer; paragraphs; boxes; legends; call-outs) including more difficult layout of informational text, with denser format and sentences continuing over several lines or to the next page.

Recognize a full range of punctuation and occasional. Survey longer texts with complex sentence structures including dialogue and many embedded clauses and phrases and sentences with

parenthetical material. Understand sentences with nouns, verbs, or adjectives in series, divided by commas. Understand a wide range of declarative, imperative, interrogative sentences and complex sentences – phrases, clauses, compounds. Explore texts with questions in dialogue (fiction) and question and answers to impart content (nonfiction.) Survey many books with only a few or no illustrations, in fiction are in black and white and some pictures books with illustrations on every

page. Explore shorter texts on a single topic, chapter books with many lines of print on a page. Use less common punctuation (colon, semicolon.) Recognize a full range of readers‟ tools including a table of contents, glossary, heading/subheadings, call-outs, pronunciation guides,

index, and references.

LEVEL T INDICATORS FOR PHONOLOGICAL AWARENESS (INCLUDES PHONEMIC AWARENESS)


LEVEL T INDICATORS FOR DECODING AND WORD RECOGNITION

CPI: Use letter-sound correspondence and structural analysis (e.g., roots, affixes) to decode words. CPI: Know and use common word families to decode unfamiliar words. CPI: Recognize compound words, contractions, and common abbreviations. CPI: Use the pronunciation key of a dictionary to decode new words. CPI: Use context clues or knowledge of phonics, syllabication, prefixes, and suffixes to decode new words. CPI: Interpret new words correctly in context. CPI: Apply spelling and syllabication rules that aid in decoding and word recognition. Recognize common abbreviations, pronunciation key of a dictionary and applies spelling rules. Utilize words with suffixes and simple prefixes. Use words with 3+ syllables with many complex plurals, contractions and compound words. Use multi-syllable proper nouns that are difficult to decode. Identify many technical words that are difficult to decode. Recognize words that are seldom used in oral language and are difficult to decode.


LEVEL T INDICATORS FOR FLUENCY

CPI: Use appropriate rhythm, flow, meter, and pronunciation in demonstrating understanding of punctuation marks. CPI: Read at different speeds using scanning, skimming, or careful reading as appropriate. CPI: Adjust reading speed appropriately for different purposes and audiences. CPI: Apply knowledge of letter-sound associations, language structures, and context to recognize words. CPI: Read aloud in ways that reflect understanding of proper phrasing and intonation. CPI: Read silently for the purpose of increasing speed, accuracy, and reading fluency. CPI: Apply self-correcting strategies to decode and gain meaning from print both, orally and silently. Apply letter-sound associations, language structures and context to recognizing words. Adjust speed for audiences. Read rapidly, both orally and silently, with attention to meaning. Self-correct to gain meaning. Utilize proper phrasing and intonation.

LEVEL T INDICATORS FOR READING STRATEGIES, (BEFORE, DURING AND AFTER)

CPI: Use knowledge of word meaning, language structure, and sound-symbol relationships to check understanding when

reading. CPI: Identify specific words or passages causing comprehension difficulties and seek clarification. CPI: Select useful visual organizers before, during, and after reading to organize information (e.g., Venn diagrams). CPI: Activate prior knowledge and anticipate what will be read or heard. CPI: Vary reading strategies according to their purpose for reading and the nature of the text. CPI: Reread to make sense of difficult paragraphs or sections of text. CPI: Make revisions to text predictions during and after reading. CPI: Apply graphic organizers to illustrate key concepts and relationships in a text. Demonstrate flexibility in reading many different kinds of texts.

LEVEL T INDICATORS FOR VOCABULARY AND CONCEPT DEVELOPMENT

CPI: Infer word meanings from learned roots, prefixes, and suffixes. CPI: Infer specific word meanings in the context of reading passages. CPI: Identify and correctly use antonyms, synonyms, homophones, and homographs. CPI: Use a grade-appropriate dictionary (independently) to define unknown words.


CPI: Infer word meanings from learned roots, prefixes, and suffixes. CPI: Infer specific word meanings in the context of reading passages. CPI: Identify and correctly use antonyms, synonyms, homophones, and homographs. CPI: Use a grade-level appropriate dictionary independently to define unknown words. CPI: Use a thesaurus to identify alternative word choices and meanings. Utilize many new vocabulary words that readers must derive from context or use glossaries or dictionaries. Utilize words used in regional or historical dialects and some words from languages other than English. In oral and silent reading, figure out new words automatically and easily interpret word meaning. Recognize words with connotative meanings essential to understanding the text. Use many longer descriptive words – adjectives and adverbs. Utilize many words used figuratively – metaphor, simile, idiom. Recognize many highly technical words, mostly defined in text, illustration, or glossary.

LEVEL T INDICATORS FOR COMPREHENSION AND RESPONSE TO TEXT

Visualizing

CPI: Identify and respond to the elements of sound and structure in poetry. CPI: Recognize figurative language in text (e.g. simile, metaphor, personification, alliteration). Understand long stretches of descriptive language, important to setting and characters.

Fix Up Strategies

CPI: Read regularly in materials appropriate for their independent reading level. Demonstrate flexibility in reading texts of different styles and genres.

Schema/Connections

CPI: Recognize historical and cultural biases and different points of view. CPI: Anticipate and construct meaning from text by making conscious connections to self, an author, and others. Understand complex ideas on many different topics requiring real or vicarious experiences (through reading.) Explore settings distant in time and space from students‟ experiences. Develop a connection to themes presenting mature issues and the problems of society (for example racism) themes focusing on the

problems of preadolescents, and themes that evoke alternative interpretations.

Questioning No additional indicators at this grade level. Continue to build upon knowledge and skills gained at preceding levels.


Determining Most Important Ideas

CPI: Recognize literary elements in stories, including setting, characters, plot, and mood. CPI: Identify author’s purpose, views, and beliefs. CPI: Use cause and effect and sequence of events to gain meaning. CPI: Distinguish between major and minor details. CPI: Recognize literary elements in stories, including setting, characters, plot, and mood. CPI: Understand that theme refers to the central idea or meaning of a selection and recognize themes, whether implied or stated

directly. CPI: Cite evidence from text to support conclusions. CPI: Discuss underlying themes across cultures in various texts. CPI: Follow simple multiple-steps in written instructions. Identify central ideas in informational texts.

Summarizing CPI: Identify and summarize central ideas in informational texts.

Inferences/Predictions

CPI: Make inferences using textual information and provide supporting evidence. Extend thinking beyond the text to interpret characters‟ thoughts and feelings and to speculate on alternative meanings. Understand multiple characters revealed by what they say, think, and do and what others say/think about them. After reading silently, demonstrate understanding and ability to analyze characters and plot.

Synthesizing

Sustain attention to a text read over many days, remembering details and revising interpretations as new events are encountered.

Analyzing Text Features

CPI: Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction. CPI: Identify some literary devices in stories. CPI: Identify the structures in poetry. CPI: Identify the structures in drama. CPI: Identify genre by their distinctive elements (e.g. tall tale-exaggeration.) CPI: Recognize common organizational patterns in text that support comprehension (e.g., headings, captions). CPI: Identify and analyze text types, formats, and elements in nonfiction. CPI: Identify the structures in drama. CPI: Recognize an author’s point of view. CPI: Understand author’s opinions and how they address culture, ethnicity, gender, and historical periods. CPI: Distinguish cause and effect, fact and opinion, main idea, and supporting details in nonfiction texts (e.g., science, social

studies.) CPI: Interpret idiomatic expressions. Explore some more complex fantasy elements and some complex narratives that are highly literary.


Understand more challenging themes focusing on human problems related to war, hardship, economic classes and texts with deeper

meanings applicable to important human problems and social issues. Recognize narrative structure including chapters with multiple episodes related to a single plot, plots with detailed episodes, and some

short stories with plots that intertwine. Understand underlying structures-description, compare/contrast, temporal sequence, problem/solution, cause/effect. Understand texts with deeper meanings applicable to important human problems and social issues. Explore memorable characters, with both good and bad traits, that change and develop over time.

Critiquing

CPI: Recognize persuasive and propaganda techniques used to influence readers. Extend and demonstrate understanding of the text through writing in a variety of genres.

LEVEL T INDICATORS FOR INQUIRY AND RESEARCH

CPI: Use library classification systems, print or electronic, to locate information. CPI: Investigate a favorite author and produce evidence of research. CPI: Read independently and research topics using a variety of materials to satisfy personal, academic, and social needs, and

produce evidence of reading. CPI: Use library classification systems, print or electronic, to locate information. CPI: Develop and revise questions for investigations prior to, during, and after reading. CPI: Use multiple sources to locate information relevant to research questions. CPI: Read independently and research topics using a variety of materials to satisfy personal, academic, and social needs, and

produce evidence of reading. CPI: Draw conclusions from information gathered from multiple sources. CPI: Interpret and use graphic sources of information such as maps, graphs, timelines, or tables to address research questions. CPI: Summarize and organize information by taking notes, outlining ideas, and/or making charts. CPI: Produce projects and reports, using visuals, media, and/or technology to show learning and support the learning of an

audience. Reflect knowledge of literary genre in conversation and writing. Extend and demonstrate understanding of the text through public speaking, research or the arts.


New Jersey Core Curriculum Content Standard Reading: All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent

and fluent readers, and will read a variety of materials and texts with fluency and comprehension. These areas are referred to as strands and were developed and defined by the NJDOE. They are regarded as integral components of a

Language Arts Literacy Program. The Cumulative Progress Indicators, CPIs, guide the teacher to answer the question: what would you observe in a student‟s reading behaviors that “indicate” the pupil has become proficient at both the strand and level?

LEVEL U INDICATORS FOR CONCEPTS ABOUT PRINT

CPI: Survey and explain text features that contribute to comprehension (e.g. headings, introductory and concluding

paragraphs). CPI: Utilize a text index and glossary appropriately. Notice and use a full range of punctuation, including nouns, verbs, or adjectives in series divided by commas and more rarely used forms

such as dashes. Develop an understanding of longer more complex sentence structures including dialogue, declarative e, imperative interrogative

sentences, parenthetical material, embedded clauses, and phrases. Recognize purposes of symbolic decorations on margins or at chapter headings. Utilize the table of contents, text index, and glossary to help in understanding the organization of the text. Notice and use graphics (maps, charts, cutaways, tables, legends and scales, including many requiring interpretation. Survey a range of genres and genre combinations as well as literature formats (including but not limited to realistic fiction, fantasy,

informational texts, myths, biography, picture books, plays, series books, chapter books, diaries. and logs). Understand sentences continuing on several lines and/or pages. Attend to a variety of print colors and font styles and sizes occurring on a single page or multi-page spread.

LEVEL U INDICATORS FOR PHONOLOGICAL AWARENESS (INCLUDES PHONEMIC AWARENESS)


LEVEL U INDICATORS for Decoding and Word Recognition

CPI: Use the pronunciation key of a dictionary to decode new words. CPI: Use context clues or knowledge of phonics, syllabication, prefixes, and suffixes to decode new words. CPI: Interpret new words correctly in context.


CPI: Apply spelling and syllabication rules that aid in decoding and word recognition. Recognizes words that are seldom used in oral language. Use words with 3+ syllables, including proper nouns that are difficult to decode. Apply knowledge of letter-sound associations, language structures, and context to recognize words. Apply this skill to compound words. Recognizes new words including words requiring attention to roots to solve. Apply decoding skills to technical words.

LEVEL U INDICATORS FOR FLUENCY

CPI: Adjust reading speed appropriately for different purposes and audiences. CPI: Read aloud in ways that reflect understanding of proper intonation and phrasing. CPI: Read silently for the purpose of increasing speed, accuracy, and reading fluency. CPI: Apply self-correcting strategies to decode and gain meaning from print both orally and silently.

LEVEL U INDICATORS FOR READING STRATEGIES

CPI: Activate prior knowledge and anticipates what will be read or heard. CPI: Vary reading strategies according to their purpose for reading and the nature of the text. CPI: Reread to make sense of difficult paragraphs or sections of text. CPI: Make revisions to text predictions during and after reading. CPI: Apply graphic organizers to illustrate key concepts and relationships in a text. Simultaneously keep up with several different themes and many characters.

LEVEL U INDICATORS FOR VOCABULARY AND CONCEPT DEVELOPMENT

CPI: Infer word meanings from learned roots, prefixes and suffixes. CPI: Identify and correctly use antonyms, synonyms, homophones and homographs. CPI: Use a grade-level appropriate dictionary or glossary independently to define unknown words. CPI: Use a thesaurus to identify alternative word choices and meanings. CPI: Infer specific word meanings in context of reading passages. Apply knowledge of regional or historical dialects and languages other than English to understand words and texts. Learn technical words from reading. Read, understand, and appreciates literary language and figurative language including metaphors, similes, and idioms.


LEVEL U INDICATORS FOR COMPREHENSION AND RESPONSE TO TEXT

Visualizing

CPI: Recognize figurative language in text (e.g. simile, metaphor, personification, alliteration). CPI: Identify and respond to the elements of sound and structure in poetry. Understand symbolism in both realistic fiction and fantasy.

Fix up Strategies


Schema/Making Connections CPI: Anticipate and construct meaning from text by making conscious connections to self, an author, and others. CPI: Recognize historical and cultural biases and different points of view. Use reading to learn about self and others. Apply knowledge of content to understanding fictional settings. Make text to world connections.

Questioning Interprets characters‟ motives and the influences on their development.

Determining Most Important Ideas

CPI: Distinguish between major and minor details. CPI: Understand that theme refers to the central idea or meaning of a selection and recognizes themes whether implied or stated

directly. Summarizing

Grasp “layers” of meaning in a story; for example specific understandings plus the essence of the text.


Make inferences using textual information and provides supporting evidence. Infer texts to understand characters and why they change. Recognize and describes characters by what they say, think and do and what others say and think about them.

Synthesizing

Synthesize information from graphic information with the body of the text. Continue to build upon knowledge and skills gained in preceding levels.


Analyzing Text and its Features CPI: Identify genre by their distinctive elements (e.g. Tall tale-exaggeration). CPI: Identify author’s purpose, views and beliefs. CPI: Recognize literary elements in stories, including setting, character, plot and mood. CPI: Recognizes common organizational patterns in text that support comprehension (e.g. headings, captions). CPI: Identifies and analyzes text types, formats and elements in nonfiction. CPI: Uses cause and effect and sequence of events to gain meaning. CPI: Identifies the structures in drama. CPI: Interprets idiomatic expressions. Notice graphic illustrations and gets information from them. Interpret illustrations and their connections to the text. Identify, recognize, and explore a wide range of genres, both fiction and nonfiction by their distinctive elements. Recognize and explain symbolism in fiction and science fiction. Recognize the purpose of narrative structure including chapters with multiple episodes related to a single plot, plots with subplots and

short stories with plots that intertwine. Understand content carried by print rather than pictures and that content can be supported and/or extended by illustrations in most

informational texts.

Distinguish underlying structures of nonfiction-description, compare/contrast, temporal sequence, problem/solution, cause/effect.

Critiquing

CPI: Recognize persuasive and propaganda techniques used to influence readers. Apply critical thinking required to judge authenticity of informational texts, historical fiction and biography. Discuss what symbols mean in terms of today‟s society. Recognize and respond critically to texts with complex themes focusing on death, war, prejudice, and courage and problems of

preadolescents.

LEVEL U INDICATORS FOR INQUIRY AND RESEARCH

CPI: Use library classification systems, print or electronic, to locate information. CPI: Develop and revise questions for investigations prior to, during or after reading. CPI: Use multiple sources to locate information relevant to research questions. CPI: Read independently and research topics using a variety of materials to satisfy personal, academic, and social needs, and

produce evidence of reading. CPI: Draw conclusions from information gathered from various sources. CPI: Interpret and use graphic sources of information such as maps, graphs, timelines, or tables to address research questions. CPI: Summarize and organize information by taking notes, outlining ideas and/or making charts.

CPI: Produce projects and reports, using visuals, media, and/or technology to show learning and support the learning of an audience.






LEVEL V INDICATORS FOR CONCEPTS ABOUT PRINT

CPI: Survey and explain text features that contribute to comprehension (e.g. headings, introductory and concluding

paragraphs). CPI: Utilize a text index and glossary appropriately. Notice and use a full range of punctuation, including nouns, verbs, or adjectives in series divided by commas and more rarely used forms

such as dashes. Develop an understanding of longer more complex sentence structures including dialogue, declarative, imperative, interrogative,

sentences, parenthetical material, and embedded clauses and phrases. Recognize purposes of symbolic decorations on margins or at chapter headings. Utilize the table of contents, text index, pronunciation guides, and glossary to help in interpreting the text. Utilize the table of contents, text index, pronunciation guides, and glossary to help in understanding the organization of the text. Notice and use graphics (maps, charts, cutaways, tables, legends and scales, including many requiring interpretation). Survey a range of genres and genre combinations as well as literature formats (including but not limited to realistic fiction, fantasy,

informational texts, myths, biography, picture books, plays, series books, chapter books, diaries. and logs). Have command of a full range of reader‟s tools (e.g. call-outs, boxes, and print wrapping around pictures. Attend to a variety of print colors and font styles and sizes occurring on a single page or multi-page spread.

Understand sentences continuing on several lines and/or pages with spaces varying between lines and with some texts having dense print or a denser format.

LEVEL V INDICATORS FOR PHONOLOGICAL AWARENESS (INCLUDES PHONEMIC AWARENESS)



LEVEL V INDICATORS FOR DECODING AND WORD RECOGNITION

CPI: Use context clues or knowledge of phonics, syllabication, prefixes and suffixes, to decode new words including words. CPI: Use the pronunciation key of a dictionary to decode new words. CPI: Interpret new words correctly in context. CPI: Apply spelling and syllabication rules that aid in decoding and word recognition. Use affixes to decode new words and words requiring attention to roots to solve. Use words with 3+ syllables, including proper nouns that are difficult to decode. Apply knowledge of letter-sound associations, language structures, and context to aid in decoding and word recognition. Apply decoding skills to technical words.

LEVEL V INDICATORS FOR FLUENCY

CPI: Adjust reading speed appropriately for different purposes and audiences. CPI: Read aloud in ways that reflect understanding of proper intonation and phrasing. CPI: Apply knowledge of letter-sound associations, language structures, and context to recognize words. CPI: Read silently for the purpose of increasing speed, accuracy, and reading fluency. CPI: Apply self-correcting strategies to decode and gain meaning from print both orally and silently. Sustain attention and thinking over the reading of texts that are long and have smaller fonts.

LEVEL V INDICATORS FOR READING STRATEGIES (BEFORE, DURING AND AFTER)

CPI: Activate prior knowledge and anticipate what will be read or heard. CPI: Vary reading strategies according to their purpose for reading and the nature of the text. CPI: Reread to make sense of difficult paragraphs or sections of text. CPI: Make revisions to text predictions during and after reading. CPI: Apply graphic organizers to illustrate key concepts and relationships in a text. Simultaneously keep up with several different themes and many characters.


LEVEL V INDICATORS FOR VOCABULARY AND CONCEPT DEVELOPMENT

CPI: Infer word meanings from learned roots, prefixes and suffixes. CPI: Infer specific word meanings in context of reading passages. CPI: Identify and correctly uses antonyms, synonyms, homophones and homographs. CPI: Use a grade-level appropriate dictionary or glossary independently to define unknown words. CPI: Use a thesaurus to identify alternative word choices and meanings. Apply knowledge of regional or historical dialects and languages other than English to understand words and texts. Read, understand, and appreciate literary language and figurative language including metaphors, similes and idioms. Learn technical words from reading. Recall prior knowledge and background experiences to define words not defined in the text.

LEVEL V INDICATORS FOR COMPREHENSION AND RESPONSE TO TEXT

Visualizing

CPI: Identify and respond to the elements of sound and structure in poetry. CPI: Recognize figurative language in text (e.g. simile, metaphor, personification, alliteration).

Fix Up Strategies


Schema/Connections CPI: Anticipate and construct meaning from text by making conscious connections to self, an author, and others. CPI: Recognize historical and cultural biases and different points of view. Use reading to learn about self and others. Apply knowledge of content to understanding fictional settings. Make text to world connections.

Questioning

Interpret characters‟ motives and the influences on their development.

Determining Most Important Ideas CPI: Distinguish between major and minor details. CPI: Understand that theme refers to the central idea or meaning of a selection and recognizes themes whether implied or stated

directly.


Summarizing Grasp “layers” of meaning in a story; for example specific understandings plus the essence of the text.


Make inferences using textual information and provides supporting evidence. Recognize and describe characters by what they say, think, and do and what others say and think about them. Explain text themes that evoke alternative interpretations.

Synthesizing

Synthesize information from graphic information with the body of the text.

Analyzing Text Features CPI: Identify genre by their distinctive elements (e.g. Tall tale-exaggeration). CPI: Interpret idiomatic expressions. CPI: Identify author’s purpose, views and beliefs. CPI: Recognize literary elements in stories, including setting, character, plot and mood. CPI: Recognize common organizational patterns in text that support comprehension (e.g. headings, captions). CPI: Identify and analyze text types, formats and elements in nonfiction. CPI: Use cause and effect and sequence of events to gain meaning. CPI: Identify the structures in drama. Understand symbolism in both realistic fiction and fantasy. Recognize and explore a wide range of genres, both fiction and nonfiction by their distinctive elements. Recognize and explain symbolism in fiction and science fiction. Recognize the purpose of narrative structure including chapters with multiple episodes related to a single plot, plots with subplots and

short stories with plots that intertwine. Notice graphic illustrations and get information from them. Interpret illustrations and their connections to the text. Understand content carried by print rather than pictures and that content can be supported and/or extended by illustrations in most

informational texts. Distinguish underlying structures of nonfiction-description, compare/contrast, temporal sequence, problem/solution, cause/effect.

Critiquing

CPI: Recognizes persuasive and propaganda techniques used to influence readers. Understand and respond to texts with themes focusing on the problems of preadolescents. Recognize and respond to texts with complex themes focusing on death, war, prejudice, and courage and problems of preadolescents. Apply critical thinking required to judge authenticity of informational texts, historical fiction and biography. Discuss what symbols mean in terms of today‟s society.


