currikicdn.s3-us-west-2. web viewa balanced literacy initiative for the fifth grade teaming model....

Grade 5CAP

Grade 5 – A Balanced Literacy Initiative for the Fifth Grade

Teaming Model

July 2011Jane Hodge – CAP Coordinator

Marianne BerryMarcia Brice

Richard NovarroJanette PortzEthel Sobel

Maria Vigliotti

Table of Contents

Abstract ......................................................................... 3

Common Core Standards Addressed ………………………..4

Rationale ......................................................................... 5

Sample Weekly Schedule........................................... 6

Independent Reading Procedures and Practices............................... 9

Guided Reading Procedures and Practices................................ 21

Science and Balanced Literacy Integration...........43

Using a S.T.A.R. Binder .............................................. 59

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Abstract Grade 5

A Balanced Literacy Initiative for the Fifth Grade Teaming Model

This Balanced Literacy Initiative for the Fifth Grade Teaming Model CAP is designed to be used in conjunction with New York State prescribed elementary Language Arts curriculum. With an eye on including each of the required strands and Core Standards, this CAP serves to reinforce the learning our students should and will encounter in their Literacy and home based Balanced Literacy classroom instruction, in their daily lives, and most certainly in district standardized and state assessments. Our goal was to develop an integrated curriculum that will help enhance and drive instruction so that our students will be able to access and use multi-modalities and in doing so, build the best Literacy foundation possible.

While it will serve as a beginning guide, this CAP will best be used as a living document that can be amended, changed, and supplemented as we reference it in the future and add units with the collaboration and teamwork of our colleagues.

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Common Core Standards Addressed

Reading Standards for Informational Text

1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

2. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

3. Compare and contrast the overall structure (e.g., chronology comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

Reading Standards for Literature

4. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

5. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

6. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

Writing Standards

7. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a. Introduce a topic clearly, provide a general observation and focus, and group related information

logicallyb. Develop the topic with facts, definitions, concrete details, quotations, or other information and

examples related to the topic.c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in

contrast, especially).d. Use precise language and domain-specific vocabulary to inform about or explain the topic.e. Provide a concluding statement or section related to the information or explanation presented.

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8. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

9. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished word, and provide a list of sources.

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RationaleBalanced Literacy is a curricular methodology that integrates various modalities of literacy instruction. The balanced literacy approach is characterized by explicit skill instruction and the use of authentic texts. Through various modalities, the teachers, both Literacy specialists and home based teachers work collaboratively to implement a well-planned comprehensive literacy program that reflects a gradual release of control, whereby responsibility is gradually shifted from the teacher to the students.

The following elements are the basic components of out Guided Reading Program:

Shared Reading Guided Reading (Small group instruction based on student need) Interactive Read Aloud Independent Reading (With teacher observation and conferencing)

The overall purpose of balanced literacy instruction is to provide students with a differentiated instructional program which will support the reading skills development of each individual learner.

Children are taught to use comprehension strategies including:

Sequencing Relating background knowledge Making inferences Comparing and contrasting Summarizing Synthesizing Problem-solving Distinguishing between fact and opinion Finding the main idea and supporting details

Sample Weekly ScheduleMonday Tuesday Wednesday Thursday Friday

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9:15 – 9:30 Independent Reading

Independent Reading

Independent Reading

Independent Reading

Share Independent

Reading Response

Journal Entries

9:30 – 10:30 Math Math Math Math Math10:30 – 11:30

Social Studies

Social Studies

Social Studies

Social Studies Social Studies

11:35 – 12:25 LUNCH12:30 – 1:30 Literacy Literacy Literacy Literacy Literacy1:30 – 2:15 Specials2:15 – 3:00 Guided

Reading/Mini-

lessons

Science/

Language

Arts

Guided Reading/

Mini-lessons

Computer

Spelling Test/

Writing

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Division of Responsibilities Between Homeroom And Literacy Classes

Homeroom Class Literacy Class

Independent Reading : 4 times per week Independent Reading :

As soon as they arrive, students will read Independent reading will only occur when the

independently for at least 20 minutes. students’ classwork is completed.

Guided Reading : 1-2 times per week

Writing opinion pieces, informative/ explanatory Writing: poetry, business letters, essay writing

text,, narrative text

(can be extended into the computer lab)

Shared Reading Shared Reading

(will be useful for science and social studies

lessons)

Read Alouds Test Prep for ELA Test

(good library lessons)

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Independent Reading Bookmarks

Before reading, good readers ask...