LEVEL V INDICATORS FOR INQUIRY AND RESEARCH

CPI: Use library classification systems, print or electronic, to locate information. CPI: Develop and revise questions for investigations prior to, during or after reading. CPI: Use multiple sources to locate information relevant to research questions. CPI: Read independently and research topics using a variety of materials to satisfy personal, academic, and social needs, and

produce evidence of reading. CPI: Draw conclusions from information gathered from various sources. CPI: Interpret and uses graphic sources of information such as maps, graphs, timelines, or tables to address research

questions. CPI: Summarize and organize information by taking notes, outlining ideas and/or making charts. CPI: Produce projects and reports, using visuals, media, and/or technology to show learning and support the learning of an

audience.


New Jersey Core Curriculum Content Standard Reading: All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent

and fluent readers, and will read a variety of materials and texts with fluency and comprehension. These areas are referred to as strands and were developed and defined by the NJDOE. They are regarded as integral components of a

Language Arts Literacy Program. The Cumulative Progress Indicators, CPIs, guide the teacher to answer the question: what would you observe in a student‟s reading behaviors that “indicate” the pupil has become proficient at both the strand and level?

LEVEL W INDICATORS FOR CONCEPTS ABOUT PRINT

CPI: Recognize and use common print formats to obtain information (e.g., newspapers, magazines, electronic sources). CPI: Survey and explain text features that contribute to comprehension (e.g., headings, introductory, concluding paragraphs). CPI: Use a text index and glossary independently and appropriately. Survey a full range of graphics such as: maps, charts, cutaways, tables, legends, and scales. Explore graphics requiring interpretation and graphics that are complex, dense, and challenging. Recognize captions under pictures that provide important information. Recognize a full range of readers‟ tools including a table of contents, glossary, heading/subheadings, call-outs, pronunciation guides,

index, and references. Explore shorter texts on a single topic, chapter books with many lines of print on a page. Survey books with a large variation among print styles and font size including use of bold, large font, or italics for emphasis or to indicate



layout of informational text, with denser format and sentences continuing over several lines or to the next page.

Explore most texts with no illustrations other than cover jacket. Explore some symbolic decoration on margins or at chapter headings. Choose some texts with graphics that are dense and challenging. Survey longer texts with complex sentence structures including dialogue and many embedded clauses and phrases and sentences with

parenthetical material. Understand sentences with nouns, verbs, or adjectives in series, divided by commas. Understand a wide range of declarative, imperative, interrogative sentences and complex sentences – phrases, clauses, and compounds. Recognize a full range of punctuation and occasional use of less common punctuation (colon, semicolon). Explore text laid out in columns.


LEVEL W INDICATORS FOR PHONOLOGICAL AWARENESS (INCLUDES PHONEMIC AWARENESS)

CPI: No additional indicators at this grade level. Continue to build upon knowledge and skills gained at the previous levels.

LEVEL W INDICATORS FOR DECODING AND WORD RECOGNITION

CPI: Use a dictionary to decode new words independently. CPI: Use context clues or knowledge of phonics, syllabication, prefixes, and suffixes to decode new words. CPI: Apply knowledge of new words correctly (refer to word parts and word origin). CPI: Apply spelling and syllabication rules that aid in decoding and word recognition. Recognize long, multi-syllable words requiring attention to roots to solve. Use words with 3+ syllables with many complex plurals, contractions and compound words. Recognize common abbreviations, pronunciation key of a dictionary and applies spelling rules. Utilize words that offer decoding challenges because they are archaic, come from regional dialect, or from languages other than English. Utilize new vocabulary words that readers must derive from context or use glossaries or dictionaries. Use multi-syllable proper nouns that are difficult to decode. Identify many technical words that are difficult to decode. Recognize words that are seldom used in oral language and are difficult to decode. Utilize words with suffixes and simple prefixes.

LEVEL W INDICATORS FOR FLUENCY

CPI: Adjust reading speed appropriately for different purposes and audiences. CPI: Read aloud in ways that reflect understanding of proper phrasing and intonation. CPI: Read silently for the purpose of increasing speed, accuracy, and reading fluency. CPI: Apply self-correcting strategies to decode and gain meaning from print, both orally and silently. Apply letter-sound associations, language structures and context to recognizing words. Self-correct to gain meaning. Adjust speed for audiences. Utilize proper phrasing and intonation. Read rapidly, both orally and silently, with attention to meaning.


LEVEL W INDICATORS FOR READING STRATEGIES (BEFORE, DURING AND AFTER)

CPI: Activate prior knowledge and anticipate what will be read or heard. CPI: Vary reading strategies according to their purpose for reading and the nature of the text. CPI: Reread to make sense of difficult paragraphs or sections of text. CPI: Make revisions to text predictions during and after reading. CPI: Use reference aids for word meanings when reading. CPI: Apply graphic organizers to illustrate key concepts and relationships in a text.

Demonstrate flexibility in reading many different kinds of texts.

LEVEL W INDICATORS FOR VOCABULARY AND CONCEPT DEVELOPMENT

CPI: Infer word meanings from learned roots, prefixes, and suffixes. CPI: Infer specific word meanings in the context of reading passages. CPI: Identify and correctly use antonyms, synonyms, homophones, and homographs. CPI: Use the dictionary for a variety of purposes (e.g., definitions, word origins, parts of speech). CPI: Use a thesaurus to identify alternative word choices and meanings. Utilize words used in regional or historical dialects and some words from languages other than English. Utilize many new vocabulary words that readers must derive from context or use glossaries or dictionaries. Recognize words from languages other than English. Recognize words used in regional or historical dialects and some archaic words. In oral and silent reading, figure out new words automatically and easily interprets word meaning. Recognize many highly technical words, mostly defined in text, illustration, or glossary. Use many longer descriptive words – adjectives and adverbs. Utilize many words with multiple meaning within the same text.

Recognize words with connotative meanings essential to understanding the text.

LEVEL W INDICATORS FOR COMPREHENSION AND RESPONSE TO TEXT

Visualizing

CPI: Recognize sensory details, figurative language, and other literary devices in text. CPI: Identify and responds to the elements of sound and structure in poetry. Recognize long stretches of descriptive language, important to understanding setting and characters.


Fix Up Strategies


Schema/Connections CPI: Construct meaning from text by making conscious connections to self, an author, and others. Examine fantasy requiring prior knowledge of classical motifs (such as the hero's quest).

Questioning


Determining Most Important Ideas CPI: Distinguish between major and minor details.

Summarizing


Inferences/Predictions CPI: Makes inference using textual information and provide supporting evidence. Develop multiple characters revealed by what they say, think, and do and what others say/think about them. Explore texts requiring inference to understand characters and why they change.

Synthesizing

CPI: No additional indicators at this grade level. Continue to build upon knowledge and skills at preceding levels.

Analyzing Text Features CPI: Use cause and effect and sequence of events to gain meaning. CPI: Explain ways that the setting contributes to the mood of a novel, play, or poem. CPI: Identify and analyze features of themes conveyed through characters, actions, and images. CPI: Recognize characterization, setting, plot, theme, and point of view in fiction. CPI: Interpret idiomatic expressions. CPI: Identify genre by their distinctive elements (e.g. tall tale-exaggeration). CPI: Recognize common organizational patterns in text that support comprehension (e.g., headings captions). CPI: Identify and analyze text types, formats, and elements in nonfiction. CPI: Analyze drama as a source of information, entertainment, persuasion, or transmitter of culture. CPI: Identify and analyze elements of setting, plot, and characterization in plays that are read, written or performed. CPI: Recognize and understand historical and cultural biases and different points of view. Explore content supported and/or extended by illustrations in most informational texts diverse perspectives (race, language, culture) and

many texts requiring knowledge of history, particularly appealing to adolescents. Understand a wide range of challenging themes that build social awareness and reveal insights into the human condition, mature societal

issues, especially those important to adolescents, including many multiple themes that may be understood in many layers. Explore some texts with archaic language.


Examine texts with settings distant in time and space from students‟ experiences, which may be complex narratives that are highly literary. Understand some texts with “heroic” or “larger than life” characters that represent the symbolic struggle of good and evil. Explore a variety of texts with several topics and some texts that are organized categorically. Explore some more complex fantasy elements and some complex narratives that are highly literary. Explore a full range of literary devices, such as flashback, stories within stories, symbolism and figurative language.

Critiquing

CPI: Recognize persuasive and propaganda techniques used to influence readers. CPI: Respond critically to an author’s purpose, ideas, views, and beliefs.

Develop critical thinking required to judge authenticity of informational texts, historical fiction and biography.

LEVEL W INDICATORS FOR INQUIRY AND RESEARCH

CPI: Develop and revise questions for investigations prior to, during, and after reading. CPI: Select and use multiple sources to locate information relevant to research questions. CPI: Draw conclusions from information gathered from multiple sources. CPI: Interpret and use graphic sources of information such as maps, graph, timelines, or tables to address research questions. CPI: Summarize and organize information by taking notes, outlining ideas, and/or making charts. CPI: Produce projects and reports, using visuals, media, and/or technology to show learning and support the learning of an

audience. CPI: Compare themes, characters, settings, and ideas across texts or works and produce evidence of understanding Extend and demonstrate understanding of the text through public speaking, research or the arts.

Reflect knowledge of literary genre in conversation and writing.

BALANCED LITERACY – GRADE 5 APPENDIX G

Developmental Stages of Writing K-5

This document was designed to provide a continuum of the developmental stages of writing for kindergarten through grade five. Although grade levels are indicated, there cannot be an assumption that all children will demonstrate only behaviors designated for their particular grade levels. Teachers need to examine each writer as an individual and provide appropriate instructional support or enrichment to develop his or her potential. This document is to be used to assess progress of individuals as well as to provide a NJ Core

Curriculum Content Standards-based support for planning for instruction for whole class mini-lessons, small group guided reading, or individual conferencing and instruction.

Writing as a Process

How?

Writing as a Product

What?

Conventions of Writing:

Mechanics, Spelling, Vocabulary

Writing Forms, Audiences, and

Purposes; Exploring a Variety of Writing

For whom?

A developing writer in kindergarten . . .

Pre 1

recognizes that thoughts and talk can be

written down in words

attempts to put ideas into writing using

pictures

shows and talks about work samples

containing pictures

scribbles communicates personal responses to

literature through drawings

1.0 uses some letters, but there is no

relationship between letters chosen and the sounds in the words written

uses pictures and words to express

meaning

copies first name left to right

shows and talks about work samples using

some letters

writes strings of letters

begins to write letter like forms

copies environmental print

attempts to spell first name

communicates personal responses to

literature through drawings and word labels (developmental spelling)

1.5 writes first name left to right

begins to sequence story elements for

writing using pictures

uses words to express meaning

shows and talks about work samples using words (developmental spelling)

begins to write related words or phrases

begins to write one simple sentence

forms some letters correctly

copies environmental print accurately

copies all letters (upper and lower case)

from teacher‟s sample

uses a mix of upper and lower case letters

writes words based on sounds (e.g., m for

monster)

hears and represents some consonant

sounds at the beginning of words

recognizes and begins to use left to right

and top to bottom directionality for writing

spells first name accurately

communicates personal responses to literature through drawings and

related words or phrases

2.0 writes first and last name left to right

begins to sequence story events for writing

uses some environmental print when

writing a minimum of 2 simple sentences

can read back his/her own writing

begins to mimic an author‟s craft and

patterns in writing

uses sentences to express meaning

shows and talks about work samples using a minimum of 2- 3 sentences

forms most letters correctly

writes all letters (upper and lower case)

writes words using more than one sound (e.g., mr or msr for monster)

hears and represents consonant sounds within words

uses environmental print with purpose

begins to spell high frequency words

correctly (e.g., I, a, the )

begins to use spacing between words

spells first and last name accurately

experiments with basic end mark

punctuation (i.e., period and question mark)

communicates personal responses to literature through drawings, labels,

and simple sentences



How?


What?

Conventions of Writing: Mechanics, Spelling, Vocabulary

Writing Forms, Audiences, and Purposes; Exploring a Variety of

Writing

For whom?

A developing writer in grade one . . .

2.5 revisits pictures and writing to add details or to extend meaning

includes details that may be repetitious or lists of episodes or ideas

composes 2-3 or more sentences about a

single idea

begins to notice author‟s craft and begins

to use those techniques in writing

shows and talks about work samples using 2-3 or more sentences

writes all letters (upper and lower case) of the alphabet from memory

spells words based on sounds in the word (e.g., munstr for monster)

develops an awareness of conventional

spelling

spells some simple high frequency words

correctly

begins to use basic end mark punctuation

(i.e., period and question mark)

uses appropriate spacing between words

begins to use basic capitalization

uses word choice that is mostly general

creates written texts for others to read

begins writing for different purposes (e.g., letters, journals, poetry)

3.0 revisits writing to add details or to extend

meaning

begins to use a simple checklists to improve writing with teacher support

composes 3 or more sentences about a single idea

uses author‟s technique in writing


3 or more sentences

produces stories from personal experiences

writes left to right across several lines

spells words based on sounds with some attention to spelling patterns (e.g., munster for monster)

writes known words fluently

uses basic end mark punctuation (i.e.,

period, question mark, exclamation point)

uses basic capitalization skills

uses appropriate vocabulary to express ideas

writes for different purposes (e.g.,

letters, journals, poetry)

3.5 begins to use a basic writing process to develop writing

begins to write in a few varied genres with teacher support

begins to write with details that are clearly related to the topic

uses simple checklists to improve writing with teacher support

begins to use graphic organizers to assist

in planning writing with teacher support

composes readable first drafts

produces finished writings to share with class and/or for publication after completing

the writing process


3-5 sentences about one topic

produces narratives with beginnings and

endings

spells many words conventionally

uses basic punctuation (i.e., period,

question mark, and exclamation) and capitalization skills

uses expressive and descriptive vocabulary

writes for different purposes (e.g., letters, journals, poetry)

writes narrative pieces based on personal experiences

begins to write non-fiction pieces with teacher support

K-5 Developmental Stages of Writing – Edison Public Schools – Division of Curriculum and Instruction – 2006-2007



How?


What?


Writing Forms, Audiences, and Purposes; Exploring a Variety of

Writing

For whom?

A developing writer in grade two . . .

4.0 works on pieces over several days using the writing process

uses graphic organizers with teacher support to assist in planning writing

attempts to write in a few varied genres

independently

writes with details that are clearly related to

the topic

composes readable first drafts

uses simple checklists to improve writing

uses a variety of graphic organizers to

assist in planning writing with teacher support

writes over several days to produce longer, more complex text

begins to produce pieces of writing that contain topic sentence and supporting details with teacher support

produces narratives with beginning, middle, and end

experiments with the use of complex punctuation (comma, quotation marks)


uses a variety of words to begin sentences

uses expressive and descriptive vocabulary often

produces a variety of writings including stories, descriptions, journal

entries

writes nonfiction pieces

writes simple content area,

informational reports with teacher support

4.5 uses checklists to improve elements of

writing

uses graphic organizers to assist in

planning writing

begins to write in a few varied genres

independently

composes first drafts from prewriting and

begins to revise

writes over several days to produce

longer, more complex texts

writes pieces that contain a topic sentence

and supporting details with teacher support

produces narratives with beginning, middle, and end

begins to use more complex

punctuation (i.e., commas and quotation marks)


uses expressive and descriptive

vocabulary consistently

begins to correct subject-verb agreement

writes narrative texts

writes nonfiction pieces or content

area, informational reports

5.0 uses checklists to improve elements of

writing

uses a variety of graphic organizers to

assist in planning writing

composes and revises drafts by rereading

for meaning, narrowing the focus, sequencing, elaborating with details to improve the overall piece

writes in a few varied genres

writes pieces that contain a topic

sentence and supporting details

writes over several days to produce

longer, more complex texts

produces narratives with beginning,

middle, and end

uses correct subject-verb agreement

most of the time

uses punctuation (including commas

and quotation marks)

uses capitalization correctly

uses a variety of strategies to spell more complex words conventionally

uses varied expressive and descriptive

vocabulary consistently

uses conventional spelling most of the

time

writes narrative texts

writes more detailed nonfiction pieces or content area, informational reports

begins to develop strategies for constructing open-ended responses

(OERs) with teacher support




How?


What?


Writing Forms, Audiences, and Purposes; Exploring a Variety of Writing

For whom?

A developing writer in grade three . . .

5.5 generates ideas based on imagination, experiences, stories, pictures, brainstorming, discussions, and thoughts recorded in writer‟s notebook

uses graphic organizers to assist in planning

composes rough drafts from prewriting work

revises work to improve content and organization (i.e., sticks to topic; has beginning, middle, and end)

edits work to improve mechanics

uses some reference materials independently

uses checklists and/or rubrics to improve writing

begins to produce multi-paragraph pieces with teacher support

writes narratives that include clear openings, clear sequences of events, and closings, with teacher support

uses details to elaborate

produces non-fiction pieces across the curriculum (e.g., letters, procedures, biographies, reports) that include clear openings and closings

uses mostly correct capitalization, punctuation, spelling, and sentence structure

correctly punctuates simple quotations

use commas to indicate a series, compound sentence, or phrase, with teacher support

uses knowledge of English grammar and usage to craft writing (i.e., singular and plural nouns, subject/verb agreement, appropriate parts of speech) with teacher support

begins to use indentation and paragraphing to organize pieces

demonstrates knowledge of spelling through use of patterns and high frequency words

writes to express thoughts and ideas, to share experiences, and to communicate socially

writes daily and for sustained amounts of time

begins to produce writing that demonstrates use of a variety of sentence types (i.e., declarative, interrogative, exclamatory, imperative)

writes events of a story sequentially

writes narrative text (e.g., realistic, humorous, memoir)

produces a variety of non-fiction texts (e.g., reports, procedures, letters)

responds to literature through writing, with teacher support, to demonstrate understanding (with emphasis on visualizing, making connections, and determining importance)

uses strategies for constructing open-

ended responses (e.g., restate, refer, relate) with teacher support

6.0

generates ideas in a variety of ways

experiments with different types of openings and closings

composes drafts with sharpened focus

revises to include appropriate and varied details

participates in peer/teacher conferences

is aware of ways authors use paragraphs to support meaning

demonstrates an awareness of genre and sense of purpose/audience

uses reference materials independently (e.g., dictionary, thesaurus, word processor, Internet)


produces multi-paragraph pieces

produces narratives that include clear openings, logical sequences of events, and closings

uses appropriate details to elaborate

produces descriptive pieces (i.e., description of person, place, or object)

uses expressive and descriptive vocabulary

takes some compositional risks (e.g., dialogue, similes)

produces non-fiction pieces across the curriculum that include clear openings and closings and that contain relevant and

developed details

publishes and shares work

uses correct capitalization, punctuation, and sentence structure

uses commas to indicate a series, compound sentence, quotation, or phrase

uses knowledge of English grammar and usage to craft writing (i.e., singular and plural nouns, subject/verb agreement, appropriate parts of speech)

uses indentation and paragraphing to organize pieces

applies knowledge of spelling through use of patterns and high frequency words

produces writing that demonstrates use of a variety of sentence types

writes narrative text

produces a variety of non-fiction texts

responds to literature through writing to demonstrate understanding (with emphasis on visualizing, making connections, and determining importance)

uses strategies for constructing open-ended responses

6.5 generates ideas in a variety of ways

creates graphic organizers to assist in planning

revises drafts by incorporating: -interesting, stronger word choice (e.g., verbs, adjectives)

- clear details - logical order - well connected ideas - varied types of beginnings and endings

participates in peer/teacher conferences

begins to develop author‟s voice

chooses own topic and form

can research topic

imitates style of successful authors


reflects on own writing

produces structured multi-paragraph pieces with topic sentences

produces narratives that include effective openings, logical sequences of events, and effective closings

uses appropriate, specific, and varied details to elaborate

begins to take compositional risks such as personification, onomatopoeia, alliteration, and metaphors

produces non-fiction pieces across the curriculum that include effective openings and closings and that contain relevant and

developed details

organizes writing in folder/portfolio with teacher assistance

uses varied sentence structure

demonstrates command of punctuation, including commas to indicate a series, compound sentence, quotation, or phrase

uses consistent and correct grammar and usage (i.e., singular and plural nouns, subject/verb agreement, appropriate parts of speech)

independently uses indentation and paragraphing appropriately

uses conventional spelling most of the time

uses proofreading marks when editing work, with teacher support

writes legibly in manuscript and in cursive

writes for a variety of purposes (e.g., inform, entertain, persuade) and for a variety of audiences (e.g., self, peers, community)

responds to literature through writing to demonstrate understanding (with emphasis on visualizing, making connections, and determining importance)

independently demonstrates use of strategies for constructing open-ended responses




How?


What?



For whom?

A developing writer in grade four . . .

7.0 generates ideas through a variety of methods, such as recalling experiences in writer‟s notebook, listening to stories, reviewing pictures, reading, brainstorming, asking questions, and discussing models of writing

uses a variety of provided and self-created graphic organizers

revises work to: - narrow focus of chosen topic - refine topic sentences - improve descriptive words and phrases

engages in peer conferences

demonstrates development of author‟s voice in various genres

uses variety of reference materials independently (e.g., dictionary, thesaurus, word processor, Internet)


produces developed and structured narratives that incorporate details and descriptive language (e.g., memoir, personal narrative)

begins to establish setting, characters, point of view, and sequence of events in narratives

engages reader through use of: - dialogue - varied beginnings (e.g., active, question,

exclamation) - varied endings (e.g., circular, emotional

surprise) - logical sequence

begins to write persuasive pieces with clear positions and supportive evidence, with teacher support

writes focused informational reports across the curriculum that include facts and details and draw from more than one source of information

uses mostly correct spelling, sentence structure, grammar, and usage

uses increasingly complex sentences with teacher support

uses knowledge of English grammar and usage to craft writing (e.g., pronoun usage and agreement, appropriate verb tenses) with teacher support

correctly uses ending punctuation, commas, and quotation marks

demonstrates awareness of uses of less common punctuation such as hyphen, semicolon, and ellipsis

uses proper indentation and paragraphing to organize pieces

writes legibly in manuscript and cursive

writes for a variety of purposes (e.g., express ideas, inform, entertain, persuade) and for a variety of audiences (e.g., self, peers, community)

sets own purposes for writing and generates topics

responds to literature through writing to demonstrate understanding (with emphasis on questioning, summarizing, inferring, and analyzing text features)

independently applies strategies for constructing open-ended responses

7.5 uses strategies such as reflecting on personal experiences, reading, doing interviews, or researching to generate ideas for writing

revises work to: - incorporate effective transitions - expand vocabulary

edits work for spelling, mechanics, and clarity

conducts peer conferences to understand reader‟s perspective, to consider ideas for writing, and to offer suggestions to other writers

develops an understanding of form and structure in various genres


produces developed and structured narratives that incorporate effective and developed details and descriptive language

establishes setting, characters, point of view, and sequence of events in narratives

engages reader by including: - varied and expanded details - descriptions of characters and their feelings - well-crafted titles

produces persuasive pieces with clearly stated positions and supportive evidence

examines real-world writing to - recognize uses of complete sentences and

sentence fragments - expand knowledge of paragraphs, usage, and

author‟s writing style

produces informational reports across the curriculum that focus on issues or topics,

include relevant facts and details, and draw from more than one source of information

spells correctly (e.g., high frequency words, contractions, homophones)

uses increasingly complex sentences

uses knowledge of English grammar and usage to craft writing (e.g., pronoun usage and agreement, appropriate verb tenses)

uses correct capitalization in sentences, for proper nouns, and in titles

uses less common punctuation such as hyphen, semicolon, and ellipsis with teacher support


demonstrates knowledge of genres (i.e., expository, narrative, poetry, reflection)

writes to satisfy personal, social, and

academic needs (e.g., stories, a variety of letters, poetry, summaries)

paraphrases, clarifies, and reflects on new learning

uses a variety of strategies to organize writing (e.g., sequence, chronology, cause-effect)



8.0 generates ideas through a variety of methods

composes drafts in a variety of genres with structure according to intended message, audience, and purpose for writing

revises drafts to: - focus on a specific period of time - use different types of beginnings and endings - expand details - sharpen focus - rework organization so that ideas are well-connected and explained clearly

- improve consistency of voice - improve clarity by rearranging words,

sentences, and paragraphs

conducts peer conferences


reflects on own writing, noting strengths and areas needing improvement

produces developed and structured narratives that incorporate details and descriptive language and that engage readers

produces persuasive pieces with clearly stated and logical positions maintained throughout and with support developed by specific details

produces informational reports across the curriculum that focus on issues or topics, include clear openings/introductions and closings, and include relevant and appropriate facts and details gathered through varied forms of research

uses sentences of varying lengths and

complexity

uses organizational structures and transitions that support intended purposes

organizes writing in folder/portfolio

uses knowledge of base words, structural analysis, and spelling patterns to expand competency in writing

uses increasingly complex sentences

uses consistent and correct grammar and usage (e.g., pronoun usage and agreement, appropriate verb tenses)

uses less common punctuation such as hyphen, semicolon, and ellipsis


demonstrates development of personal style and voice

produces informational reports that frame topics, include facts and details, and draw information from several sources

uses relevant graphics to enhance writing (e.g., maps, charts, illustrations)





How?


What?

Conventions of Writing:

Mechanics, Spelling, Vocabulary

Writing Forms, Audiences, and

Purposes; Exploring a Variety of Writing

For whom?

A developing writer in grade five . . .

8.5 generates ideas through a variety of

methods, such as listening, viewing pictures, recalling experiences, reading,

discussing models of writing, asking questions, and recording ideas in writer‟s notebook

uses appropriate provided and self-generated graphic organizers and outlines

organizes paragraphs using topic

sentences

demonstrates understanding of form,

structure, and author‟s voice in various genres

conducts peer conferences

revises draft by:

-rereading for meaning -narrowing the topic -focusing on a specific period of time

uses a variety of reference materials to edit/revise work

understands and, with teacher support, applies elements of rubrics to improve and

evaluate work

reflects on own writing noting strengths and setting goals for improvement

produces various types of writing such as

short stories, biographies, autobiographies, or memoirs that contain narrative elements

and that establish plot or conflict, setting, characters, point of view, and resolution

writes persuasive essays with clearly

stated positions supported by organized and relevant evidence and sources cited when needed

supports main idea, topic, or theme with facts, examples, or explanations including

information from multiple sources

uses sentences of varying length and

complexity

engages readers from beginning to end

uses knowledge of roots, prefixes,

suffixes, and patterns to spell words correctly, with teacher support

uses knowledge of English grammar and usage to express ideas effectively

demonstrates awareness of the use of

colons

uses quotation marks and related

punctuation in passages of dialogue

uses a variety of punctuation correctly

indents paragraphs appropriately

writes legibly in manuscript and cursive

writes for different purposes (e.g., to

express ideas, inform, entertain, respond to literature, persuade,

question, reflect, clarify, share) and a variety of audiences (e.g., self, peers, community)

gathers, selects, and organizes information appropriate to a topic, task, and audience

produces letters in correct format and coherent style with teacher support

responds to literature through writing to demonstrate understanding (with

emphasis on determining importance, analyzing text features, synthesizing, and critiquing)


9.0 generates ideas through a variety of methods

composes multi-paragraph drafts in selected genres with supporting structure

according to intended messages, audiences, and purposes for writing

revises work for organization and fluency

edits work for spelling, mechanics, usage, and clarity

understands and applies elements of rubrics to improve and evaluate work

produces various types of writing such as short stories, biographies,

autobiographies, or memoirs that contain narrative elements and developed plot elements

produces persuasive, personal, descriptive, and issue-based pieces

across the curriculum

produces multi-paragraph expository

pieces across the curriculum (e.g., problem/solution, cause/effect, hypothesis/results, feature articles,

critiques, research reports)

uses knowledge of roots, prefixes, suffixes, and patterns to spell words

correctly

uses knowledge of English grammar

and usage to express ideas effectively

uses Standard English conventions in

all writing (e.g., sentence structure, grammar and usage, punctuation, capitalization, spelling)

uses quotation marks and related punctuation correctly in passages of dialogue


uses narrative techniques (e.g., dialogue, specific actions of characters,

sensory description, and expression of thoughts and feelings of characters)

produces letters in correct format and

coherent style with teacher support

uses a variety of strategies to organize

writing (i.e., sequence, chronology, cause/effect, problem/solution, order of

importance)

responds to literature through writing to demonstrate understanding (with

emphasis on determining importance, analyzing text features, synthesizing, and critiquing)

demonstrates higher-order thinking skills and writing clarity when answering

open-ended and essay questions in content areas or as responses to literature




How?


What?



For whom?

A developing writer in grade five . . . (continued)

9.5 generates ideas through a variety of

methods

uses precise language (i.e., adjectives,

adverbs, verbs, specific details) and justifies the choices

develops author‟s craft by

experimenting with flashback, surprising imagery and comparisons, changing the

pace or emphasis, and/or varied sentence lengths

revises drafts by:

-elaborating and deleting -reworking organization, openings,

closings, word choice, and consistency of voice

-developing effective transitions to

improve coherence and cohesion

understands and applies elements of rubrics to improve and evaluate work

produces various types of writing such as

short stories, biographies, autobiographies, or memoirs that contain

narrative elements and developed plot elements

produces persuasive, personal,

descriptive, and issue-based pieces across the curriculum

produces multi-paragraph expository

pieces across the curriculum (e.g., problem/solution, cause/effect,

hypothesis/results, feature articles, critiques, research reports)

uses increasingly complex

sentence structure and syntax to express ideas

uses Standard English conventions in all writing

uses a variety of reference

materials to edit work


develops and uses knowledge of a variety of

genres (i.e., expository, narrative, persuasive, poetry, critiques, and

everyday/workplace writing)

produces informational reports based on research with support of main ideas/topic

with facts, examples, and explanations, and a works consulted page

produces business letters in correct format

and coherent style

begins to use relevant graphics in writing

(e.g., maps, charts, illustrations, graphs, photographs)

demonstrates personal style and voice

responds to literature through writing to

demonstrate understanding (with emphasis on determining importance, analyzing text features, synthesizing, and critiquing)

organizes responses to literature that develop insight and refer to text through use

of examples

demonstrates higher-order thinking skills and

writing clarity when answering open-ended and essay questions in content areas or as responses to literature

10.0 generates ideas through a variety of methods including reading and making

connections across the curriculum and with current events

demonstrates expanding knowledge of

form, structure, and voice in a variety of genres

is able to independently carry out all

steps of writing process and elements of writing workshop, including making

significant revisions to pieces and conducting peer conferences

understands and applies elements of

rubrics to improve and evaluate work

applies expanding knowledge of characteristics, structures, and tones of

various genres

produces various types of writing that contain narrative elements and various

types of expository pieces across the curriculum

organizes writing in folder/portfolio

uses a variety of sentence types and syntax (i.e., independent and

dependent clauses, prepositional and adverbial phrases)

uses Standard English conventions

in all writing

expands understanding of the

reasons for and uses of paragraphs and indentation

applies knowledge of a variety of genres

produces informational reports based on

research with support of main ideas/ topic with facts, examples, and explanations from authoritative sources, and a works consulted

page

produces business letters in correct format

and coherent style

uses relevant graphics in writing

demonstrates personal style and voice

responds to literature through writing to

demonstrate understanding (with emphasis on determining importance, analyzing text features, synthesizing, and critiquing)

organizes responses to literature that develop insight and refer to text through

sustained use of examples

demonstrates higher-order thinking skills and

writing clarity when answering open-ended and essay questions

BALANCED LITERACY – GRADE 5 APPENDIX H

STANDARD 3.3 (Speaking) All students will speak in clear, concise, organized language

that varies in content and form for different audiences and purposes.

Strands and Cumulative Progress Indicators

Building upon knowledge and skills gained in preceding grades, by the end of Grade 5,

students will:

A. Discussion (small group and whole class)

1. Use details, examples, and reasons to support central ideas or clarify a point of view.

2. Stay focused on a topic and ask relevant questions.

3. Accept others‟ opinions and respond appropriately.

4. Respond orally to literature.

5. Participate in class discussions appropriately.

B. Questioning (Inquiry) and Contributing

1. Respond orally by adding questions and comments while integrating knowledge.

2. Use interview techniques to develop inquiry skills.

3. Explore concepts by describing, narrating, or explaining how and why things happen.

4. Discuss information heard, offer personal opinions, and ask for restatement or general

explanation to clarify meaning.

5. Reflect and evaluate information learned as a result of the inquiry.

6. Solve a problem or understand a task through group cooperation.

C. Word Choice

1. Use convincing dialogue to role-play short scenes involving familiar situations or

emotions.

2. Use varied word choice to clarify, illustrate, and elaborate.

3. Use figurative language purposefully in speaking situations.

4. Select and use suitable vocabulary to fit a range of audiences.


D. Oral Presentation

1. Develop and deliver a formal presentation based on a central theme, including logical

sequence, introduction, main ideas, supporting details, and concluding remarks to an

audience of peers, younger students, and/or parents.

2. Prepare, rehearse, and deliver a formal presentation in logical or sequential order,

including an opening, supportive details, and a closing statement.

3. Use clear, precise, organized language that reflects the conventions of spoken English.

4. Use visuals such as charts or graphs when presenting for clarification.

5. Use props effectively while speaking.

6. Maintain audience interest during formal presentations, incorporating adequate volume,

proper pacing, and clear enunciation.

7. Use verbal and non verbal elements of delivery (e.g., eye contact, stance) to maintain

audience focus.

8. Read aloud with fluency.

9. Understand and use criteria from a rubric to improve an oral presentation.

10. Incorporate peer feedback and teacher suggestions for revisions in content,

organization, and delivery.

STANDARD 3.4 (Listening) All students will listen actively to information from a variety

of sources in a variety of situations.



students will:

A. Active Listening

1. Listen actively for a variety of purposes such as enjoyment and obtaining information.

2. Listen attentively and critically to a variety of speakers.

3. Acknowledge the speaker through eye contact and use appropriate feedback and

questions to clarify the speaker‟s message.

4. Recognize and analyze persuasive techniques while listening.


5. Recognize the rich and varied language of literature (e.g., listen to a recording of poetry

or classic literature).

6. Listen to determine a speaker‟s purpose, attitude, and perspective.

7. Use, when appropriate, criteria/rubric to evaluate oral presentations, such as purpose,

delivery techniques, content, visual aids, body language, and facial expressions.

B. Listening Comprehension

1. Demonstrate competence in active listening through responding to a story, interview, or

oral report (e.g., summarizing, reacting, retelling).

2. Demonstrate competence in active listening by interpreting and applying received

information to new situations and in solving problems.

3. Ask pertinent questions, take notes, and draw conclusions based on information

presented.

4. Make inferences based on an oral report or presentation.

5. Follow three-and four-step oral directions.

STANDARD 3.5 (Viewing and media literacy) All students will access, view, evaluate,

and respond to print, nonprint, and electronic texts and resources.



students will:

A. Constructing Meaning

1. Respond to and evaluate the use of illustrations to support text.

2. Use graphs, charts, and diagrams to report data.

3. Distinguish between factual and fictional visual representations (e.g. political cartoons).

4. Identify the central theme in a movie, film, or illustration.

5. Identify the target audience for a particular program, story, or advertisement.

6. Demonstrate an awareness of different media forms (e.g. newspapers, internet,

magazines) and how they contribute to communication.


7. Understand uses of persuasive text related to advertising in society.

8. Distinguish different points of view in media texts.

B. Visual and Verbal Messages

1. Understand that creators of both print media and electronic media have a purpose and

target audience for their work.

2. Evaluate media messages for credibility.

3. Explore and interpret various messages found in advertisements and other texts.

4. Interpret verbal and nonverbal messages reflected in personal interactions with others.

5. Discuss the emotional impact of a still image (e.g., photo, poster, painting) and how it

aids understanding.

6. Compare and contrast media sources, such as film and book versions of a story.

7. Understand the uses of technology (e.g., the Internet for research).

C. Living with Media

1. Express and justify preferences for media choices.

2. Choose the most appropriate media for a presentation.

3. Use a rubric to evaluate the content of media presentations.

4. Examine and evaluate effects of media on the family, home, and school.

BALANCED LITERACY – GRADE 5 APPENDIX I

Public Schools of Edison Township Divisions of Curriculum and Instruction

Draft 14

Essential Instructional Behaviors

Edison’s Essential Instructional Behaviors are a collaboratively developed statement of effective teaching from pre-school through Grade 12. This statement of instructional expectations is intended as a framework and overall guide for teachers, supervisors, and administrators; its use as an observation checklist is inappropriate.

1. Planning which Sets the Stage for Learning and Assessment

Does the planning show evidence of: a. units and lessons directly related to learner needs, the written curriculum, the New Jersey Core Content

Curriculum Standards (NJCCCS), and the Cumulative Progress Indicators (CPI)? b. measurable objectives that are based on diagnosis of learner needs and readiness levels and reflective of

the written curriculum, the NJCCCS, and the CPI? c. lesson design sequenced to make meaningful connections to overarching concepts and essential

questions? d. provision for effective use of available materials, technology and outside resources? e. accurate knowledge of subject matter? f. multiple means of formative and summative assessment, including performance assessment, that are

authentic in nature and realistically measure learner understanding? g. differentiation of instructional content, processes and/or products reflecting differences in learner

interests, readiness levels, and learning styles? h. provision for classroom furniture and physical resources to be arranged in a way that supports student

interaction, lesson objectives, and learning activities?

2. Observed Learner Behavior that Leads to Student Achievement

Does the lesson show evidence of: a. learners actively engaged throughout the lesson in on-task learning activities? b. learners engaged in authentic learning activities that support reading such as read alouds, guided

reading, and independent reading utilizing active reading strategies to deepen comprehension (for example inferencing, predicting, analyzing, and critiquing)?

c. learners engaged in authentic learning activities that promote writing such as journals, learning logs, creative pieces, letters, charts, notes, graphic organizers and research reports that connect to and extend learning in the content area?

d. learners engaged in authentic learning activities that promote listening, speaking, viewing skills and strategies to understand and interpret audio and visual media?

e. learners engaged in a variety of grouping strategies including individual conferences with the teacher, learning partners, cooperative learning structures, and whole-class discussion?

f. learners actively processing the lesson content through closure activities throughout the lesson? g. learners connecting lesson content to their prior knowledge, interests, and personal lives? h. learners demonstrating increasingly complex levels of understanding as evidenced through their growing

perspective, empathy, and self-knowledge as they relate to the academic content? i. learners developing their own voice and increasing independence and responsibility for their learning? j. learners receiving appropriate modifications and accommodations to support their learning?

BALANCED LITERACY – GRADE 5 APPENDIX I

3. Reflective Teaching which Informs Instruction and Lesson Design

Does the instruction show evidence of: a. differentiation to meet the needs of all learners, including those with Individualized Education Plans? b. modification of content, strategies, materials and assessment based on the interest and immediate needs

of students during the lesson? c. formative assessment of the learning before, during, and after the lesson, to provide timely feedback to

learners and adjust instruction accordingly? d. the use of formative assessment by both teacher and student to make decisions about what actions to

take to promote further learning? e. use of strategies for concept building including inductive learning, discovery-learning and inquiry

activities? f. use of prior knowledge to build background information through such strategies as anticipatory set,

K-W-L, and prediction brainstorms? g. deliberate teacher modeling of effective thinking and learning strategies during the lesson? h. understanding of current research on how the brain takes in and processes information and how that

information can be used to enhance instruction? i. awareness of the preferred informational processing strategies of learners who are technologically

sophisticated and the use of appropriate strategies to engage them and assist their learning? j. activities that address the visual, auditory, and kinesthetic learning modalities of learners? k. use of questioning strategies that promote discussion, problem solving, and higher levels of thinking? l. use of graphic organizers and hands-on manipulatives? m. creation of an environment which is learner-centered, content rich, and reflective of learner efforts in

which children feel free to take risks and learn by trial and error? n. development of a climate of mutual respect in the classroom, one that is considerate of and addresses

differences in culture, race, gender, and readiness levels? o. transmission of proactive rules and routines which students have internalized and effective use of

relationship-preserving desists when students break rules or fail to follow procedures?

4. Responsibilities and Characteristics which Help Define the Profession

Does the teacher show evidence of: a. continuing the pursuit of knowledge of subject matter and current research on effective practices in

teaching and learning, particularly as they tie into changes in culture and technology? b. maintaining accurate records and completing forms/reports in a timely manner? c. communicating with parents about their child‟s progress and the instructional process? d. treating learners with care, fairness, and respect? e. working collaboratively and cooperatively with colleagues and other school personnel? f. presenting a professional demeanor?

MQ/jlm 7/2009

BALANCED LITERACY – GRADE 5 APPENDIX J

Unit 9 Assessment: Personal Narrative Writing Task This assessment is to be administered both prior to and after instruction for the personal

narrative/small moments writing unit. It is meant to be used for grades K-5. Results should be

used to drive instruction within the classroom.

Administration Directions:

Prior to having students complete the writing task, begin a discussion with students in regards

to the prompt topic. Encourage students to share personal experiences about memorable

moments. As students share, ask them to elaborate on specific details about characters,

setting, sequenced events, etc. Explain that students will be using these ideas to think about

the best day they have had or to imagine the best day they could have.

Distribute My Best Day Writing Prompt and Pre-Writing Activity and read aloud together.

Format or presentation, but not content, can be modified based on the developmental needs of

students. K-2 teachers read aloud each pre-writing prompt and ask students to draw or write

their responses to each question. 3-5 teachers may allow students to proceed independently.

The teacher‟s role is to introduce the task and to lead the students through the prompts. There

should be no writing instruction at this time; this should not be considered a “teachable

moment.”

Once all students have completed pre-writing, inform students they will be timed as they

complete their personal narrative. Distribute appropriate paper. Students will have 25 minutes

to complete the writing task.


My Best Day Writing Prompt and Pre-Writing Activity Write about your best day ever. Think of the best day you‟ve ever had, or imagine the best day you could ever have. Use pictures or words to plan your writing. • Where are you during your best day? • What do you do? What happens first? Next? Last? • Who is with you? • Why is this the best day ever?

Use this Writer‟s Checklist after you write. Did I write about the best day ever? Did I include an introduction? Did I stay on topic? Did I include details? Did I include story elements (characters, setting, plot)? Did I use transition words to connect my ideas? Did I write about my day in the right order? Did I use interesting words? Does my conclusion explain my message? Did I pay attention to capitalization, punctuation and spelling?


Personal Narrative Writing Rubric and Class Profile Sheet The attached four-point rubric is intended to be used in conjunction with the personal narrative

unit assessment. Since this rubric should be used with K-5 writing samples, please consider

appropriate grade level expectations when scoring student writing. The rubric is divided into

seven components of personal narratives with an emphasis on the crafts specific to personal

narrative writing. When evaluating student writing, score each student according to the

specific components listed on the rubric. A total score can be calculated by adding the scores

for each component for each individual student (see sample class profile sheet).

The attached personal narrative profile sheet is intended to be used to inform instruction.

Student scores within each personal narrative component should be recorded on the sheet.

Teachers can then utilize the class profile sheet to monitor student strengths and weaknesses.

This can help teachers to determine the areas where instruction is needed.


K-5 Rubric: Personal Narratives

4 3 2 1 Introduction

Introduction is inviting, clearly states the main topic and previews the structure of the paper.

Introduction clearly states the main topic and previews the structure of the paper, but is not particularly inviting to the reader.

Introduction states the main topic, but does not adequately preview the structure of the paper nor is it particularly inviting to the reader.

No clear explanation of the main topic or structure of the paper.

Focus on Topic/ Elaboration of

Details

There is one clear, well focused topic. Main idea is supported by stretching out the most important part. Writer uses varied and thoughtful details to convey meaning.

There is one clear, well focused topic. Main idea is supported by stretching out the most important part but is not fully developed.

Focus on topic may not be clear and there is either a need for more supporting details or the details evident do not support the main idea.

There is no clear focus on topic. There is a seemingly random collection of information.

Story Structure Story elements including main characters, character development, setting, sequenced events, and plot are evident and fully developed.

Most story elements are included and developed.

Some story elements are evident but not fully developed.