What do I think this book is about?

What do I think might happen?

What do I already know about this topic or story?

During reading, good readers ask...

Does what I am reading make sense to me?

Do I understand the vocabulary?

Can I visualize what’s happening in my mind?

After reading, good readers ask...

Did I make good predictions?

Did I learn something new?

Can I retell the story or summarize

the information?

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Monitoring ComprehensionWhy Reading Breaks Down Fix-Up Strategies

Vocabulary is too hard

Tired

Boring

Made an interesting connection

Worried

Processing a surprising part

Look up the words

Re-read carefullyCheck in: Ask a question

Choose a book that interests you

Re-read

Put the book down and do something else for a whileTalk to someoneReset

Think about it and then re-readTalk to someone about that part

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What is Independent Reading?We will spend time reading books in class. We’ll get to choose the

books we want to read. We’ll read silently and independently, and sometimes we’ll meet with our teacher to talk about our books.

Why are we doing this?Reading independently will help us to accomplish two goals. The

first, of course, is to improve our skills. We are growing as readers. Since reading is a skill, the more we use it, the better we get at it. Every time we pick up a book and read we’ll make progress. The

second goal is to read books of our own choice, so that we may enjoy reading.

How will we choose books?It’s difficult to apply strategies if we know every word and understand

everything. It’s just as difficult when we know hardly any words and understand very little. We need to read books that aren’t too easy or too difficult. Reading "just right" books will give us the right amount of unknown words to practice applying our strategies. We’ll follow the “Five Finger Rule” to help us in choosing a “just right” book every time.

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The Five Finger Rule1. Open to the first page of the book and begin reading. 2. Each time you come to a word you don’t know, hold up 1 finger. 3. After you finish reading one or two pages, check to see how many

fingers you are holding up.

Too Easy: 0 - 1 fingers Just Right: 2 - 3 fingers Too Hard: 4 - 5 fingers

What else should we think about when we choose books?It’s great if you have a favorite author or if you enjoy a particular

series. Continue to read your favorites, but also think about expanding your selections. Consider the following:

Think about the things you like. Look for books that are about the kinds of topics or subjects you find interesting.

Ask friends, relatives and teachers for recommendations.

Check out books that have received awards such as Caldecott or Newberry.

Be willing to try something new. You may discover a new favorite series, genre or author.

What should we do while you read?Good readers apply the same strategies they use when reading with a

teacher as they do when reading independently for enjoyment. Whenever we read we should make connections, draw pictures in our heads, make predictions, use context clues, make inferences and ask questions about what we are reading. Most importantly, we should have fun. If we get swept away in books, we’ll become life-long readers.

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INDEPENDENT

READING

CONTRACT

I agree to follow the guidelines below:

I will read for the entire allotted reading period.

I will not do classwork, homework or any other kind of work during this time. I will use this time only for reading.

I will read a “just right” book most of the time. (*Once in a while, I may read a challenging book or an easy one just because I’m really interested in the book I’ve selected.)

I will have a book in school every day. Just in case I forget to bring it back, I will not take my book home.

I will not use independent reading time to select a book. I will choose new books to read in advance so that I’m always prepared.

I will not talk or do anything else which will disturb others.

_____________________________

Student’s Signature

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INDEPENDENT

READING

CONTRACT

Text Support5- Finger Strategies

1. Read the title. Do I know anything about it?2. Read the subtitles. What do I think the connection is between this

and the title? 3. Look at words that are bolded and italicized. What are the connections?4. Take a picture walk through the text. What connections can I make?5. Read the first and last paragraphs. Does this help me with the big picture?

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Too Easy Books • I have read the book many times before. • I understand and can retell the story without much effort. • I know and understand almost every word. • I can read the book smoothly and fluently without much

practice.

Too Hard Books • There are five or more words on a page that I do not

recognize. • I am confused about what is happening in the story. • When I read the words I sound choppy. • I need help when reading this book.

Just Right Books • The book is new to me and the topic is interesting to me. • I understand what is happening in most of the story. • I can retell what I have read. • I recognize most of the words on the page, but there are

some words that I need to practice. • I can read the book by myself but may need help if I hit a

tough spot.