Limited evidence of important story elements.

Transitions

Transitions are thoughtful, varied, and show how ideas are connected.

Transitions clearly show how ideas are connected but there is little variety.

Some transitions show how ideas are connected but other transitions are unclear and may lack variety.

The transitions between ideas are unclear or nonexistent.

Word Choice Writer uses vivid words and phrases that linger or draw pictures in the reader‟s mind. Placement of the words is accurate, natural and not forced.

Writer uses vivid words and phrases that linger or draw pictures in the reader‟s mind, but occasionally the words are used inaccurately or seem overdone.

Writer uses words that communicate clearly, but the writing lacks variety, vivid words or phrases needed to draw pictures in the reader‟s mind.

Writer uses words that do not communicate clearly or interferes with meaning.

Conclusion

The conclusion is strong and leaves the reader with a clear understanding of the writer‟s message.

The conclusion is recognizable but leaves the reader with some questions about the author‟s message.

The conclusion is recognizable, but the writer‟s message is unclear.

There is no clear conclusion, the paper just ends.

Mechanics Evident control of mechanics, spelling, grammar, usage and sentence formation.

Sufficient control of mechanics, spelling, grammar, usage and sentence formation.

Limited control of mechanics, spelling, grammar, usage and sentence formation.

Minimal control of mechanics, spelling, grammar, usage and sentence formation.


- SAMPLE -

CLASS PROFILE – PERSONAL NARRATIVE WRITING TASK

Teacher Name: Ms. Starteacher School: Sunshine Elementary School Dates: PRE: 10/15/08 POST: 11/30/08

Student Names

Introduction Topic/ Elaboration

Story Structure

Transitions Word Choice

Conclusion Mechanics Total

PRE POST PRE POST PRE POST PRE POST PRE POST PRE POST PRE POST PRE POST

Kelly 2 3 2 3 3 4 3 3 2 3 3 4 2 3 17 23

Andrew 1 2 1 3 1 3 1 3 1 3 1 3 2 2 8 19

Anne 4 4 3 3 4 4 3 3 4 4 3 4 4 4 25 26

Mark 1 1 2 3 1 2 1 2 2 3 1 3 1 3 9 17

Denise 2 3 3 4 2 3 1 2 2 3 2 3 2 2 14 20

Heidi 2 3 2 3 2 3 1 2 1 3 2 3 2 3 12 20

Elliot 3 3 4 4 3 3 4 4 4 4 3 4 3 3 24 25

Mike 2 3 2 3 2 3 3 3 3 4 2 3 2 3 16 22

Ashleigh 3 4 4 4 4 4 3 3 4 4 4 4 4 4 26 27

Steven 3 3 3 4 3 3 3 3 2 3 3 3 3 4 20 23


CLASS PROFILE – PERSONAL NARRATIVE WRITING TASK

Teacher Name: School: Dates: PRE: POST:

Student Names

Introduction Topic/ Elaboration

Story Structure

Transitions Word Choice

Conclusion Mechanics Total

PRE POST PRE POST PRE POST PRE POST PRE POST PRE POST PRE POST PRE POST

BALANCED LITERACY – GRADE 5 APPENDIX K

STATEMENT OF PURPOSE FOR WORD STUDY Literacy is a braid of interwoven threads that begins with oral language and stories. The braid is strengthened with reading and writing. The size

of the threads and the braid itself thicken as word knowledge grows (Words Their Way). Through the integration of word study skills across the

curriculum, students will become independent readers, writers and spellers. Word study envelops the investigation and problem solving strategies

of:

oral language

phonological awareness

spelling rules and expectancies

decoding

vocabulary

sight words

dictionary skills

These skills can be taught through multiple contexts in focused direct instruction and mini-lessons in small or whole group settings based on the

assessment of students‟ developmental needs. Providing students with authentic purposes for acquiring and applying word knowledge will enable

them to make meaningful connections across content areas and help students develop a word consciousness.

This appendix will provide you with a scope of spelling rules and expectancies, resources and activities to enhance your word study instruction.

Additional resources will be available electronically for teachers‟ use.


Word Study Beginnings: Oral Language Development Activities in Kindergarten

Students are taught many words in school, but without rich oral language experiences they will not be able to incorporate them independently into their speaking, reading, and writing. Daily opportunities to utilize new vocabulary in discussion and clarify understanding of new words with peers are essential components of word study. Therefore, oral language experiences in kindergarten provide a strong foundation for effective word study instruction in future grade levels. Oral language experiences are also necessary to the social and cognitive development of young students, particularly for English Language Learners.

The activities outlined in this appendix serve to help students build their understanding of word learning through activities that cause them

to discuss, clarify, and collaborate. The oral language section contains three parts:

1. An explanation of the teacher’s role in supporting students‟ oral language development and scaffolding activities depending on oral

proficiency demonstrated in the classroom.

2. A continuum of oral language is included to help teachers determine the needs of their class, a small group of students, or an individual

student. Please consider using these descriptions when discussing oral language concerns for a student during parent/teacher conferences,

I&RS, etc.

3. Oral language activities (speaking and listening) developed specifically for the kindergarten classroom based on the continuum and

aligned with NJCCCS.


1. Explanation of Teacher’s Role: Each part is based on the gradual release of responsibility model. Suggested resources and websites

are listed at the end of the oral language section.

Teacher Support/Scaffolding

The Model:

showing, instructing,

explaining, directing,

making

The Coach:

structuring, sequencing,

focusing, cueing

The Advisor:

suggesting, reminding,

prompting, monitoring

The Mentor:

extending, wondering,

exploring, what-if

Think-Aloud Strategies Teacher thinks aloud about her own speaking/listening

behaviors

Teacher guides students to observe and/or notice what

she is doing during speaking/listening activities

Teacher monitors student think-alouds during

speaking/listening activities using eye-to-eye, knee-to-

knee

Using jigsaw and/or numbered heads together,

students individually explore speaking/listening

concepts further, then collaborate as teacher

joins in

Speaking/ Listening Observations

Teacher asks students to observe her modeling

speaking/listening behaviors during a

fishbowl activity and create list

Teacher asks students to observe peers modeling

speaking/listening behaviors during a

fishbowl activity and compare to class list

Teacher monitors student think-alouds during

speaking/listening activities using eye-to-eye, knee-to-

knee

Students offer feedback for speaking/listening

concerns, as well as opportunities, both in and

out of the classroom through role play,

observation, collaboration with older students, adults, community members, etc.


2. A Continuum of Oral Language

Developmental Aspects Emerging: With direct instruction,…

Developing: with guided support,…

Applying: with minimal support,…

Extending

The Child…

may listen to and use language for play and

collaborative learning. The child may not have enough language for conversation

to be meaningful.

listens to and is beginning to use language for play

and collaborative learning. The child is beginning to

participate in conversations.

uses conventional language for play and collaborative learning.

The child is able to contribute to

conversations.

adjusts language use for play and collaborative

learning. The child uses language for a range of purposes and actively

contributes to conversations.

Speaking and Listening

Developmental Aspects Emerging: With direct instruction,

the child…

Developing: With guided support, the

child…

Applying: With minimal support,

the child…

Extending: The child…

Attending

may attend to informal oral language interactions.

attends to and participates in informal language

interactions.


interactions.


interactions. Listening may listen during activities

(e.g., ignoring distractions). listens during activities

(e.g., ignoring distractions).

listens during activities (e.g., ignoring distractions).

listens during activities (e.g., ignoring distractions).

Speaking

may speak with adults/peers. May be

difficult to understand (e.g. tone of voice, volume,

articulation, rate, gesture).

speaks with adults/peers (e.g., tone of voice,

volume, articulation, rate, gesture).

speaks clearly & fluently with adults and peers (e.g., tone of voice,

volume, articulation, rate, gesture).

speaks clearly and fluently using appropriate voice and body language (e.g. tone of voice, volume,

articulation, rate, gesture). Taking turns

in conversation may take turns in a

conversation.

takes turns in a conversation.

takes turns in a conversation.

takes turns as a thoughtful listener and speaker in a

conversation.

Staying on topic

may sometimes stay on topic in a short conversation.

stays on topic in conversations; responds to

and extends ideas.

stays on topic in conversations; responds

to and extends ideas.

stays on topic in conversations; responds

to and extends ideas.


Knowledge of the Content and Structure of Language

Developmental Aspects Emerging:

With direct instruction, the child…


child…


the child…


Understanding and participating in language

activities

may understand classroom language activities (e.g.,

shared reading, role plays, imaginative play).

understands and participates in classroom language activities (e.g.,

shared reading, role plays, imaginative play).

understands and participates in classroom language activities (e.g.,

shared reading, role plays, imaginative play ).

understands and actively participates in classroom language activities (e.g.,

shared reading, role plays, imaginative play ).

Understanding

vocabulary

may understand a limited vocabulary.

understands a basic vocabulary.

understands a wide vocabulary.

understands an extensive vocabulary.

Speaking in sentences

may use single words or short phrases modeled by

others.

uses words or phrases modeled by others.

expresses thoughts and ideas in short sentences.

expresses thoughts and ideas in some detail using

a variety of sentences.

Understanding and following directions

may understand the difference between a

question and a comment or a response.

understands questions; asks simple questions and

may respond on topic.

asks and answers questions on topic.

asks thoughtful questions; responds on topic and

extends ideas.

Sharing personal experiences

may share personal experiences and feelings

shares personal experiences and feelings.

shares personal experiences and feelings

with some clarity.

shares personal experiences and feelings

with clarity; is beginning to adjust language for

audience Retelling

Recounting

may retell something about a story; may recount part of an experience or give one

or two simple facts.

retells a simple story, recounts an experience or

gives new information; some sequence errors or

omissions

retells a story, recounts an experience or gives new

information; some sequence errors and

omissions

retells a story, recounts an experience or gives

information; uses more complex connectors (e.g. if, because, when, before)

Problem solving

may use language to problem solve.

uses language to problem solve.

uses language to problem solve.

uses appropriate language to problem solve.


Knowledge of the Sounds of Language

Developmental Aspects Emerging: With direct instruction,

the child…


child…


the child…


Demonstrating phonological awareness

may demonstrate emergent skills in a few phonological

awareness areas (e.g., awareness of words,

syllables, sound, rhyme).

may demonstrate emergent skills in a few phonological awareness

areas (e.g., awareness of words, syllables, sound,

rhyme).

may demonstrate emergent skills in a few phonological awareness

areas (e.g., awareness of words, syllables, sound,

rhyme).

Demonstrates emergent skills in most phonological

awareness areas (e.g., awareness of words,

syllables, sound, rhyme).

(http://portal.sd69.bc.ca/programs/literacy/Kindergarten%20Learning%20Project/OL%20CONTINUUM%20F.pdf)

3. Oral Language Activities STANDARD 3.3 (Speaking) All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes. http://education.state.nj.us/cccs/?_standard_matrix;c=3

Teacher Support/Scaffolding

The Model: showing, instructing, explaining, directing,

making

The Coach: structuring, sequencing,

focusing, cueing

The Advisor: suggesting, reminding, prompting, monitoring

The Mentor: extending, wondering,

exploring, what-if

A. Discussion 1. Share experiences

and express ideas. 2. Participate in

conversation with peers and adults.

3. React to stories, poems, songs.

The teacher plays a tape of voices used in and around the school, such as classroom voices, library voices, and those found on the playground and in the hallways. After listening to the tape, the teacher and students discuss the reasons for the different volumes in each of these settings.

Following summer vacation, the teacher tells about his summer or reads a related book. Students share their responses to the story. Then each child draws a picture of what a dream summer vacation would look like and shares the drawing with the other students. Suggested book: How I Spent My Summer Vacation by Mark Teague

On a rotating schedule, have each student bring in a show and tell item, (it can be based on a concept learning, for example, a special day or season) and present it to the class and ask for children‟s connections.

Following a discussion of important people in students‟ lives, each student draws a picture of one important person and tells a story about that individual to the rest of the class.

http://portal.sd69.bc.ca/programs/literacy/Kindergarten%20Learning%20Project/OL%20CONTINUUM%20F.pdf


B. Questioning (Inquiry) and Contributing

1. Share in conversations with others.

2. Use oral language to extend learning.

Have students tell a partner about a favorite toy and why they like it. Allow the other students to ask questions for the chosen student to answer.

Teacher places animal picture cards in a bucket or hat. Teacher picks a student to start animal charades game. The student will describe the animal to the group. Who ever guesses goes next.

Students summarize and retell a familiar fairy tale or nursery rhyme in dramatic play. Students use puppets, scenery, and / or flannel board (for example: trees, chair, tuffet from “Little Miss Muffet”).

Dramatic play-Teacher reads a book to the class, volunteers pretend that they are various characters in the book solving the problem in various ways. Suggested book: Katy No Pocket by Emmy Payne and H.A. Rey

C. Word Choice 1. Use language to

describe feelings, people, objects, and events.

2. Suggest rhyming words during word plays, songs, or read aloud.

Sing “One, Two Buckle My Shoe” or “Down by the Bay.” Omit words that follow the rhyme and see if the class can guess them.

Discussion about feelings and / or a time when they were happy, sad, or angry. Have students illustrate and talk about their picture related to their experience to a partner and / or class. Suggested book: Feelings by Aliki

Discussion about a favorite toy or stuffed animal. Have each student bring a favorite stuffed animal to class. Using them as a prop, the students tell its history, where it lives, what it does at home, and why it is his or her favorite. Suggested book: When Ira Sleeps Over by Bernard Waber

Play a guessing game-Have a student select a small object from a box and describe it so the class can guess. Model the process by providing clear clues: shape, color, etc. Ask students which clues were helpful and why. Have students generate descriptive words for objects pulled from the box. Create a class book of mystery objects.

D. Oral Presentation 1. Sing familiar songs

and rhymes to promote oral language development.

2. Begin to use social conventions of language.

Place titles of familiar songs and rhymes in an empty box or hat. Choose a song leader to pick a song from the hat or box. Have the leader lead the children through the song or rhyme.

The students can create “All About Me” project at home with family. It can include pictures, some food items, heritage information, etc. Students present project in class to classmates and display in hall for further discussion.

Children participate in creating dramatizations for a story they have enjoyed. When they have practiced it and know their parts, they perform it for several audiences at school and for their parents. Suggested story: “The Three Billy Goats Gruff”

Model and conduct various scientific experiments, for example, magnetism, sink or float, or five senses.


STANDARD 3.4 (Listening) All students will listen actively to information from a variety of sources in a variety of situations. http://education.state.nj.us/cccs/?_standard_matrix;c=

A. Active Listening 1. Listen fully to

understand directions or hear daily messages.

2. Listen to identify main characters or events in stories.

3. Listen to rhymes and songs to begin developing an understanding of letter/sound relationships.

Students help the teacher tell an action story. Following her direction, the students clap, stomp their feet, stand up, and sit down on cue. Their movements correspond with the actions in the narrative.

Students follow oral directions with rhyme and songs, such as "Simon Says," "The Hokey Pokey," “Days of the Week song,” and “My Mother is a Baker” by Dr. Jean

The teacher prepares her class to listen to a book with many different motion/action words in it. As the teacher reads, the class will follow along with the actions given in the book. Afterwards, the class is divided into groups, each student will have a different activity and listening responsibility to remember as a second telling of the story is delivered and re-enacted . Suggested book: “There Was An Old Lady That Wasn‟t Afraid of Any Thing”

Students draw character sketches as they listen to read-aloud of multiple versions of a fairy tale. The drawings should reflect differences in the characters as portrayed by the different authors. Suggested stories: the wolf that is drawn based on listening to the True Story of the 3 Pigs as told by A. Wolf should look different from that drawn for the traditional story.

The teacher conducts a dress-up story. Student will be given dress up clothes. The student in small groups will construct a story with all characters in dress clothes. Teacher will record story in small groups and become the narrator as the students act out the story they created.


1. Listen attentively to books teacher reads aloud to class.

2. Answer questions correctly about books read aloud.

Students listen to a story, without seeing its illustration. Students illustrate what they envisioned from the story. They compare their illustrations with the books illustrations during a second reading with pictures. Suggested books: In the Tall, Tall Grass by Denise Fleming or Cats‟ Colors by Ruth Heller

As their teacher reads a story that they already know, students imagine the sound effects that could be used to enhance a radio reading of it. As a follow-up, students listen to an audiotape of the story, complete with sound effects. They note the sound effects used that they had suggested, as well as ones they had not considered.

While a teacher reads a story to his class, he periodically asks students to make predictions about what will happen next. Their responses indicate whether they were practicing effective listening.

Teacher reads a book to the middle or near the end of the story. Ask, “How would you end this story if you were the writer? There are no wrong answers." Send children back to their seats to write or draw the end of the story. They come back to the carpet to present their endings. This activity can be done in pairs. Suggested book: Ira Sleeps Over.


Oral Language Additional Resources

Well developed oral proficiency is associated with well-developed reading comprehension skills and writing skills. This is

true for both native and English Language Learners. The resources listed below are books and websites describing

activities to promote students‟ oral language across the curriculum and reduce teacher talk. These activities can be

adapted by grade level and used whole class, small group, or individually – depending on students‟ needs.

Suggested Books

Time for Talking: Speaking and Listening Activities for Younger Students

by E. Love & S. Reilly

Talk and Learn: Focused Language Activities for Young Children

Jazz Chants by C. Graham

Children Tell Stories: A Teaching Guide by M. Hamilton & M. Weiss

Storytelling in the Classroom: Twenty Tips in Reading Today, Feb./March 1998

Talking Classrooms: Shaping Children's Learning Through Oral Language Instruction by P. Smith

Websites

www.readinga-z.com; wordless books

http://www.literacyconnections.com/OralLanguage.php

http://www.colorincolorado.org/educators/content/oral

http://www.readingrockets.org; search oral language activities

http://www.teachervision.fen.com/cooperative-learning/resource/48649.html; explanation of cooperative learning

models

http://www.readinga-z.com/

http://www.literacyconnections.com/OralLanguage.php

http://www.colorincolorado.org/educators/content/oral

http://www.readingrockets.org/

http://www.teachervision.fen.com/cooperative-learning/resource/48649.html


Word Study: Phonological Awareness

In teaching phonological awareness, explicit instruction is embedded in daily reading and writing rather than isolated drill type activities in order to link real life purposes to the instruction and practice that occur during the daily Word Study block. Below are suggestions for how you might integrate phonological awareness in your instructional day.

Read Alouds: Reread favorite book, poems, and songs with alliteration, rhyme, and other sound features that enable children to become more conscious of sounds. Children may listen for words that rhyme, words that are plural, or any number of words related to a word study focus. (Suggested activities - Words Their Way, pgs. 102-103, 112, 117-119) Shared Reading: Read and reread books, poems, morning message, and experience charts that play with sounds in language, introduce activities that focus on the concept of a word to assist children in becoming aware of words as separate entities in a stream of speech. Children may listen and look for words with a specific sound, a particular pattern, a particular suffix, or any number of words related to a word study focus. (Suggested activities – Words Their Way, pgs. 102-103, 108-111, 117-119, 164)

Use a frame to locate particular words in a Big Book, poem, morning message, or experience chart and read the sentence with the children, leaving out the framed word. Have children listen, predict, identify, and say the framed word within the sentence.

Have children count the number of words within spoken and written sentences.

Write two copies of sentences from Big Books or charts used for Shared Reading on sentence strips. Cut one copy of each sentence into words. Have children count the number of words and match these words with an identical sentence strip. Reread the matched sentences, then remove the words one at a time and help children listen for and identify the removed words within the spoken sentence.

Prepare cloze exercises using familiar texts or rhymes by covering predictable words. Tell children that there is one word covered in each line. Then read the text with the children, have them match each spoken word with a visible or covered word, and have them identify the missing words. Have children check that the words they predict make sense. In the case of a rhyme, show children how they could use the rhyming word in the next line to help them.

Guided Reading: Children may return to a text to find examples of words relating to a class exploration, or teachers may

focus on a specific need within the small group. Beginning readers may be asked to locate high frequency words while more experienced readers may locate homophones. (Suggested activities- Words Their Way, pgs.161-162)


Reading Workshop: Children may notice examples of words related to class or small group exploration. They may also notice and harvest powerful words of personal interest. One to one conferring and small group work provide opportunities to teach into letters, sounds, and words. (Words Their Way – “Harvesting Words,” pgs. 161-162) Shared & Interactive Writing: In shared writing, the teacher demonstrates the spelling strategy with suggestions from the children. In interactive writing, the teacher shares the pen with the child(ren). The teacher may demonstrate a spelling strategy which is then attempted by the child(ren). During daily shared and/or interactive writing sessions (Daily News, Morning Message, shared experience charts/stories, posters, signs, labels, etc.) consider the following:

Model how writing is speech written down. Think aloud.

Model saying words slowly and stretching out their pronunciations in order to hear the individual sounds within them. Think aloud.

Demonstrate strategies to use when attempting to spell unfamiliar words. Focus on listening for the sounds in the words and identifying the letters that represent the sounds. Think aloud.

Demonstrate the use of spaces between words, and focus children‟s attention on the point where one word ends and another begins. Think aloud.

Have children count the number of words in sentences.

Use a frame to locate particular words and read the sentence with the children, leaving out the framed word. Have children listen, predict, identify, and say the framed word within the sentence.

(Suggested activities – Words Their Way, pgs. 108-111, 124-126 “Children‟s Names,”133-137 “Concept of Word,” 163) Writing Workshop: Think aloud as you demonstrate and model your teaching point in any number of writing units during any part of the writing process. Thinking aloud is a powerful model for children. As children write on a daily basis for sustained periods of time, they become more competent in attempted spellings, often by consciously isolating the phonemes they hear in spoken words. When writing their own pieces, the children are also writing for real purposes as well as gaining practice in listening for beginning, middle, and ending sounds in words. One to one conferring and small group work provide opportunities to teach into letters, sounds, and words. OBSERVING AND EXAMINING CHILDREN‟S WRITING IS CRITICAL TO EVALUATING THEIR PHONOLOGICAL UNDERSTANDING AND NEEDS. Math & Content Areas: Categorize by attributes as an introduction to sorting. Introduce concept sorts in science or social studies. (Words Their Way, pgs. 113-117) Word Study: There are two basic sorts: picture sorts and word sorts. Each serves a different purpose. (Words Their Way,

pgs. 60-64, 100,106-108, 112-117)

Picture sorts can be used to develop phonological awareness, phonemic awareness, and phonics.

Picture sorts can also be used to teach word meanings in the form of concept sorts.

Word sorts are useful for children who have a functional sight word vocabulary. Because they are sorting


known words, their sorts help them to discover the orthographic patterns that represent certain sounds and meanings. These understandings are then transferred to reading and writing.

Additional suggested games and activities that may be used to further support the word work embedded in the instructional day:

WORDS THEIR WAY Activities for Emergent Readers”

Rhyming Games, pgs. 119-120

Alphabet Activities & Games, pgs. 127-130

Working With Beginning Sounds, pgs. 130-133 Activities for Beginners in the Letter Name Alphabetic Stage”

Activities for Beginning/Ending Sounds, Including Digraphs & Blends, pgs. 166-171

Activities for the Study of Word Families, pgs. 171-177

Activities for Short Vowels, pgs. 178-181

RESOURCES: ADDITIONAL SUGGESTED RESOURCES

Bear, D. R., Invernizzi, M., Templeton, S., Johnston, F: Bear, D. R., Invernizzi, M., Templeton, S., Johnston, F. Words Their Way-ELL Words Their Way, second edition. Cunningham, P. M. Phonics They Use, Words for Reading & Writing Words Their Way-Emergent Stage Cunningham, P. M., Hall, D. Making Words Words Their Way- Letter Name Alphabetic Stage Ganske, K. Word Journeys Snowball, D., Bolton, F. Spelling K-8, Planning & Teaching


Strand B Phonological Awareness Essential Question: How are sounds represented by letters? Enduring Understanding: Letters and letter combinations represent sounds.

Cumulative Progress Indicators: Kindergarten 3.1.K.B.1 Demonstrate understanding that spoken words consist of sequences of phonemes. 3.1.K.B.2 Demonstrate phonemic awareness by rhyming, clapping syllables, and substituting sounds. 3.1.K.B.3 Understand that the sequence of letters in a written word represents the sequence of sounds (phonemes) in a spoken word (alphabetic principle). 3.1.K.B.4 Learn many, though not all, one-to-one letter sound correspondences. 3.1.K.B.5 Given a spoken word, produce another word that rhymes with it. Grade 1 3.1.1.B.1 Demonstrate understanding of all sound-symbol relationships. 3.1.1.B.2 Blend or segment the phonemes of most one-syllable words. 3.1.1.B.3 Listen and identify the number of syllables in a word. 3.1.1.B.4 Merge spoken segments into a word. 3.1.1.B.5 Add, delete, or change sounds to change words (e.g., cow to how, cat to can). Grade 2 3.1.2.B.1 Add, delete, or change middle sounds to change words (e.g., pat to put). 3.1.2.B.2 Use knowledge of letter-sound correspondences to sound out unknown words. Grade 3 3.1.3.B.1 Demonstrate a sophisticated sense of sound-symbol relationship, including all phonemes (e.g., blends, digraphs, diphthongs).


Word Study: Spelling Rules and Expectations

Word study is a hands-on, student-centered approach where students actively engage in exploring words by sound, pattern, and meaning. Through this interactive and inquiry-based approach, students will discover regularities, patterns, and rules of English orthography in order to decode and encode. Through assessments, teachers will have a better understanding of their students‟ orthographic knowledge and as a result, be able to tailor instruction to meet their students‟ needs. By analyzing errors including decoding miscues, spelling miscues from the spelling inventory, and spelling errors within the context of writing, teachers can plan for meaningful instruction. The following spelling rules or expectancies are a guide to assist you when providing whole class, small group or individualized instruction. These rules or expectancies should not be taught in isolation but rather, students should still be expected to explore, examine, discriminate, discover, and make judgments about word structures, spelling patterns and meanings of words. The term “expectancy” is used because it is what students can expect to see when looking at a word and based on what the word looks like, we can tell how it is expected to sound. When using the spelling rules or expectancies guide, remember to keep in mind the student‟s developmental stage of spelling and their zone of proximal development. You do not need to follow the exact order in the rules/expectancies guide, but instead, choose ones that best meet your students‟ needs.

Spelling the Sound /k/

The sound /k/ can be spelled four different ways: c, cc, k, ck

c – The single letter c is the most common spelling and it may be used anywhere in a word.

examples: cat, corn, public, cactus, victim, pecan, actor, bacon

cc – Sometimes the letter c must be doubled to cc to protect the sound of a short vowel.

examples: stucco, raccoon, hiccups, tobacco, occupy

k – The letter k is substituted for c if /k/ is followed by an e, i, or y.

examples: skin, make, sketch, kind, keep, risky, flaky

ck – The spelling ck is substituted for cc if the following letter is an e, i, or y.

examples: lucky, picking, rocking, blackest, stocking

k and ck – These letters are used to spell /k/ at the end of a single syllable word. The digraph ck always follows a short vowel.

examples: duck, luck, stick, clock


The letter k follows any other sound.

examples: tank, tusk, milk, soak, bike, bark, cork, hawk

Spelling the Sound /j/

The sound /j/ can be spelled three different ways: j, ge, and dge.

j – The letter j is usually used if the sound is followed by an a, o, or u.

examples: jam, jar, just, jacket, major, adjust, adjacent

g – The letter g is usually used if the sound is followed by an e, i, or y since it has the soft sound of /j/.

examples: gem, ginger, gentle, gym, algebra, aging, origin

dge – If /j/ follows a short vowel sound, it is usually spelled with dge because the letter j is never doubled in English.

examples: judge, badge, ridge, edge, smudge, budget, gadget, dodge

Spelling the Sound /ch/

The sound /ch/ has two spellings, tch after a short vowel, ch anywhere else.

examples: witch, catch, kitchen, sketch, hatchet

exceptions: which, rich, much, such, touch, bachelor, attach, sandwich, ostrich

FLOSS Rule: Double f, l, s, z

One syllable words ending in f, l, s and z after a single vowel, usually end in double ff, ll, ss or zz.

examples: full, fluff, pull, pass, puff, stuff, ball, cliff, class, miss, tell, buzz, roll


Vowels in One Syllable Words

When there is only one vowel in a word or syllable and the vowel comes between two consonants, the vowel is usually short.

examples: cat, fed, gum, back, stick

When there is only one vowel in a word or syllable and the vowel comes at the beginning of the word, the vowel is usually short.

examples: egg, off, it, add, us, itch, ump

When there is only one vowel in a word or syllable and the vowel comes at the end, the vowel is usually long.

examples: why, no, he, me

Silent e

When a syllable has one vowel, followed by a consonant, followed by an “e,” the “e” is silent and makes the preceding vowel sound long.

examples: pin – pine, mat – mate, man – mane, rod - rode

Final v

A final /v/ is always spelled with ve, no matter what the preceding vowel sound may be.

examples: have, give, love, sleeve, cove, brave, receive

Adding –s

When adding –s to a word to make it plural, add –s to the end of the word.

examples: dogs, plays, girls

If the word ends in -ch, -s, -sh, -x, or -z, add –es to the singular.

examples: churches, masses, brushes, boxes, chintzes

If the word ends in –f, or –fe, remove the –f, or –fe and add –ves.

examples: wife – wives, calf – calves exceptions: beliefs, chiefs, dwarfs, griefs, gulfs, proofs, roofs, fifes

If the word ends with a consonant and y, remove the –y and add –ies.


examples: spy – spies, baby – babies

If the word ends in o after a vowel, form the plural by adding –s.

examples: studio – studios, shampoo – shampoos exceptions: buffaloes, dominoes, echoes, goes, grottoes, haloes, heroes, mangoes, mosquitoes, potatoes, tomatoes, tornadoes,

torpedoes, vetoes, volcanoes

Spelling the Sound /sh/

When the /sh/ sound occurs before a vowel suffix, it is spelled ti, si, or ci.

examples: partial, special, musician, nutrition, patient, ratio, vacation, pension

I before E, except after C

When spelling words with the vowel pair, ie, remember it‟s “i before e except after c.”

examples: achieve, believe, bier, brief, hygiene, grief, thief, friend, grieve, chief, fiend, patience, pierce, priest

exceptions: 1. “ei” is used when words are pronounced with a long a, as in neighbor, freight, beige, sleigh, weight, vein, weigh 2. other exceptions - either, neither, feint, foreign, forfeit, height, leisure, weird, seize, seizure

Doubling Final Consonants

When a one-syllable word ends with one short vowel and one consonant, double the final consonant before adding a vowel suffix.

examples: hop – hopped/hopping, skip – skipped/skipping

When a two-syllable word ends with a vowel and a consonant, double the final consonant before adding a vowel suffix, if the accent is on the last syllable.

examples: admit – admittance/admitted, begin - beginning


Dropping Final e

When adding a suffix to a word that ends with a silent e, drop the final e if the suffix begins with a vowel.

examples: surprise – surprising, change – changed, fame – famous, age – aging, refuse – refusal, cure - curable

When adding a suffix to a word that ends with a silent e, keep the final e if the suffix begins with a consonant.

examples: advance – advancement, like – likeness

If the silent e is preceded by another vowel, drop the e when adding any ending.

examples: argument, argued, truly

When the word ends in –ce or –ge and the incoming vowel is an a, o, or u, do not drop the final e.

examples: manage – manageable, courage – courageous, surge – surgeon, notice – noticeable, outrage – outrageous

Soft c

When the letter c is immediately followed by an e, i or y, it usually says /s/ as in ice. This is called the soft sound of letter c.

examples: cent, city, cycle, ice

Soft g

When the letter g is immediately followed by an e, i or y, it usually says /j/ as in gem. This is called the soft sound of letter g.

examples: gentle, giant, genie exceptions: give, get, gift, girl, begin

“Y” as a Vowel

When a two syllable word ends in y, the y says /ē/. The y takes the consonant before it to make the last syllable.

example: sun/ny

When a one syllable word ends in y and the y is the vowel sound, the y says /ī/.

examples: my, cry, shy, by, why

In the middle of a word, y also acts as a vowel to help the letters c and g to be soft.

examples: y in gym sounds like /ĭ/, y in cyclone sounds like / ī/.


When Two Vowels Go Walking

When there are two vowels together in a word or syllable, the first vowel is usually long and the second one is silent. “When two vowels go walking, the first one does the talking.” (Vowel pairs – ee, ea, ai, oa)

examples: maid, coat, beat (see the picture of the sail, boat, and sea)

The Diphthong Syllable

A diphthong is two vowels which in combination produce one sound. However, some diphthongs have two or more sounds.

Diphthongs that generally have one sound: ai (ā) sail, ailment, detail au (ô) August, applaud, laundry ay (ā) play, swaying, crayon aw (ô) awful, squawk, sprawl, yawl ee(ē) tree, feeble, canteen oi (oi) oil, poison, hoist, broil oa (ō) boat, boastful, roaming oy (oi) boy, oyster, annoy, loyal oe (ō) toe, hoe, foe igh (ī) high, thigh, blight Diphthongs with two or more sounds: ea (ē) eat (ĕ) head (ā) great ou (ou) out (ōō) soup (ŭ) touch ie (ē) chief (ī) tie ew (ū) few (ōō) grew ei (ē) ceiling (ā) vein ue (ū) rescue (ōō) true eigh (ā) neighbor (ī) height oo (ōō) pool (ǒǒ) look ow (ō) grow (ou) owl ey (ē) valley (ā) they

Since a diphthong is pronounced in one sound, it is treated as one vowel in syllabicating words. For example, awk/ward (vc/cv), trai/tor (v/cv), mead/ow (vc/v).

Dropping Final y

When adding an ending to a word that ends with y, change the y to i when it is preceded by a consonant.

examples: supply – supplies, worry – worries, happy – happiness, puppy – puppies, beauty- beautiful, vary - various

When adding –ing to a word that ends with y, just add –ing

examples: cry – crying, stay – staying

When adding an ending to a word that ends with y and is preceded by a vowel, just add –ing examples: obey – obeyed, say - saying


Using –le

When spelling words ending with –le, if the vowel is short, there must be two consonants between the vowel and the –le. Otherwise, one consonant is enough.

examples: two consonants – little, handle, tickle, puzzle, bottle, crumble

one consonant – bugle, able, poodle, needle, people

Endings: -al or -el?

al – It is usually an adjective ending.

examples: brutal, several, occasional

al – It can be a noun ending when it is added to a verb to form a noun.

examples: approve – approval, rehearse – rehearsal

el – It is usually an ending for words that act as nouns or as both nouns and verbs. examples: chapel, colonel, funnel, quarrel, shovel

Adding Consonant Suffixes

Consonant suffixes can be added to words without any changes unless the word ends with y; then the final y must be changed to i before you add any suffix.

examples: peace – peaceful, pity – pitiful, harm – harmless, child – childhood

consonant suffixes: -ness, -less, -ly, -ful, -hood, -wise, -cess, -ment, -ty, -ry, -ward

Suffixes “-est” and “ –ist”

When deciding to use –est or –ist, remember the following:

-ist – is a suffix meaning someone who does something

examples: artist, machinist, chemist

-est – is a suffix used on superlative adjectives

examples: sweetest, fastest, longest


Suffixes “-cian,” “–tion” and “–sion”

When deciding to use –cian, –tion or –sion, remember the following:

-cian – always means a person

examples: electrician, magician, musician

-tion or –sion – never used for people

examples: election, decision

Prefixes “dis-“ and “mis”

When the prefixes “dis-“ and “mis-“ are added to a word, the spelling of the word is not altered.

examples: misplace, mistake, disinfect, disconnect

SYLLABICATION DIVISION RULES

First Syllable Division Rule

A one syllable word is never divided. A syllable must have a vowel.

Closed Syllable

Words with one syllable that end in a consonant have a short vowel. This is called a closed syllable because the final consonant “closes” in the vowel and makes it short.

examples: sun + set = sunset, bas + ket = basket

Open Syllable

An open syllable is a syllable that ends in a vowel or is a vowel by itself. Since the vowel is not “closed in” by a consonant, the vowel is open and the sound is long.

examples: she, no, music, open, we


Compound Words

A compound word is divided between the words that make the word compound.

examples: sun/shine, base/ball, mail/box

Double Consonants

When a word has two of the same consonants together in the middle of a word, divide the word between the two consonants.

examples: run/ning, skip/ping, lit/tle

Words with –le

When a word ends with –le preceded by a consonant, the word is divided before that consonant.

examples: bot/tle, a/ble, nee/dle

VC/V

When a consonant comes between two vowels in a word, try dividing after the consonant.

examples: com/ic, rap/id

V/CV

If dividing after the consonant doesn‟t produce a known word, try dividing before the consonant.

examples: si/lent, bo/nus

Two Vowels Sounded Separately

When two vowels come together in a word and are sounded separately, divide the word between the two vowels.

examples: di/et, cru/el


Vowels Sounded Alone

When a vowel is sounded alone in a word, it forms a syllable by itself.

examples: u/ni/form, a/live, dis/o/bey

VCCCV

When you see three consonants between two vowels, mark the pattern VCCCV. To divide this pattern, draw a line after the first consonant VC/CCV.

examples: cul/prit, ex/plode

If the word does not sound right, divide the pattern after the second consonant instead VCC/CV.

examples: emp/ty, pump/kin, ath/lete

Syllables Ending in –al or –el

When a word or syllable ends in –al or –el, these letters usually form the last syllable in the word. examples: sev/er/al, ap/prov/al, shov/el, chap/el

Additional Resources: Bloom, F. & Traub, N., Recipe for Reading Ganske, K., Word Journeys Lindamood, P.C. & Lindamood, P.D., The Lindamood Phoneme Sequencing Program for Reading, Spelling, & Speech www.dyslexia.org/spelling_rules.shtml


Word Study: Decoding STANDARD 3.1 (READING) ALL STUDENTS WILL UNDERSTAND AND APPLY THE KNOWLEDGE OF SOUNDS, LETTERS AND WORDS IN WRITTEN ENGLISH TO BECOME INDEPENDENT AND FLUENT READERS, AND WILL READ A VARIETY OF MATERIALS AND TEXTS WITH FLUENCY AND COMPREHENSION. Good readers are able to correctly pronounce familiar words at their level as well as unfamiliar words that follow the conventions of written English. Students who have difficulty decoding do not have adequate knowledge of the relationship between how words are spelled and pronounced in English, (cipher knowledge) or they do not realize that when certain words are sounded out they do not make sense, (lexical knowledge). Students need a strong letter-phoneme base for cipher knowledge and repeated practice reading irregular words.

Cumulative Progress Indicators 3.1.K.C.2: Recognize and name most uppercase and lowercase letters of the alphabet. 3.1.K.C.3: Recognize and read one’s name. 3.1.1.C.1: Identify consonant sounds in spoken words (including blends such as bl, br; and digraphs such as th, wh). 3.1.1.C.2: Recognize and use rhyming words to reinforce skills. 3.1.1. C.3: Decode regular one-syllable words and nonsense words (eg. sit, zot). 3.1.1.C.4: Use sound letter correspondence knowledge to sound out unknown words when reading text. 3.1.1.C.6: Decode unknown words using basic phonetic analysis. 3.1.1.C.7: Decode unknown words using context clues. 3.1.2.C.1: Look for known chunks or small words to attempt to decode an unknown word. 3.1.2.C.2: Reread inserting the beginning sound of an unknown word. 3.1.2.C.3: Decode regular multi-syllable words and parts of words (i.e., capital, Kalamazoo). 3.1.2.C.4: Read many irregularly spelled words and such spelling patterns as diphthongs, special vowel spellings, common endings. 3.1.3.C.1: Know sounds for a range of prefixes and suffixes (i.e., re-,ex-, -ment, -tion). 3.1.3.C.2: Use letter-sound knowledge and structural analysis to decode words. 3.1.3.C.3: Use context to accurately read words with more than one pronunciation. 3.1.4.C.1: Use letter-sound correspondence and structural analysis (i.e., roots, affixes) to decode words. 3.1.4.C.2: Know and use common word families to decode unfamiliar words. 3.1.4.C.3: Recognize compound words, contractions, and common abbreviations. 3.1.5.C.1: Use the pronunciation key of a dictionary to decode new words. 3.1.5.C.2: Use context clues or knowledge of phonics, syllabication, prefixes and suffixes to decode new words. 3.1.5.C.3: Interpret new words correctly in context. 3.1.5.C.4: Apply spelling and syllabications rules that aid in decoding and word recognition.


Suggested Activities for Grades K-2 for decoding practice:

1. Picture Clues: Students use the pictures and get their mouth ready for the first sound for unknown words.

2. Skip it and Go On: When students come to an unknown word, they skip it and keep reading to the end of the sentence. Then they go back and reread

getting ready to make the first sound to see if they can decode based on the context.

3. Little Words in Big Words: Students look for little words they know inside a bigger word to decode.

4. Similar Words/ Word Chunks: Students look at the words and see if they know any words or word chunks that are similar and then replace the onset

with the new sound to decode.

5. Big Word of the Day: Students hunt for the best word in their reading. They write the word on chart paper. The students vote on which is the best “big

word” and discuss the meaning and sounds.

6. Echo Reading: Students “echo” the teacher or peer.

7. Making Words: The teacher selects a secret word and gives the students the letters of the word in ABC order. (example: acmp, the word is camp) The

teacher initially guides the students through making of the words and gradually releases responsibility to the students allowing them to make as many

words as they can with specific letters independently.

8. Word Ladders: Students begin with a word and make one letter change to create a new word. They begin by changing the initial sound, then the

ending sound and finally the medial sound.

9. Missing Vowels: Students are given consonant sounds only, and they fill in the vowel to make a word. To check for understanding, the children should

write the word in a sentence to illustrate the word they have made.

10. Word/Rhyming Families: Students manipulate the onset or initial consonant to create word family or rhyming words.

11. Syllable Practice: Students need repeated practice counting numbers of syllables in a word. They may do so by clapping, hopping, counting chips.

12. Guess the Covered Words: Students are seated on the carpet. The teacher records a poem or passage from a story and covers key words. The

teacher and students read the recorded text together and then stop at the covered words. The students predict what word would make sense and sound

right. Then the teacher thinks aloud modeling how to decide if the prediction is correct. What letter would we expect first? Will it be a short word or a

long word? How many syllables did our predictions have? Would that word make sense and sound right in our reading?

13. Guess the Scrambled Words: The teacher records a poem or passage from a story and scrambles key words. The teacher and students read the text

together and stop at the scrambled words. The students decide what word would make sense and sound right and unscramble it for the correct spelling.


Suggested Activities for Grades 3-5 for decoding practice:

1. Big Word of the Day: Students hunt for the best word in their reading. They write the word on chart paper. The students vote on

which is the best “big word” and discuss the meaning, sounds etc.

2. Making Words: The teacher selects a secret word and gives the students the letters of the word in ABC order. (example: acmp, the

word is camp) The teacher initially guides the students through making of the words and gradually releases responsibility to the

students allowing them to make as many words as they can with specific letters independently.

3. Word Ladders: Students begin with a word and make one letter change to create a new word. They begin by changing the initial

sound, then the ending sound and finally the medial sound.

4. Guess the Covered Words: Students are seated on the carpet. The teacher records a poem or passage from a story and covers

key words. The teacher and students read the recorded text together and then stop at the covered words. The students predict what

word would make sense and sound right. Then the teacher thinks aloud modeling how to decide if the prediction is correct. What

letter would we expect first? Will it be a short word or a long word? How many syllables did our predictions have? Would that word

make sense and sound right in our reading?

5. Guess the Scrambled Words: The teacher records a poem or passage from a story and scrambles key words. The teacher and

students read the text together and stop at the scrambled words. The students decide what word would make sense and sound right

and unscramble it for the correct spelling.

6. How Many Words Can You Make: The students are given a simple root word (e.g., play, work, agree) and asked to work

independently or in small groups to make as many words as they can using prefixes, suffixes, compound words etc. Then the words

are shared and the meaning discussed.