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Rules for

Choosing a

“Just Right” Book

Name:

Daily Independent Reading Log

Date Title Genre Page # to page # when response is complete

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Name _______________________________

Individual Reading Conference Record- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Week of _________________________ Mon Tues Wed Thurs Fri

Title/Type of Reading Material

Comments/Observations:

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -




- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -




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Inner Voice:Thinking about Your thinking

Your writing about your thinking is not about the story, but about You.

I wonder...............

I never thought..........

I used to think.......But now after reading some more, I think...............

Hmmmm....What’s going on right now

in this story?

I loved this part...........

I hated when........

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MINI-LESSONS TO INCORPORATE WITHINDEPENDENT READING

Procedural Mini-Lessons Rules of the workshop Using the classroom library Selecting a “just-right” book How to set up and use a response journal Where to sit during reading time How to be a good listener in a share session Where to sit during mini-lessons Keeping track of books read What is an appropriate noise level during reading time What to do when you’ve finished a book What kinds of questions to ask during a share session Taking care of books and other materials Where to keep your independent reading materials

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Literary Mini-Lessons The difference between fiction and non-fiction books Characteristics of different genres Use of descriptive words and phrases Author studies where appropriate How illustrations enhance a story Character’s point of view Learning from dedications Books that show emotions How the story setting fits the story The development of story elements – character,

plot, theme, mood How author’s use dialogue Predictable and surprise endings How leads can hook us The use of figurative language The use of descriptive words and phrases Books written in first, second, and third person Titles and their meanings and relationship to story Reading subtitles, captions, and other clues in non-fiction

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Strategy/Skills Mini-Lessons How to choose a book Selecting literature log topics Using Post-Its to mark interesting parts Making connections to self, world, and other text Tips for reading aloud Monitoring comprehension – do things make sense and

sound right? Asking questions while reading How to make appropriate predictions Mapping out a story Making inferences Drawing conclusions Summarizing a story Distinguishing between fact and opinion Author’s purpose Retelling a story Using the five finger rule New vocabulary – using context, substituting, using picture

clues

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Guided Reading Is Not...

A set of prescribed questions that can be brought or kept for use with every story with every group of children.

A linear continuum that requires each child to follow the same path.

Based on the assumption that children need to follow a sequence of skills in order to be able to handle specific texts, materials, or concepts.

Members of a group who remain constant throughout the year.

The only approach to reading instruction.

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Guided Reading Is... An approach that enables children and a teacher to

read, think, and talk their way through a text. An approach that models reading as a process, actively

constructing meaning (not reciting words). An approach in which the text used should not present

too many or too varied difficulties ( the reading should not be a struggle).

An approach that enables children to practice strategies with the teacher’s support and that leads to strategic independent reading.

An approach in which the instruction of new words and concepts is done only as much as is necessary to establish meaning (encourage independent readers, not dependent readers).

An approach in which the teacher broadens and refines questioning techniques.

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Guided Reading Teaching Sequence

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Assess the students (what level)

Whole class:-observations during read aloudand shared reading-response journals-writing samples-interest surveys-standardized tests

Individually:-IRI-Running Records (reading leveland strategy use)-Retellings (written and oral)

Organize the groups

Homogeneous (consider level,needs, and interests)

3-8 students

Select a text

Instruction level Appropriate length; consider

interest and background knowledge

Select instructional tactic(comprehension, decoding, fluency)

Divide the passage into appropriate segments

Ask: Does the text support your focus? Does it contain enough support and challenge to facilitate problem solving?

Introduce the text (no more than 5 minutes)

Discuss the title and cover Provide a short summary (1-2 sentences

of the passage) Preview the text-discuss illustrations,

diagrams, headings, etc. Activate schema Encourage personal connections and

predictions

Read the text

Students independently read a segment for a specific purpose (silently or whisper-read)

Teacher observes, listens, assesses, coaches, prompts, and praises individual students as they read

After a segment of text, model and practice comprehension strategies

Return to the text

Discuss rather than question/answer Select one or two teaching points

Comprehension Vocabulary Text format Literary elements Genre Writers’ craft

Respond to the text

Written or oral responses Open-ended activities Cooperative learning Research

Evaluate and plan

Record observations on individual students

Reflect and plan for the next session

GUIDED READING LESSON PLANTEXT: ___________________________ LEVEL: _______ DATE: ____

GROUP: ___________________________________________________

LESSON FOCUS:

TEXT INTRODUCTION:

VOCABULARY:

QUESTIONS TO BE ANSWERED THROUGH READING:

READING THE TEXT: (Running record; observations)

RETELL/SUMMARIZE STORY:(Assess student understanding of the text.