7. Flip-a-Chip: Students write prefixes, suffixes, and bases on chips. They then flip the chips and determine if the resulting word is real

or not. Lee Mountain (2002) introduced the game using 2 chips. On the first, one side says pro- and the other says re-. On the other

chip one side says –duce, and the other says –voke. Students flip to make the following words: produce, provoke, reduce, and

revoke.

Word Walls for Grades 3-5:


Classrooms will have a working word wall in place. The word wall in grades 3-5 should include the most common used prefixes and suffixes.

Bauman, Font, Edwards, and Boland (2005) examined the effectiveness of teaching word-part and context clues to promote word knowledge.

According to their data, students must learn to use strategies and skills such as solving unknown words by understanding how affixes affect root

word meaning. Adams and Henry (1997) noted that the attention to affixes was critical, especially after students have mastered early phonics.

Without an increasingly sophisticated understanding of the ways words work, students fail to advance their literacy skills. (Frey and Fisher,

Learning Words Inside & Out, 2009)

Four prefixes, un, re, in (and im, ir, il meaning “not”) make up 58 % of all prefixed words. Add 16 more prefixes en/em, non, in/im, over, mis,

sub, pre, inter, fore, de ,trans, super, semi, anti, mid and under and you have 97% of all prefixed words (White, Sowell & Yanagihara, 1989)

For suffixes, s/es, ed, and ing, account for 65% of the suffixed word. Add ly, er/or, ion/tion, ible/able, al, y, ness, ity and ment and that

accounts for 87% of all suffixed words. The remaining suffixes are er/est, ic, ous, en, ive, ful, and less. (White, Sowell & Yanagihara, 1989)

Students need to have examples of multisyllabic words that are familiar to them because a limited number of prefixes, suffixes and spelling

changes can be found in thousands of words. The attached list contains 42 words that could be read by two-thirds of fourth graders and 50 words

that could be read by two-thirds of sixth graders. Each week 5 words should be added to the word wall and reviewed with the students. They

should take a few minutes each day and chant the spelling of the words and discuss the parts of the words that could be applied to other words.

The discussion should focus on the meaning of the word rather than the meaning of the separate parts. Rather than discussing the root word

freeze and the prefix anti in the word antifreeze, the discussion should focus on the how antifreeze keeps a car engine from freezing up. The

students should think about other words that look and sound like antifreeze and decide if anti means “against”. (Phonics They Use, Words for

Reading and Writing, Cummingham, Patricia M. 2009 pgs. 169-172. The Nifty Thrifty Fifty).

Suggested Word Wall Activities Grades 3-5:


1. Wheel of Fortune: The teacher draws lines to show the number of letters in a word. They give a category. The students guess a

letter in the word. If the letter is there, it is written in the correct space. The student guesses until they get a no. Then the next

student has a turn. The word may not be said until all the letters have been filled in to practice correct spelling.

2. Read My Mind: Students number their papers 1 to 5. The teacher writes a word on a white board. The teacher gives clues and the

children write their guess after each clue. Example for the word transportation: 1. It has 14 letters. 2. It contains a prefix and a

suffix. 3. It has four syllables. 4. The prefix means across. 5. It fits in this sentence: What form of _____________ are you going

to take to get to school?

3. Bang!: The words that have been practiced are placed in a box. The students sit in a circle and take a turn choosing a word and

reading it. If the student can read the word and identify the prefix or suffix, or if they can read the word and give the definition, they

get to keep it, if not it is placed back in the box. If they choose the card with Bang! all the cards are returned to the box. The student

with the greatest number of cards at the end is the winner.

4. Ruler Tap: The teacher chooses a word from the Word Wall. The teacher then taps and says several letters in that word but not the

whole word: forgotten: f-o-r. Call on a student to finish spelling the word out loud: g-o-t-t-e-n. If the student correctly finishes spelling

the word, that child gets to choose a word, tap and spell the word and call on another student to finish. Do several additional words.

Additional Resources:

Cummingham, Patricia M., The Phonics They Use, Words for Reading and Writing

Frey, Nancy & Douglas Fisher, Learning Words Inside & Out

Websites: http://www.sedl.org/reading/framework/overview.html

http://www.sedl.org/reading/framework/overview.html


Nifty Thrifty Fifty

Word Prefix Suffix or Ending

antifreeze anti

beautiful ful (y-i)

classify ify

communities com es (y-i)

community com

composer com er

continuous con ous

conversation con tion

deodorize de ize

different ent

discovery dis y

dishonest dis

electricity ity

employee em ee

encouragement en ment

expensive ex ive

forecast fore

forgotten en (double t)

governor or

happiness ness (y-i)

hopeless less

illegal il

impossible im

impression im sion

independence in ence

international in al

invasion in sion

irresponsible ir ible

midnight mid

misunderstand mis

musician ian

nonliving non ing (drop e)

overpower over

performance per ance

prehistoric pre ic

prettier er (y-i)

rearrange re

replacement re ment


richest est

semifinal semi

signature ture

submarine sub

supermarkets super s

swimming ing (double m)

transportation trans tion

underweight under

unfinished un ed

unfriendly un ly

unpleasant un ant

valuable able (drop e)

The Phonics They Use, Words for Reading and Writing, Cummingham, 2009


Common Prefixes, Meanings and Examples

Prefix Meaning Meaning Chunk Spelling/Pronunciation Chunk

re back replacement refrigerator re again rearrange reward un opposite unfriendly uncle

in (im, ir, il) opposite independent incident impossible imagine irresponsible irritate illegal illustrate

in (im) in invasion instant impression immense

dis opposite dishonest distress non opposite nonliving ---- en in encourage entire

mis bad, wrong misunderstand miscellaneous pre before prehistoric present

inter between international interesting de opposite/take away deodorize delight

sub under submarine subsist fore before/ in front of forehead ----

trans across transportation ---- super really big supermarkets superintendent semi half semifinal seminar mid middle midnight midget over too much overpower ----

under below underweight understand anti against antifreeze ----



Suffix/Endings and Examples

Suffix/Ending Examples

s/es heroes, musicians, signatures (y-i) communities, discoveries, countries

ed/ing unfinished, performed, misunderstanding (drop e) nonliving, replaced, continuing

(double consonant) swimming, forgetting er/est richest, craziest, bigger

en forgotten, hidden, chosen less hopeless, careless, penniless ful beautiful, successful, pitiful

able valuable, portable, incurable ible irresponsible, reversible, horrible tion transportation, imagination, solution sion invasion, impression, permission

ly unfriendly, hopelessly, happily er composer, reporter, robber or governor, dictator, juror ee employee, referee, trainee ian musician, magician, beautician

ance performance, attendance, ignorance ence independence, conference, persistence ment encouragement, punishment, involvement ness happiness, goodness, business

y discovery, jealousy, pregnancy ity electricity, popularity, possibility ant unpleasant, tolerant, dominant ent different, confident, excellent al international, political, racial ive expensive, inconclusive, competitive ous continuous, humorous, ambitious ic prehistoric, scenic, specific ify classify, beautify, identify ize deodorize, modernize, standardize

ture signature, creature, fracture



VOCABULARY Vocabulary instruction in the elementary classroom is taught through wide reading, teacher modeling, and explicit, systematic and intentional instruction in a variety of settings. Students are learning how to learn new words, not just the meanings of specific words. Instructional opportunities are embedded to integrate learning into students‟ personal verbal and written repertoires. Rather than using an existing list exclusively, the teacher selects specific vocabulary from reading material based on specialized, high utility words that confuse most readers, change meaning in different contexts, and are often more typical of written language. Reading and thinking aloud while modeling word-learning strategies across content areas develops students‟ metacognitive skills. Technical words specific to content areas need to be identified in advance by grade levels and directly instructed to improve comprehension. The school community‟s high expectations to use vocabulary words in writing, reading and communication can raise the level of word consciousness. Instruction is gradually released from demonstrations, to peer practice with critical oral language experiences, to independent and individual application.

Best ways to learn/teach words a. Direct life experiences. b. Indirect life experiences – Read! c. Direct instruction that includes the following characteristics:

Makes connections to students‟ lives, studies, and interests.

Makes connections/relationships to/with other words.

Involves analysis through compare and contrast.

Involves categorization and classification.

Involves stories about words.

Helps students detect meaningful patterns in words.

Provides for a degree of personal ownership.

Models how to learn new words and explores old words to new depths.

Explores the implied meanings of words and phrases.

Is game-like and engaging

Encourages word knowledge to improve writing.

Encourages word knowledge to construct meaning while reading (comprehension) (Adapted from Tim Rasinski http://www.timrasinski.com/?page=presentations)

Resource Words Their Way, Word Study for Phonics, Vocabulary, and Spelling Instruction by Donald R. Bear, Marcia Invernizzi, Shane Templeton, and Francine Johnston Additional Resources: Learning Words Inside and Out by Nancy Frey and Douglas Fisher, Heineman Teaching Vocabulary in the K-2 Classroom by Karen Kindle, Scholastic The Great Word Catalogue by Susan Ohanian, Heinemann Bringing Words to Life by Isabel Beck, Margaret McKeown, Linda Kucan, Guilford Press Creating Robust Vocabulary by Isabel Beck, Margaret McKeown, Linda Kucan, Guilford Press

http://www.timrasinski.com/?page=presentations


Word Journeys by Kathy Ganske “Character Trait Vocabulary, A Schoolwide Approach,” Reading Teacher, v60 n6 p574-577 March 2007 A Word of the Day, Grades 1-3 & Grades 4-8, Evan-Moor Building Bigger Words, Building Bigger Words with Prefixes and Suffixes, by Primary Concepts Word of the Day, Idiom of the Week, by Primary Concepts Kagan‟s Cooperative Learning, by Spencer Kagan Target Vocabulary Pictures, by Lonestar Learning (A combination of color and the definition contained within the vocabulary card image produces amazing recall.) Websites This website provides 850 phonetically regular and easy to pronounce words and is a resource for English Language Learners who are learning a tremendous volume of words.http://ogden.basic-english.org/words.html Latin and Greek roots http://www.kent.k12.wa.us/ksd/MA/resources/greek_and_latin_roots/transition.html#prefix This website is an online dictionary with student friendly explanations that include examples of how the word is used. http://dictionary.reverso.net/english-cobuild/ http://www.timrasinski.com/?page=presentations Resources for vocabulary activities, sorts, books and graphic organizers http://www.vocabularya-z.com/ http://www.readinga-z.com/vocabulary/reading-vocabulary.php http://www.carlscorner.us.com/WordStudy.htm http://www.readinglady.com/mosaic/tools/Vocabulary%20Ideas%20compiled%20by%20Deb.pdf Website with games and puzzlemaker recommended by The Reading Teacher http://www.vocabulary.com/

http://ogden.basic-english.org/words.html

http://www.kent.k12.wa.us/ksd/MA/resources/greek_and_latin_roots/transition.html#prefix

http://dictionary.reverso.net/english-cobuild/

http://www.timrasinski.com/?page=presentations

http://www.vocabularya-z.com/

http://www.readinga-z.com/vocabulary/reading-vocabulary.php

http://www.carlscorner.us.com/WordStudy.htm

http://www.readinglady.com/mosaic/tools/Vocabulary%20Ideas%20compiled%20by%20Deb.pdf

http://www.vocabulary.com/


A PICTURE OF VOCABULARY INSTRUCTION THROUGHOUT THE DAY

Within Literacy Block Morning Meeting or Morning Message: As students sit in a circle holding a discussion about a student council activity, the teacher asks the students to brainstorm a solution. The teacher rephrases solution, to provide a student friendly definition. The class is encouraged to turn to a neighbor and share their solution. Two students model their discussion using the word.

Word of the Day: Words are given daily to students related to the monthly theme of character traits. The class keeps an anchor chart logging characters from books that show a specific trait in their read aloud. As students use these words through out the day, a designated student gets to ring the bell when the word is seen, used or heard.

Writing Workshop: A mini lesson is delivered on overused words. Student pairs are given a paint chip with a word on the top and discuss words of varying degrees that are related. As they come up words in their discussion, they are written on the varying shades of color on the paint chip to convey the strength of the word. Writers return to their stories to look for places they can change words. Ex: Overjoyed, ecstatic, thrilled, delighted, jubilant, pleased, elated

Independent Reading: As a student is reading independently, he/she comes across a new word, and records it on a post-it note. The reading notebook contains a recording sheet or vocabulary journal where the word can be recorded. The teacher confers with the student and they discuss ways meaning was determined; word part, context clue or resource. The teacher looks at the chart to see what words the student is self-selecting.

Read-Aloud: During the read aloud, the teacher has previously identified 6 vocabulary words planning when to stop and think. As the teacher reads, he/she stops to think aloud at various words, signaling with cues such as “I noticed…” and pointing to his/her head while sharing out loud the problem solving approaches used to determine meaning of the vocabulary.

Guided Reading: Prior to students reading, the teacher builds background knowledge using an anticipation guide with a targeted vocabulary word. For example, the anticipation guide asks students to think of something that can be underneath. The student then forms a connection and builds background with the word prior to having to read it in the text. The group is motivated to find the word in the story. Later, the students make index cards with the word written on it and divided into quadrants that include a picture, synonym, examples and a sentence (Frayer Model).

Word Study: Groups are sorting words by prefixes. The students learn the meaning of the prefixes re- and un-. The group tries to build more words using the prefixes. The students look for examples in their reading during the week and keep an ongoing chart of words with the prefixes.

Within Content Area Instruction Math: A separate word wall of math vocabulary is displayed in the classroom. The students add the word solution to the wall. The teacher uses the word frequently throughout the lesson and expects the class to use it when giving answers, or solutions to their word problems. This tier 2 word has multiple meanings, has changed meaning in a different context from the earlier example during morning meeting.

Science: During a science experiment, the class is making a solution of salt and water. Once again, the word‟s meaning has changed in context from the initial discussion during morning meeting. The teacher describes the meaning and gives the class time to make a list of solutions in their kitchens.

Social Studies: A semantic feature analysis chart is being made to compare and contrast environments. Vocabulary words that are technical words, identified in standards, curriculums and textbooks are called tier 3 words. As teams decide together, a discussion takes place to determine the characteristics of each environment.


Selecting Vocabulary for Instruction

Taken from Learning Words Inside and Out by Frey and Fisher.

Vocabulary instruction requires selection of words by the teacher and grade level team (suggested approach.)

How do you know which words to instruct if you are creating your own list? Which words should be selected to improve key understanding?

There are 3 tiers of words: Tier 1: General vocabulary words that are usually learned while reading or being read to. These are considered basic words that regularly do not require direct instruction. Tier 2: Specialized words are high utility because they change meaning in different contexts. These can include words with prefixes, suffixes, and bases. Often a student may only know part of the word. These are words more commonly used in writing than oral language. Tier 3: Technical words are specific to content areas. Comprehension can break down if not directly instructed. Students typically do not know these words and have a hard time using them. Examples:

Tier 1

brave happy said shy fun

Tier 2

performed tend

benevolent fortunate maintain

Tier 3

antennae metamorphosis

entomology

Evaluate word choice based on the following criteria and on the needs assessment of students:

1. Is the word representative? A word that represents a key concept, label, or family of words. 2. Is it repeatable? Words likely to be seen again throughout the text or school year. 3. Is it transportable? The vocabulary can transfer to other content areas. 4. Is it best understood by contextual analysis? Readers most likely can determine meaning through context clues and direct instruction

may be unnecessary. 5. Is it best understood by structural analysis? Readers can infer the meaning based on the prefix, root, or suffix. 6. Does it overburden the cognitive load? Informal assessments determine the learner‟s ability to assimilate information and need of

vocabulary. Recommended 2-3 words per lesson.


Vocabulary Word Study for Grades K-2

Standard Strand Essential Question and Enduring Understanding

STANDARD 3.1 (READING) ALL STUDENTS WILL UNDERSTAND AND APPLY THE KNOWLEDGE OF SOUNDS, LETTERS, AND WORDS IN WRITTEN ENGLISH TO BECOME INDEPENDENT AND FLUENT READERS, AND WILL READ A VARIETY OF MATERIALS AND TEXTS WITH FLUENCY AND COMPREHENSION.

F. Vocabulary and Concept Development .

Essential Question: Why do readers need to pay attention to a writer‟s choice of words? Enduring Understanding: Words powerfully affect meaning

Cumulative Progress Indicators

Kindergarten 3.1.K.F.1 Continue to develop a vocabulary through meaningful, concrete experiences. 3.1.K.F.2 Identify and sort words in basic categories. 3.1.K.F.3 Explain meanings of common signs and symbols. 3.1.K.F.4 Use new vocabulary and grammatical construction in own speech. First Grade 3.1.1.F.1 Develop a vocabulary of 300-500 high-frequency sight words and phonetically regular words. 3.1.1.F.2 Use and explain common antonyms and synonyms. 3.1.1.F.3 Comprehend common and/or specific vocabulary in informational texts and literature. Second Grade 3.1.2.F.1 Develop a vocabulary of 500-800 regular and irregular sight words. 3.1.2.F.2 Know and relate meanings of simple prefixes and suffixes. 3.1.2.F.3 Demonstrate evidence of expanding language repertory. 3.1.2.F.4 Understand concept of antonyms and synonyms. 3.1.2.F.5 Begin to use a grade-appropriate dictionary.


STANDARD 3.2 (WRITING) ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND PURPOSES.

A. Writing is a Process

Essential Question: How do good writers express themselves? How does the process shape the writer‟s product?

Enduring Understanding: Good writers develop and refine their ideas for thinking, learning, communicating, and aesthetic expression.


Kindergarten 3.2.K.A.1 Recognize that thoughts and talk can be written down in words. First Grade 3.2.1.A.4 Use simple sentences to convey ideas. Second Grade 3.2.2.A.8. Use everyday words in appropriate written context.

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STANDARD 3.3 (SPEAKING) ALL STUDENTS WILL SPEAK IN CLEAR,CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND PURPOSES.

C. Word Choice

Essential Question: How does the choice of words affect the message?

Enduring Understanding: A speaker‟s choice of words and style set the tone and define the message.


Kindergarten 3.3.K.C.1 Use language to describe feelings, people, objects, and events. 3.3.K.C.2 Suggest rhyming words during word play, songs, or read-aloud. First Grade 3.3.1.C.1 Attempt to use new vocabulary learned from shared literature and classroom experiences. 3.3.1.C.2 Use descriptive words to clarify and extend ideas. Second Grade 3.3.2.C.1 Use new vocabulary learned from literature and classroom experiences. 3.3.2.C.2 Recognize and discuss how authors use words to create vivid images.


STANDARD 3.4 (LISTENING) ALL STUDENTS WILL LISTEN ACTIVELY TO INFORMATION FROM A VARIETY OF SOURCES IN A VARIETY OF SITUATIONS.


Essential Question: How does a listener understand a message? Enduring Understanding: Effective listeners are able to interpret and evaluate increasingly complex messages.


Kindergarten First Grade Second Grade 3.4.2.B. 2 Develop a strong listening vocabulary to aid comprehension and oral and written language growth.

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Grades K-2 Suggested Vocabulary Activities

1. Group content area words by common relationships using picture sorts. 2. Using Example/Non-Example technique, the learner gives a thumbs up if the stated phrase is an example of the identified vocabulary word, thumbs down

if it is a non-example. 3. Provide students with explanations in everyday student friendly language, rather than dictionary definitions. 4. Sort symbols found in the learner‟s environment into safety, warning, information. Encourage students to bring in food labels, photographs, magazine

clippings, tags which convey messages using symbols. 5. Use morning message to integrate new vocabulary and to model think-aloud strategies for determining meaning. 6. During morning meeting, embed vocabulary into conversations and have expectation for students to use in their daily language.

Students develop graphic organizers to provide a visual representation. 7. Teachers choose words that crack open key content understanding, using lists provided to inform instruction. 8. The learner will have multiple opportunities for discussion using the vocabulary in cooperative learning modules. 9. Teacher models thinking aloud to open the window to the learner to context clue strategies. 10. Write new words on index cards divided into quadrants that include synonym, a picture, examples and a sentence (Frayer Model). 11. Create immediate opportunities with a clear purpose to integrate new vocabulary into oral language through peer interaction. 12. Raise the level of word consciousness in the classroom by establishing high expectations for use of new words in oral language. Organize a “Word of the

Day” component into the classroom routine. 13. Incorporate vocabulary development seamlessly into content teaching. 14. Scattergories: Make a matrix with prefixes or suffixes along one dimension and roots along the other.

Example:

ROOTS In-/im -ible/-able -er/-or

port Import portable

vis invisible visible visor

flam inflame flammable

15. Go on a word hunt to locate words with an identified prefix or suffix in newspapers, magazines, independent reading material. 16. Students will use Shades of Meaning strategy to talk about words and organize them by gradients of meaning by writing words on paint chips. (Words

Inside and Out, p.82) 17. Use a Semantic Feature Analysis Chart to compare the differences in word attributes. 18. Play word games to provide opportunities to discuss words such as Concentration, Wordo, War, Word Charades, Jeopardy (Words Their Way). 19. Sketch to Stretch: Provide words written on slips of paper. Distribute these to students. Ask them to sketch something that reveals the word meaning.

Then they share these with others who try to guess what they have drawn.


20. Vocabulary Hot Seat. Position student facing away from a previously studied word that is written on the board. The student asks the group yes or no questions to try to determine the word.

21. Children Creating Examples: In this activity, the child is asked to provide a situation to describe a word. For example: When might be a time you would dodge something? Students can keep a journal for responding to questions in writing.

22. Word Associations: If the four words are: mischief, bunch, humble, and throb, students would be asked to associate one of these with a presented word or phrase: Which word goes with bananas? (bunch )Which word goes with blushing? (humble) Which word goes with blood? (throb) Which word goes with trouble? (mischief)The words are not necessarily synonyms, but have a particular relationship. It is then important to ask why each word is associated with the other. This deepens the students' understanding of the new words.

23. Have You Ever...? This is an activity that asks students to think about a time when they had a personal context with the word. For example: Have you ever given advice to another person? Describe the advice you gave. Have you ever bothered someone? Describe what you did when you were bothering someone. Have you ever been to a meadow? What did it look like?

24. Applause, Applause! For this activity, students are asked to clap in order to indicate how much they would like (not at all, a little bit, a lot) to be described by the target words: frank, impish, vain, stern. And, as always, why they would feel that way.

25. The Nym Family. Introduce students to antonym, synonym and homonym word families by personifying to help them to remember the meaning of each term.


Vocabulary Word Study for Grades 3 to 5


STANDARD 3.1 (READING) ALL STUDENTS WILL UNDERSTAND AND APPLY THE KNOWLEDGE OF SOUNDS, LETTERS, AND WORDS IN WRITTEN ENGLISH TO BECOME INDEPENDENT AND FLUENT READERS, AND WILL READ A VARIETY OF MATERIALS AND TEXTS WITH FLUENCY AND COMPREHENSION.

F. Vocabulary and Concept Development .

Essential Question: Why do readers need to pay attention to a writer‟s choice of words? Enduring Understanding: Words powerfully affect meaning.


Third Grade

3.1.3.F.1 Spell previously studied words and spelling patterns accurately. 3.1.3.F.2 Point to or clearly identify specific words or wording that cause comprehension difficulties. 3.1.3.F.3 Infer word meanings from taught roots, prefixes, and suffixes. 3.1.3.F.4 Use a grade-appropriate dictionary with assistance from teacher. 3.1.3.F.5 Use pictures and context clues to assist with meaning of new words. Fourth Grade 3.1.4.F.1 Infer word meanings from learned roots, prefixes, and suffixes. 3.1.4.F.2 Infer specific word meanings in the context of reading passages. 3.1.4.F.3 Identify and correctly use antonyms, synonyms, homophones, and homographs. 3.1.4.F.4 Use a grade-appropriate dictionary (independently) to define unknown words. Fifth Grade 3.1.5.F.1 Infer word meanings from learned roots, prefixes, and suffixes. 3.1.5.F.2 Infer specific word meanings in the context of reading passages. 3.1.5.F.3 Identify and correctly use antonyms, synonyms, homophones, and homographs. 3.1.5.F.4 Use a grade-level appropriate dictionary independently to define unknown words. 3.1.5.F.5 Use a thesaurus to identify alternative word choices and meanings.






STANDARD 3.2 (WRITING) ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND PURPOSES.

A. Writing is a Process

Essential Question: How do good writers express themselves? How does the process shape the writer‟s product? Enduring Understanding: Good writers develop and refine their ideas for thinking, learning, communicating, and aesthetic expression.


Third Grade 3.2.3.A.5 Revise a draft by rereading for meaning, narrowing the focus, sequencing, elaborating with detail, improving openings, closings, and word choice to show voice. Fourth Grade 3.2.4.A.5. Revise drafts by rereading for meaning, narrowing the focus, elaborating, reworking organization, openings, and closings, and

improving word choice and consistency of voice.

3.2.4.A.8 Use a variety of reference materials to revise work, such as a dictionary, thesaurus, or internet/software resources. Fifth Grade 3.2.5.A.8 Revise drafts by rereading for meaning, narrowing focus, elaborating and deleting, as well as reworking organization, openings, closings, word choice, and consistency of voice.

Standard

Strand Essential Question and Enduring Understanding

STANDARD 3.3 (SPEAKING) ALL STUDENTS WILL SPEAK IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR

C. Word Choice

Essential Question: How does the choice of words affect the message?

Enduring Understanding: A speaker‟s choice of words and style set the tone and define the message.



DIFFERENT AUDIENCES AND PURPOSES.

Third Grade 3.3.3.C.1 Use vocabulary related to a particular topic. 3.3.3.C.2 Adapt language to persuade, explain, or seek information. 3.3.3.C.3 Use new vocabulary and figurative language learned from literature and classroom experiences. Fourth Grade 3.3.4.C.1 Use convincing dialogue to role-play short scenes involving familiar situations or emotions. 3.3.4.C.2 Use figurative language purposefully in speaking situations. 3.3.4.C.3 Use appropriate vocabulary to support or clarify a message. 3.3.4.C.4 Adapt language to persuade, explain, or seek information. Fifth Grade 3.3.5.C.1 Use convincing dialogue to role-play short scenes involving familiar situations or emotions. 3.3.5.C.2 Use varied word choice to clarify, illustrate, and elaborate. 3.3.5.C.3 Use figurative language purposefully in speaking situations. 3.3.5.C.4 Select and use suitable vocabulary to fit a range of audiences.


STANDARD 3.4 (LISTENING) ALL STUDENTS WILL LISTEN ACTIVELY TO INFORMATION FROM A VARIETY OF SOURCES IN A VARIETY OF SITUATIONS.

A. Active Listening B. Listening Comprehension

Essential Question: How does a listener understand a message? Enduring Understanding: Effective listeners are able to interpret and evaluate increasingly complex messages.


Third Grade 3.4.3.B.3 Paraphrase information shared by others. Fourth Grade 3.4.4.A.3 Interpret vocabulary gained through listening. 3.4.4.B.3 Demonstrate competence in active listening by interpreting and applying received information to new situations and solving problems. Fifth Grade 3.4.5.B.1 Demonstrate competence in active listening through responding to a story, interview, or oral report (e.g., summarizing, reacting, retelling). 3.4.5.B.2 Demonstrate competence in active listening by interpreting and applying received information to new situations and in solving problems.


1. Students use vocabulary journals to keep track of the words learned while analyzing how meaning was determined (context clues, word

parts, resources) (Words Inside and Out, p. 100-101)

2. Logs and/or charts of words that cause students to consider what he/she knows and don‟t know allowing for differentiation and choice.

Vocabulary Self Awareness Chart and A-Z chart (Words Inside and Out, p. 98 –99)

3. Model the five ways in which authors provide context clues to help students develop their skill in using context clues to discover words and

their meanings Definition or explanation, restatement or synonym, contrast or antonym clues, inference or general context clues,

punctuation clues, (Words Inside and Out, p 51)

4. Students can use writing frames or sentence stems as a way to scaffold their learning so they can incorporate target words into their

writing. (Words Inside and Out, p.113)

5. Camouflage (Words their Way, 111)

6. Caption Creator – create a contest in your school or classroom to write the best caption using specific vocabulary for a funny picture.

7. Word Wizard – tally points for seeing, hearing, or using words and keep a classroom chart.

8. Use vocabulary words in generative sentences asking students to place the word in a specific place within the sentence, thus ensuring the

students use their knowledge of vocabulary and grammar to check for depth of understanding. (Words Inside and Out, p. 110)

9. Play word games to provide opportunities to discuss words such as Concentration, Wordo, War, Word Charades, Jeopardy (Words Their

Way),.

10. Create concept circles before and after reading to record attributes of a vocabulary word. Collect circles and have teams identify the

concepts based on attributes. (Words Inside and Out, p.80)

11. Use common graphic organizers to make connections with words visible. Use cooperative learning strategies to involve high percentage of

students in discussion and decision-making process. Consider using Inspiration software to allow students to make their own graphic

organizers.

12. Create word walls related to content area themes and subjects. Consider using digital camera to match visual images with words.

13. Teachers choose words that crack open key content understanding, using lists provided to inform instruction.

14. The learner will have multiple opportunities for discussion using the vocabulary in cooperative learning modules.

15. Teacher models thinking aloud to open the window to the learner to context clue strategies.

16. Write new words on index cards divided into quadrants that include synonym, a picture, examples and a sentence (Frayer Model).

Grades 3 to 5 Suggested Vocabulary Activities


17. Create immediate opportunities with a clear purpose to integrate new vocabulary into oral language through peer interaction.

18. Raise the level of word consciousness in the classroom by establishing high expectations for use of new words in oral language. Organize

a Word of the Day component into the classroom routine.

19. Incorporate vocabulary development seamlessly into content teaching

20. Scattergories: Make a matrix with prefixes or suffixes along one dimension and roots along the other

Example:

ROOTS In-/im -ible/-able -er/-or

port Import portable

vis invisible visible visor

flam inflame flammable

21. Go on a word hunt to locate words with an identified prefix or suffix in newspapers, magazines, independent reading material.

22. Students will use Shades of Meaning strategy to talk about words and organize them by gradients of meaning by writing words on paint

chips.(Words Inside and Out, p.82)

23. Use a Semantic Feature Analysis Chart to compare the differences in word attributes.

24. Use an Anticipation Guide to access prior knowledge of vocabulary words and to give a quick glimpse of understanding.

25. Generate situations and contexts for statements or questions about target words. Ex. What would make a teacher say this to her class?

What an industrious class you are!, What a clever class you are! What a splendid class you are! Allow teams to discuss the scenario

actively and respond by numbered heads together.

26. Ask students to place phrases by number on a word line that represents a continuum and to explain their placement. Ex. Least surprised--

-------------------most surprised. How surprised would you be if you saw a friend vault over the moon? Place vault on the continuum and

support your answer in discussion. Puzzle: Have students write clues in a series narrowing the range of possible answers. Give more

points for the fewer clues used to determine a word.

27. Use mnemonic devices.


Word Study: Sight Words

STANDARD 3.1 (READING) ALL STUDENTS WILL UNDERSTAND AND APPLY THE KNOWLEDGE OF SOUNDS, LETTERS AND WORDS IN WRITTEN ENGLISH TO BECOME INDEPENDENT AND FLUENT READERS, AND WILL READ A VARIETY OF MATERIALS AND TEXTS WITH FLUENCY AND COMPREHENSION. Sight word assessment is an ongoing process. In kindergarten sight words should be assessed in January or sooner if the student is showing mastery in letter sound correspondence. In grades 1 and 2, sight words should be assessed in September or October. Once the assessment is complete direct instruction is essential. Students who are not acquiring sight vocabulary through reading and writing should continue to receive direct individualized or small group instruction as needed. Within the sight word lists are the 100 words that are used in 50% of our writing. These words should be placed on the word wall and practiced weekly. Indicators and activities: 3.1.K.C.1: Recognize some words by sight. 3.1.1.C.5: Recognize high frequency words in and out of context.

Suggested Organization and Implementation for Instruction. Once the assessments have been completed it is essential that each student receive a list of words they need to practice. There are many ways to organize your instruction. Individual words are written on index cards and the words are written in a meaningful sentence. The words may be kept in a plastic bag, plastic file box, pencil case etc. The children should be given 3 to 10 words per week depending on their developmental ability. The words will be practiced using the suggested activities listed below. Once the students are reading the words with automaticity, usually a week, new words are given. If some words are not mastered, they should continue to be used in the activities. Words that have been mastered may be underlined on the index card and put in the back of the organizational tool being used. These words should be practiced periodically to ensure mastery. In order to manage the assignment of new words, flexible grouping is suggested. For example, 4 to 5 children on Monday, 4 to 5 on Tuesday, etc. Once the children begin to acquire sight words through reading, it is no longer necessary to provide direct instruction. Sight word instruction takes place during the literacy block, and is considered small group or guided instruction. The activities should take 10 to 15 minutes.


Suggested Activities: The following is a suggested list of some of the activities that can be used for sight word practice. After the activity has been completed the students may choose 3 to 5 words to write in a sentence.

1. Stamp a Word: Students use alphabet stamps to stamp words. 2. Spin a Word: Students use the word wheel to record their words. Spin and write. (see attached sheets) 3. Write and Spill: Students write each word on an index card with pencil. Each word is traced over with a different colored crayon, marker or pencil.

The letters are cut apart and placed in a cup. The cup is shaken and the letters spilled onto the work area. The letters are sorted by color and put together in the correct order to a spell a word. The letters may be glued into a notebook or kept for further practice.

4. Rainbow Writing: Students write their words using different colored crayons, markers or pencils. 5. Cloud Writing: Students write their words using bubble letters to resemble clouds. 6. Word Hide- and- Seek: Hide the cards and have the students find them and read the words. Record the words. 7. Search a Word: Students record words to be used in the word search. Write each letter of the words in one box. Fill in the remaining boxes with

alphabet letters. Students search for the words they have hidden the next day. 8. Write on My Back: The students work with a partner. Read the words. Have your partner write the word on your back and guess which word is

being written then reverse roles. 9. Sight Word Memory Match: Students record words on index cards and play a memory match game. 10. Sing a Song of Sight Words: Students lay down the cards left to right. Practice singing the words to a familiar song such as “Twinkle, Twinkle Little

Star” or “Row, Row, Row Your Boat”. 11. Jump on It: Students make two sets of word cards. Place one set face down on a flat surface. Scatter the other set face up on the floor. The

students turn over a card and read the word. They find the word on the floor and jump on it. Continue playing until all words have been read. 12. Spill a Word: Divide an index card into four sections. Write a different word on each card. Put all the cards into a container. Shake the container

and “spill” the words. Read the words that are face up and place them to the side. Place the remaining words in the container and “spill” them again. Continue until all of the words have been read.

13. Write Your Word: Use sugar, kosher salt, flour, dry rice, shaving cream, or sand, etc. Place the substance you have chosen on a cookie sheet or in a disposable foil pan. The students read the words and then write them in the substance chosen.

14. Play Doh Words: Students read the words and they may use a pencil point to write the words, or use the Play Doh to shape each letter of the words to make the word.

15. Making Words: Students read the words. Make the letters of the words with yarns, string, pipe cleaners or ribbon and then record the words. Students may also use magnetic letters, letter tiles, foam letters, etc., to make and record their words. Read the words again.

16. Food Words: Students may use food such as raisins, cereal, beans, macaroni, etc., to form the letters to make the words. Read the words again. 17. Magic Words: Students read each word. Have them write each word with a white crayon. Then color over the words with a different colored crayon

or marker and the word “magically” appear. You may also write the words for each child and have them color over the paper to see the words appear. 18. Read and Search: Students read an appropriately leveled text and see how many times they can find their words. Record each word found. 19. One Minute Words: Students see how many times they are able to write their words in one minute. 20. Chalk Words: Students use sidewalk chalk to write their words outside. They may also use regular chalk to write their words on black construction

paper. 21. Character Writing: Students draw their favorite character with a speech bubble saying their words. 22. Newspaper/Magazine Writing: Students read their words. Using newspaper headlines or magazines they find the letters in their words and cut them

out. Glue down the letters to form their words. The letters may be glued on a sentence strip to make a sight word hat. 23. Zap It!: Students read their words and write each word on a craft stick as well as the words Zap It!. Have the students place the words in a cup and

then pull out one stick at a time and read the word. The object of the game is to get all of the sight word sticks out of the cup before pulling the Zap It! stick. If the Zap It! stick is pulled all of the sticks must be placed back in the cup. The children may play this alone or with a group.

24. Bumpy Words: Students write each word on an index card that is placed over a plastic embroidery card using a crayon. They trace over the words


three more times in crayon pressing firmly. When the cards are complete, the students close their eyes and trace over the letters with their finger to see if they can guess the word.

25. Dot-a –Word: Students write each word on a large index card or piece of paper with a pencil and use dot markers to “write” over the word. 26. Gel Bags: Fill a plastic sealable bag with colored or clear hair gel. Seal the bag with duct tape. Have the students “write” their words with their finger

on the top of the bags. 27. Pyramid Words: Students write their words in the shape of a pyramid by writing the first letter of the word, then the first two letters under it, then the

first three letters, etc. t th the

then 28. Wikki Sticks: Students use Wikki sticks to form the letters of their words. Then place a piece of paper over the words and do a crayon rubbing. 29. Type a Word: Students use a “keyboard” to type in words. Then the students write the words they have “typed”. (see attached sheet) 30. Roll-Say-Keep: Students put a card in each space on the game board. Roll the die and read the word in the corresponding box. If the word is read

correctly, the student keeps the words and replaces it with another word. Continue playing until all of the cards have been read. After the activities have been completed sight word books and poems should be used to reinforce the words the children are learning in a meaningful context.

WORD WALLS Classrooms will have a working word wall in place. The word wall will have those words that the students use most in their writing. Once the high frequency words have been added, you may add words with spelling patterns, rhyming patterns, vowel patterns etc. In the primary grades the students‟ names may also be placed on the word wall prior to the high frequency words. Words are to be added gradually, about 5 per week. The teacher introduces the word, the students help decide where the word belongs, and then the word is chanted and spelled before being added to the word wall. Framing the letters of the word and discussing the formation of each letter is also suggested. It may be helpful to write words that are easily confused in a variety of colors for easy identification (for, from, that, them, they, this, etc.). In addition to a word wall, a theme wall may be placed in the room to help the students spell content area words. Suggested Activities: The following are suggested activities that may be used with the word wall.

1. Chanting and Writing Words: The students number the paper 1 to 5. The teacher calls out five words, saying each word in a sentence. As the teacher calls out a word, a student finds the word on the word wall and points to it. The students then clap and chant the spelling in a rhythmic manner. After chanting they write the word. This is a good time to practice handwriting skills and letter formation. As new words are added, the children may write more than 5 for this activity.

2. Rhyming: The teacher selects one of the words used in the writing activity. Pose the question: What if you were writing and needed to spell…? Then model for the children how to spell using a particular pattern. Example: The teacher selects the word play from the word wall activity. Poses the question using day and models how to use the ay pattern to spell.

3. Easy Ending: Call out words that could easily add s, ed, ing. After the words have been found, chanted and written, the students turn the paper over and write the words using one of the endings.

4. Read My Mind: Students number their papers 1 to 5. The teacher writes a word on a white board, scrap paper etc. The teacher gives 5 clues and the children write their guess after each clue. Example for the word here: 1. It has 4 letters. 2. It begins with h. 3. It has 2 vowels. 4. It has one tall letter. 5. It finishes this sentence Put your books over _________.

5. Flashlight Words: The teacher calls out a word and a student finds the word with a flashlight. 6. Flyswatter Words: The teacher calls out a word and a student finds the word and swats it. 7. Bang!: The words that have been practiced are placed in a box. The students sit in a circle and take a turn choosing a word and reading it.


If the student can read the word they get to keep it, if not it is placed back in the box. If they choose the card with Bang! all the cards are returned to the box. The student with the greatest number of cards at the end is the winner.

8. Ruler Tap: The teacher chooses a word from the Word Wall. The teacher then taps and says several letters in that word but not the whole word: come, c-o. Call on a student to finish spelling the word out loud: m-e. If the student correctly finishes spelling the word, that child gets to call out a word, tap and spell the word and call on another student to finish. Do several additional words.


100 Most Frequently Written Sight Words

1 and 2 Letter Words

a I an as at

be by do go he

if in is it me

my of on so to

up us we

3 Letter Words

all and are big but can

day did dog for get got

had her him his man not

off one our out ran saw

see she the too two was

you

4 Letter Words

back came down from good have

home into just like over play

said some soon that them then

they this time very went were

what when will with

4 Letters or More

about after could going night their

there three water would father little

mother school people morning started because


Additional Resources Books Brown, Sharen & Oppy, Sally, Word They Need to Know, A Book of K-3 Sight Word Activities (Teacher Resource Center) Cummingham, Patricia M., The Phonics They Use, Words for Reading and Writing Ellermeyer, Deborah and Judith Rowell, Perfect Poems for Teaching Sight Words Franco, Betsy, My Very Own Poetry Collection, 101 Sight Word Poems Jordan, Kimberly and Tebra Corcoran, Sight Word Books Level 1 and 2 Lanczak Williams, Rozanne, Sight Word Poetry Pages Creative Teaching Press, Success with Sight Words Multisensory Ways to Teach High Frequency Words Teacher Created Resources, Reproducible Little Books for Sight Words Teacher Created Resources, High Frequency Word Practice Websites http://www.readinga-z.com http://www.kellyskindergarten.com http://www.mrsperkins.com http://www.makinglearningfun.com http://www.dolchwords.org

Within Reading Workshop

Begin to use a grade-appropriate dictionary with assistance from teacher.

Locate information using alphabetical order.

Recognize that printed materials provide specific information.

Identify and correctly use antonyms, synonyms, homophones, and homographs.

Use a grade-appropriate dictionary (independently) to define unknown words.

Use the pronunciation key of a dictionary to decode new words.

Apply spelling and syllabication rules that aid in decoding and word recognition.

Use a grade-level appropriate dictionary independently to define unknown words.

Use a thesaurus to identify alternative word choices and meanings.

Recognize a dictionary‟s purpose and functions

Locate and utilize glossary in back of textbooks

Notice text structure of reference materials compared to texts

Begin to identify and use all aspects of dictionary definition to understand and apply new vocabulary (e.g. part of speech, basic affixes, pronunciation key)

Discern between words with multiple meanings

Within Writing Workshop

Use a variety of reference materials, such as a dictionary, grammar reference, and/or internet/software resources to revise/edit written work.

Build independence and problem-solving skills

Create own picture dictionaries to learn vocabulary and text structure

Edit own work to highlight tricky/possibly misspelled words; use a dictionary to check spelling

Recognize and apply “Spell Check” feature in computer documents

Note distinctions between synonyms to enhance word choice and best convey a message

Use reference materials to select words that improve meaning and structure of poetry.

Create own words and definitions based on prefixes/spelling patterns and use them in appropriate writing genres (poetry, fiction, etc.)

Word Study: Dictionary Skills

It is essential for children to learn when and how to use dictionaries (among other available resources). When children recognize how a dictionary or glossary is used, they can refer to it within all content areas in order to become more self-sufficient. Some of the ways teachers can encourage dictionary use is by frequently modeling appropriate practices; looking up precise definitions for unfamiliar words or words with double meanings, checking the spellings of tricky words, and seeing how a difficult word should be pronounced. Direct instruction based on learners‟ needs provides ample opportunities for students to practice these skills.

http://www.readinga-z.com/

http://www.kellyskindergarten.com/

http://www.mrsperkins.com/

http://www.makinglearningfun.com/

http://www.dolchwords.org/



Sample Objectives with Suggested Strategies

Objective: TLWD an ability to use alphabetical order to locate words in a dictionary.

o Provide a list of words starting with different letters (can vary amount of words to differentiate) and have students search for words and write down page numbers where those words can be found.

o Work with partners (or independently) to find words on a list that all begin with the same letter. Have students identify strategies to help them find words faster (i.e., looking at the second letter of the word).

Objective: TLWD an ability to use guide words as a reference to locate words in a dictionary more efficiently.

o Have students work with a partner to find several words in the dictionary. Point out the guide words at the top of the page. Ask why these words might be helpful. Then, encourage the use of guide words to locate a new list of words.

o Set up sample “dictionary pages” on chart paper all around the classroom with only guide words in the upper corners. Hand out index cards or sticky notes with vocabulary words on them (suggestion: use thematic or vocabulary words that students are already learning) and have students put the words on their corresponding “dictionary page.”