What problem solving strategies can students show they’ve used?)

REVISIT TEXT: (Skill or strategy to work on.)

RESPONDING TO OR EXTENDING TEXT (Optional)

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What Do the Other Students Do DuringGuided Reading?

Read Independently – Students read from a text that is at their independent reading level.

Respond to literature – Students use prompts or other guidelines. Students respond to literature that they have read or are in the process of reading.

Book Club – Small groups of students read a common text according to the guidelines set by the teacher.

Literature Circles – Small groups of students read a common text and discuss the text using role sheets to guide their discussion.

Readers’ Theater – Small groups of students participate in the oral reading of a script, each with his own part.

Inquiry Station – Students read to find information about a research topic.

Buddy Reading – Pairs of students orally reread a text to one another. Questioning techniques can be used with the readers.

Fluency Reading – A student records a previously read text, listens to the recording then records again to improve the fluency of the text.

The most important thing to remember is to have the students engaged in purposeful

reading.

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Mini- Lesson Guide

Teaching focus: Strategy

1. Connect to prior learning or activity

2. Demonstrate for students

3. Actively engage students in trying the strategy

4. Link: Have them try it in their own books/writing

5. Share what worked for them at end of period

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Encouraging Student Thinking about Text

Some questions to consider for conferences

General Think Aloud

I want to ask you some questions about what you think about while you read. When you were reading this book, tell me exactly what you were thinking about. You can tell me anything that the book makes you think about, and any problems you had while you read it.

Using Schema

When you listened to the text, did it remind you of anything you know about or believe? What? Why did it remind you of ? (If student’s response is no, ask, “Did it remind you of any experiences or things that have happened before?’)

Are there things you know about your life, yourself as a reader, this author, or this type of text that help you to understand this book? How does that help?

Choose one of the questions below to ask the student:• We have just talked about what this book reminds you of.

(Restate student’s response.) What do you understand now that you did not understand before?

• How does schema or background knowledge help a reader understand a text while reading?

• How did thinking about your own schema or background knowledge help you understand this text?

Inferring/Implying

For narrative text: Can you predict what is about to happen? Why did you make that prediction? Can you find clues in the book that helped you to make that prediction? Or, what do you already know that helped you to make that prediction?

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For expository text: In addition to what you have read so far, what do you think the author wants you to know or learn at this point in the text?

Select an event or fact from the text that calls for a conclusion, opinion, or interpretation. Refer to the event or fact when asking the following questions.

What did the author mean by _________? What details in the text help you to know that? What do you already know that helped you to decide that?

Choose one of the questions below to ask the students:

• We have just talked about inferring. (Restate one of the child’s conclusions, opinions, interpretations, or predictions and identify it as an inference.) What do you understand about this text now that you didn’t understand before?

• Why do readers understand better when they infer? Why should readers infer? How does inferring help a reader understand a text better?

Asking Questions

What did you wonder about while you read this text? What questions do you have now about what your read?

Choose one of the questions below to ask the student:• We have just talked about the questions you asked. (Restate

student’s response.) Do questions help you understand more of what you’re reading?

What do you do when you are reading and a question comes into your mind? Do questions help you understand some kinds of text better than others? Tell me more about that.

Determining Importance of Text

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Are there some parts of this text that are more important than the others? Which ones? Why do you think they are the most important?

What do you think the author thinks is the most important part so far in the text? What signals or clues did the author give that made you believe ______________________(restate child’s response) was important?

Choose one of the following:• We have just talked about parts of the text (restate child’s

response) that you feel are important. How does thinking about the more important parts help you to understand the text better?

• Do you think or do anything while you are reading that helps you remember the important parts?

• Do you ever have trouble remembering what is important after you read? How do you solve that problem?

Monitoring Comprehension Oral Assessment

What problems did you have while you were reading this text? Did you have more difficulty reading the words or understanding the ideas? When you are reading at other times, what kinds of problems do you usually have?

What did you do to solve the problem? How do you usually solve the problems you have when you read?

How do you know that you understand a text? What would you tell another student that a reader should try to understand each time he or she reads?