Objective: TLWD an ability to use the dictionary to aid in spelling difficult words.

o Have students work with a list of words they are unsure how to spell by dictating a list of frequently misspelled words encouraging students to look through their own writing and highlighting words that may be misspelled creating a list of misspelled words on chart paper

o Model strategy in front of students (Think aloud – “I‟m not sure how to spell this word, but it might start with „T-O-M,‟ so I‟ll use the dictionary to start looking there)

Use first few letters of a word to locate it in the dictionary If unsure of first few letters, try out a few possible variations (model this as well)

o Find a few difficult words together, and then have students work independently (or with a partner) to find other difficult words o Have students share some of the words that they found, and review the methods that were used to find them

Objective: TLWD an ability to use the dictionary definitions to make sure they’ve found the right words.

o Ask students how they know if they‟ve found the right word in the dictionary o Have students look up definitions of some familiar words, such as “giraffe” or “winter” and discuss how they know they‟ve found

the right word (by reading the definition) o Provide a few words that have more than one definition, such as “quarter,” or “spring” and ask students what to do if the first

definition does not fit their schema o Conclude that words may have multiple definitions, and it is often important to read more than one definition to make sure that

they‟ve found the right word


Objective: TLWD an appreciation for the pronunciation guide in a dictionary

o Have students look up a familiar word, such as “cat” and look at its pronunciation. What do the symbols tell you, and why are those symbols used?

o Using the table of contents, have children locate the pronunciation guide and see what they notice. Have them look up a few other familiar words and see the same symbols.

o Once they have become more familiarized with the guide, have them look up a few more difficult words (that they may not know how to pronounce, particularly words with silent letters, such as “solemn”)

o Closure: why do we need pronunciation keys in the dictionary? Objective: TLWD an appreciation for dictionary features and uses

o Have a dictionary scavenger hunt (can be a team relay or partnership). o Create a list of different features/elements that can be found in a dictionary, including: pictures/captions, pronunciation guide,

table of contents, index, specific words, guide words, etc. o Either give the entire list to groups/partnerships, or turn the hunt into a relay by only giving one clue at a time for teams to locate

in the dictionary. o Once the team finds the feature/elements, they must write down the page number where it was found and then move onto the

next clue. o This can either be a race where the first team wins or a fun game where students use their dictionary skills.

Objective: TLWD an understanding of conceptual vocabulary words by creating picture dictionaries

o Identify key vocabulary words for a science, social studies, math, or other thematic topic. o Have students work independently to create pictorial and/or written definitions for these words in a small booklet. o Depending on students‟ ability level, they can create guide words, pronunciation keys, parts of speech, etc. o Small groups can create different thematic dictionaries and then use each other‟s dictionaries as resources.

Some activities taken from: Wilde, Sandra. 2008. Spelling Strategies and Patterns: What Kids Need to Know. Heinemann.

Online Dictionary Resources

http://kids.yahoo.com/reference/dictionary/english - students can look up unknown words to hear their pronunciation, read the definition, learn etymology of the word, etc.

http://www.wordcentral.com/byod/byod_index.php - students create own words, definitions, and part of speech http://wordmonkey.info/ - for English Language Learners: allows them to type unknown English words into a translator for definitions in their

native language http://photodictionary.giraffian.com/ - for primary grades: a very basic online picture dictionary http://kidshealth.org/kid/word/ - an online dictionary of health/medical words (great to use in conjunction with science, DARE, or non-fiction

articles pertaining to health) http://www.poetry4kids.com/rhymes - an online rhyming dictionary, helpful with rhyming poetry as well as spelling patterns http://www.educationworld.com/a_lesson/archives/vocabulous.shtml - worksheets to challenge higher level students to define and use

words in context.

http://kids.yahoo.com/reference/dictionary/english

http://www.wordcentral.com/byod/byod_index.php

http://wordmonkey.info/

http://photodictionary.giraffian.com/

http://kidshealth.org/kid/word/

http://www.poetry4kids.com/rhymes

http://www.educationworld.com/a_lesson/archives/vocabulous.shtml

BALANCED LITERACY – GRADE 5 APPENDIX L

An excerpt from: Keene, Ellin Oliver, and Zimmermann, Susan. 2007. Mosaic of Thought: The Power of Comprehension Strategy Instruction. Portsmouth, NH: Heinemann. APPENDIX L

Thinking Strategies Used by Proficient Learners

Monitoring Meaning and Comprehension

READERS

Readers monitor their comprehension during reading. They know when the text they are reading or listening to makes sense, when it does

not, what does not make sense, and whether the unclear portions are critical to overall understanding of the piece.

Readers can identify ways in which a text gradually becomes more understandable by reading past an unclear portion and/or by rereading

parts or the whole text.

Readers are aware of the processes they can use to make meaning clear. They check, evaluate, and make revisions to their evolving

interpretation of the text while reading.

Readers can identify confusing ideas, themes, and/or surface elements (words, sentence or text structures, graphs, tables, etc.) and can

suggest a variety of different means to solve the problems they have.

Readers are aware of what they need to comprehend in relation to their purpose for reading.

Readers must learn how to pause, consider the meanings in text, reflect on their understandings, and use different strategies to enhance

their understanding. This process is best learned by watching proficient models "think aloud" and gradually taking responsibility for

monitoring their own comprehension as they read independently.


WRITERS

Writers monitor during their composition process to ensure that their text makes sense for their intended audience at the word, sentence,

and text levels.

Writers read their work aloud to find and hear their voice.

Writers share their work so others can help them monitor the clarity and impact of the work.

Writers pay attention to their style and purpose. They purposefully write with clarity and honesty. They strive to write boldly, simply, and

concisely by keeping those standards alive in their minds during the writing process.

Writers pause to consider the impact of their work and make conscious decisions about when to turn a small piece into a larger project,

when revisions are complete, or when to abandon a piece.

MATHEMATICIANS

Mathematicians check to make sure answers are reasonable.

Mathematicians use manipulatives/charts/diagrams to help themselves make sense of the problem.

Mathematicians understand that others will build meaning in different ways and solve problems with different problem-solving strategies.

Mathematicians write in order to improve understanding.

Mathematicians check their work in many ways: working backwards, redoing problems, and so on.

Mathematicians agree/disagree with solutions and ideas.

Mathematicians express in think-alouds what's happening in their head as they work through a problem. They are metacognitive.

Mathematicians continually ask themselves if each step makes sense.

Mathematicians discuss problems with others and write about their problem-solving process to clarify their thinking and make problems

clearer.

Mathematicians use accurate math vocabulary and show their work in clear, concise forms so others can follow their thinking without

asking questions.

(Note: Readers will be enlightened, informed, and engaged by

Comprehending Math, Arthur Hyde's [2006] new book on translating the strategies for use in math classrooms.)


RESEARCHERS

Researchers are aware of what information they need to discover and learn. Researchers can identify when they comprehend and take

steps to repair comprehension when they don't.

Researchers pause to reflect and evaluate information.

Researchers choose effective ways of organizing information-taking notes, webbing, outlining, etc.

Researchers use several sources to validate information and check for accuracy.

Researchers revise and edit for clarity, accuracy, and interest.

Researchers check sources for appropriate references and copyrights.

Using Prior Knowledge--Schema

READERS

Readers spontaneously activate relevant, prior knowledge before, during, and after reading text.

Readers assimilate information from text into their schema and make changes in that schema to accommodate the new information.

Readers use schema to relate text to their world knowledge, text knowledge, and personal experience.

Readers use their schema to enhance their understanding of text and to store text information in long-term memory.

Readers use their schema for specific authors and their styles to understand text better.

Readers recognize when they have inadequate background information and know how to create it--to build schema--to get the information

they need.

WRITERS

Writers frequently choose their own topics and write about subjects of interest.

A writer's content comes from and builds on his or her experiences.

Writers think about and use what they know about genre, text structure, and conventions as they write.

Writers seek to improve their recognition and capitalize on their own voice for specific effects in their compositions.

Writers know when their schema for a topic or text format is inadequate and they create the necessary background knowledge.

Writers use knowledge of their audience to make decisions about content inclusions/exclusions.


MATHEMATICIANS

Mathematicians use current understandings as first steps in the problem-solving process.

Mathematicians use their number sense to understand a problem.

Mathematicians add to schema by trying more challenging problems and hearing from others about different problem-solving methods.

Mathematicians build understanding based on prior knowledge of math concepts.

Mathematicians develop purpose based on prior knowledge.

Mathematicians use their prior knowledge to generalize about similar problems and to choose problem-solving strategies.

Mathematicians develop their own problems. RESEARCHERS

Researchers frequently choose topics about which they know and care.

Researchers use their prior knowledge and experience to launch investigations and ask questions.

Researchers consider what they already know to decide what they need to learn; they self-evaluate according to background knowledge

of what constitutes high-quality products/presentations.

Asking Questions

READERS

Readers spontaneously generate questions before, during, and after reading.

Readers ask questions for different purposes, including to clarify meaning, make predictions, determine an author's style, content, or

format, locate a specific answer in text, or consider rhetorical questions inspired by the text.

Readers use questions to focus their attention on important components of the text.

Readers are aware that other readers' questions may inspire new questions for them.


WRITERS

Writers compose in a way that causes the reader to form questions as they read.

Writers monitor their progress by asking questions about their choices as they write.

Writers ask questions of other writers in order to confirm their choices and make revisions.

Writers' questions lead to revision in their own work and in the pieces to which they respond for other writers.

MATHEMATICIANS

Mathematicians ask questions before, during, and after doing a math problem. o Could it be this? o What happens if? o How else could I do this? o Have I seen this problem before? o What does this mean?

Mathematicians test theories/answers/a hypothesis by using different approaches to a problem.

Mathematicians question others to understand their own process and to clarify problems.

Mathematicians extend their thinking by asking themselves questions to which they don't have an answer.

RESEARCHERS

Researchers ask questions to narrow a search and find a topic.

Researchers ask questions to clarify meaning and purpose.

Researchers ask themselves:

o What are the most effective resources and how will I access them?

o Do I have enough information?

o Have I used a variety of sources?

o What more do I need?

o Does the concept make sense?

o Have I told enough?

o Is my thinking interesting and original and does my writing have voice?


Drawing Inferences

READERS

Readers use their schema and textual information to draw conclusions and form unique interpretations from text.

Readers make predictions about text, confirm their predictions, and test their developing meaning as they continue to read.

Readers know when and how to use text in combination with their own background knowledge to seek answers to questions.

Readers create interpretations to enrich and deepen their experience in a text. WRITERS

Writers make decisions about content inclusions/exclusions and genre/text structure that permit or encourage inference on the part of the

reader.

Writers carefully consider their audience in making decisions about what to describe explicitly and what to leave to the reader's

interpretation.

Writers, particularly fiction and poetry writers, are aware of far more detail than they reveal in the texts they compose. This encourages

inferences such as drawing conclusions, making critical judgments, predictions, and connections to other texts and experiences possible for

their readers.

MATHEMATICIANS

Mathematicians predict, generalize, and estimate.

As mathematicians read a problem, they make problem-solving decisions based on their conceptual understanding of math concepts (e.g., operations, fractions).

Mathematicians compose (like a writer) by drawing pictures, using charts, and creating equations.

Mathematicians solve problems in different ways and support their methods through proof, number sentences, pictures, charts, and graphs.

Mathematicians use reasoning and make connections throughout the problem-solving process.

Mathematicians conjecture (infer based on evidence).

Mathematicians use patterns (consistencies) and relationships to generalize and infer what comes next in the problem-solving process.

RESEARCHERS

Researchers think about the value and reliability of their sources.

Researchers consider what is important to a reader or audience.


Using Sensory and Emotional Images

READERS

Readers create sensory images during and after reading. These may include visual, auditory, and other sensory images as well as

emotional connections to the text and are rooted in prior knowledge.

Readers use images to draw conclusions and to create unique interpretations of the text. Images from reading frequently become part of

the reader's writing. Images from personal experience frequently become part of the reader's comprehension.

Readers use their images to clarify and enhance comprehension.

Readers use images to immerse themselves in rich detail as they read. The detail gives depth and dimension to the reading, engaging the

reader more deeply and making the text more memorable.

Readers adapt their images in response to the shared images of other readers.

Readers adapt their images as they read to incorporate new information revealed through the text and new interpretations they develop.

WRITERS

Writers consciously attempt to create strong images in their compositions using strategically placed detail.

Writers create impact through the use of strong nouns and verbs whenever possible.

Writers use images to explore their own ideas. They consciously study their mental images for direction in their pieces.

Writers learn from the images created in their minds as they read.

They study other authors' use of images as a way to improve their own. MATHEMATICIANS

Mathematicians use mental pictures and models of shapes, numbers, and processes to build understanding of concepts and problems

and to experiment with ideas.

Mathematicians use concrete models and manipulatives to build understanding and visualize problems.

Mathematicians visually represent thinking through drawings, pictures, graphs, and charts.

Mathematicians picture story problems like a movie in the mind to help understand the problem.

Mathematicians visualize concepts (parallel lines, fractions, etc.).

RESEARCHERS

Researchers create rich mental pictures to improve understanding of text.

Researchers interweave written images with multisensory (auditory, visual, kinesthetic) components to enhance comprehension.

Researchers use words, visual images, sounds, and other sensory experiences to communicate understanding of a topic (which can lead

to further questions for research).


Determining What Is Important in Text

READERS

Readers identify key ideas or themes as they read.

Readers distinguish important from unimportant information in relation to key ideas or themes in text. They can distinguish important

information at the word, sentence, and text levels.

Readers utilize text structures and text features (such as bold or italicized print, figures and photographs) to help them distinguish

important from unimportant information.

Readers use their knowledge of important and relevant parts of text to prioritize in long-term memory and synthesize text for others.

WRITERS

Writers observe their world and record what they believe is significant.

Writers make decisions about the most important ideas to include in the pieces they write. They make decisions about the best genre and

structure to communicate their ideas.

Writers reveal their biases by emphasizing some elements over others.

Writers provide only essential details to reveal the meaning and produce the effect desired.

Writers delete information irrelevant to their larger purpose.

MATHEMATICIANS

Mathematicians look for patterns and relationships.

Mathematicians identify and use key words to build an understanding of the problem.

Mathematicians gather text information from graphs, charts, and tables.

Mathematicians decide what information is relevant to a problem and what is irrelevant.

RESEARCHERS

Researchers sort and analyze to improve understanding of information.

Researchers make decisions about the quality and usefulness of information.

Researchers evaluate and think critically about information.

Researchers decide what's important to remember and what isn't.

Researchers choose the most effective reporting platform.


Synthesizing Information

READERS

Readers maintain a cognitive synthesis as they read. They monitor the overall meaning, important concepts, and themes in the text and

are aware of ways text elements "fit together" to create the overarching ideas. They use their knowledge of the text elements to make

decisions about the overall meaning of a passage, chapter, or book.

Readers retell or synthesize in order to improve understanding of what they have read. They attend to the most important information and

to the clarity of the synthesis itself.

Readers capitalize on opportunities to share, recommend, and critique books they have read.

Readers may respond to text in a variety of ways, independently or in groups of other readers. These include written, oral, dramatic, and

artistic responses and interpretations of text.

A proficient reader's synthesis is likely to extend the literal meaning of a text to the inferential level.


WRITERS

Writers make global and focal plans for their writing before and during the drafting process. They use their knowledge of text elements

such as character, setting, conflict, sequence of events, and resolution to create a structure for their writing.

Writers study other writers and draw conclusions about what makes good writing. They work to replicate the style of authors they find

compelling.

Writers reveal themes in a way that suggests their importance to readers. Readers can create a cogent synthesis from well-written

material.

MATHEMATICIANS

Mathematicians generalize from patterns they observe.

Mathematicians generalize in words, equations, charts, and graphs to retell or synthesize.

Mathematicians synthesize math concepts when they use them in real-life applications.

Mathematicians use deductive reasoning (e.g., reach conclusions based on knowns).

RESEARCHERS

Researchers develop insight about a topic to create new knowledge or understanding.

Researchers utilize information from a variety of resources.

Researchers enhance their understanding of a topic by considering different perspectives, opinions, and sources.


Thinking Rubric

Name

Teacher

Date

Directions

Use this rubric to rate the quality of your thinking on a comprehension strategy. The rubric can be used to review written, oral, artistic, or dra-

matic expressions of your thinking about a book.

When you can go beyond describing your use of a strategy to tell how using that strategy helps you comprehend better, your work should

be scored at least a 4.

Thinks Aloud (Used for a general think-aloud on a text---any strategy can be used, and many can be used together)

1. I can't think of any response; I can't contribute to the discussion about this text or strategy.

2. My thinking is related more to the pictures than text and I'm generally pretty confused about what is going on in the book.

3. I understand some of the events and content, but I feel like I have some of it wrong-some of it doesn't really seem to fit together. I may be

thinking more about things that have happened to me than this book. I think I could probably retell generally what's happening in the book.

4. I find myself asking questions and making some inferences in this book. I know what's happening with the main characters and the

conflict. I can make some connections between text events and my own experience; it's possible to make predictions about the book's

overall meaning. I could probably retell this book in some detail.

5. My thinking is very clear about this book. I have a strong idea about the central ideas or themes. When I think about my thinking, I

understand this text much more clearly; I can even tell you how thinking about my own thinking helps me in other books I read.


Monitors Comprehension


2. I can tell you where I have problems in this book; the problems are usually on hard words. I'm not sure that I read this book well enough to

really understand it and I'm not quite sure what to do to fix the problems.

3. I have some problems when reading this book. Some are on words and some relate to the ideas in the book, but I usually know what to do

to solve the problems.

4. I understand much of this book and when I do have problems I can solve them quickly. If that doesn't work I have a lot of other ways I can

fix the problem-most of the problems I do have relate to ideas, not words.

5. I can identify whenever I have a problem, whether it's at the word or idea level, and I have a lot of word and comprehension strategies I can

experiment with until I fix the problem. I use different strategies depending on the problem and the purpose I have for reading and can tell

you how using those strategies helps me understand any book I read.

Uses Schema


2. I can tell you what this text reminds me of but it would be really hard to explain how those connections fit with the book.

3. I have a very clear idea of how my own experiences, beliefs, and feelings relate to the characters and events or topics in this text.

4. I can describe my background knowledge that relates to this book and even develop new thinking and interpretations for it using my

schema. I can discuss my schema for this author, and maybe even for the way the text is laid out--the text structure. I may have some

questions because my schema for some of the content doesn't seem to fit with the way things happen in this text.

5. I can explain how my schema helps me understand this or any other text much more clearly; I'm even more aware of how my schema

helps me understand other texts. The connections I make go beyond my own life experience and this book. I am able to think about con-

nections to other issues and other people's experiences.


Questions


2. I can think of a couple of questions that can probably be answered by reading further or rereading the text.

3. The questions I think of mostly help me figure out exactly what is happening in this book or what the main topics are.

4. The questions I pose make me understand more about the book itself but I'm not sure I can explain exactly how posing these questions

deepens my comprehension.

5. I can use questions to challenge an author's message or point of view; I can question whether he or she is right or shares my beliefs, feel-

ings, and opinions. I can tell you exactly how my questions help me understand this text or any text I read better; most of my questions are

the kind that can't be answered directly in the text and would probably lead to interesting discussion.

Infers

1. I can't think of any response; I can't contribute to the discussion about this text or strategy. 2. Sometimes I have predictions or decide things about this book, but I'm not sure how they relate to the book or if the author wanted me to

draw these conclusions.

3. The predictions and conclusions I draw from this text are probably aligned with what the author would think and with my background knowledge.

4. I can draw conclusions, interpret, and/or predict and can explain how I thought of my conclusions, interpretations, or predictions for this book.

5. I can develop my own predictions, interpretations, and/or conclusions about the text that include connections between the text and my background knowledge or my ideas and beliefs. When I create these inferences I can describe how I understand more about the book or any book I read and why those books are likely to be more memorable to me.

Uses Sensory and Emotional Images

1.I can't think of any response; I can't contribute to the discussion about this text or strategy.

2.I have a few pictures in my head, but I'm not sure how they relate to the book.

3.I can tell you about my images. Most of them are visual. My images include more than just what is in the book or pictures. Sometimes I have

some emotional images that make me want to read this book more or reread it.

4. I have images that come from emotions as well as sight, sound, smell, touch, and even taste. I can use them to help me understand this

text better.

5. I can tell you a lot about how my images help me better understand this book or any book I read.


Determines What Is Important in Text


2. I can point to some parts of the text, mostly pictures, that must be pretty important for understanding this text's meaning, but I'm not quite sure

how or why these parts are important.

3. I can point to certain words, characters, and/or events as more important to the meaning and I can explain why I think something is important. If

I'm reading expository text I can use text features such as bold print and captions to help me decide what is important. 4. I can usually explain

why the concepts are important.

5. I am sure I can point to and explain at least one key concept, idea, or theme as important to understanding the overall text meaning.

6. I can explain several ideas or themes that are very important for understanding this text; I can tell you why they're important and why the author

might have emphasized them given his/her purpose. I can tell you how thinking about these important ideas helps me to understand better this

text or any other book I read.

Synthesizes


2. I can tell you some parts of text for fiction and nonfiction. I can tell you generally how things are happening in this book, but I'm not really sure what the author is trying to tell me.

3. I have a pretty good idea about the order for this text and how the ideas are organized, like the beginning, middle, end. I understand that the order helps me understand better. I can tell you a little about how my thinking changed as I read this book.

4. When I think about how my thinking is changing, how I'm synthesizing, I understand this text much better. Sometimes I use my schema or

my knowledge of what characters usually do, the problem, the setting, and the conclusion or resolution; I can tell you about the key themes

and I can describe how my thinking changed from the beginning to the end of the passage.

5. I can synthesize using everything I know about story structures, text, formats, and genres. I can identify the key themes and tell you how

synthesizing helps me understand more in this or any book I read. I can represent my understandings and opinions in a way you'll clearly

understand after my reading.

balanced literacy grade 5 - edison · balanced literacy grade 5 length of course: term ... crt...

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