Choose one of the questions below to ask the student: We have just talked about the problems you have while reading and

the ways in which you solve them. What is important to know when you have a problem while you are reading and (restate student’s response)?

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• What are the different choices you can make to try to solve that problem?

• What would you tell another reader who might not realize when a text doesn’t make sense?

Using Sensory and Emotional Images

When you read this text, did you create pictures or images in your mind? Tell me everything you can about the image in your mind while you were reading. What details in your images are not in the words or pictures in the book?

Can you remember creating pictures in your mind to help you understand the ideas when you read another book? Tell me everything you can about those pictures or images.

Choose one of the questions below to ask the students:• We have just talked about the pictures you created in your mind

while you read. Do those pictures help you to understand the text better?

• How do images help you understand more about what you read?• What would you tell another reader about how to create images to

better understand a text?

Synthesizing

If you were to tell another person about the text you just read and you could only use a few sentences, what would you say?

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When you are listening to another person read, do you ever think of books, movies, or people you know? Does this help you understand the book you are reading?

When you were reading, did you change your mind about what the text is about? Can you show or tell me where you changed your mind and why?

Think about what you have just said about the story. What do you understand now that you didn’t understand before?

Story Structure/Structural Patterns Oral Assessment

In this text, did you find text elements or structures? What were they?

How were text elements or structures in this text used?

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Name______________________________________

Character WebWho Am I?

Directions: Complete the graphic organizer below. First, choose a character from the story we are reading. Next fill in the attributes that tell about the character you’ve selected. When all of the concept maps have been completed, students will take turns guessing which character has been described.

Character’s Name______________________________________

LiteracyStrategy: Visualization

Good readers visualize as they read. Sometimes we must stop and make a picture in our minds so that we can understand what the author is trying to tell us. We may even have to draw a diagram or a picture on paper in order to fully understand ideas in a passage. 33

Directions: Choose any scene from what we’ve read and draw a picture of it below. Then write a brief description of the scene you have selected.

______________________________________________________________________________________________________________________________________________________________

Your Name______________________________________Partner’s Name___________________________________

LiteracyConcept: Setting

Directions: The setting tells us when and where a story is taking place. Write a brief description of the setting of a book you recently read. Then you will trade papers with a partner. You will each try to draw the setting in the box based on the description provided.

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____________________________________________________________________________________________________________________________________________________________________________________________________________________

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Name______________________________________

LiteracyStrategies: Critical Thinking, Making Inferences

Concept: Story Elements/CharacterizationDirections: Complete the graphic organizer below. First, select a character. Then write the character’s name in the appropriate box. Identify traits and list them in the map. Next support each trait with evidence from the story. You may include quotes, actions, thoughts or other evidence.

Character’s Name _______________________

Trait Evidence

Character Traitshumble studious demandingbrave intelligent bossy

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courageous honest gentleserious mischievous lovingfunny friendly proudhumorous adventurous wildsad hard-working messyresourceful timid naughtystubborn shy joyfulloyal bold cooperativegullible daring lovablehandsome dainty ambitiouscaring busy quietcarefree lazy curiousselfish patriotic wittyunselfish fun-loving fightergenerous successful determinedself-confident responsible energeticrespectful helpful cheerfulconsiderate dreamer thoughtfulimaginative happy calminventive disagreeable mannerlycreative conceited rudeindependent leader mean

Name:_________________________________ Date: _________________

Reading is Thinking

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Good readers are ALWAYS thinking. Think about what you have read in your book so far, and answer the following questions. Give good, detailed answers.1. List the characters that have been introduced in your book so far. Circle the main character(s) that you consider to be the main character(s). _______ 3. What is the setting of your _____________________________ story? ( Places? year, etc.)_____________________________ __________________________________________________ ___________________________________________________ ___________________________________________________ ______________________ _____________________________ ______________________

______________________ ______________________

2. Why do you think the character(s) ______________________you circled are the main character(s)? ______________________Give details from the book to support ______________________your answer . ___________________ ______________________ _____________________________ ___________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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4. Summarize what your story has been about so far. Use your own words. Refer to your book for help.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. Write two cause and effects that you have made while reading your book._____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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6. In your opinion, what has beenyour favorite part of the book that you have read so far? Explain why you feel this way.______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Reading is ThinkingGood readers are ALWAYS thinking. Think about what you have read in your book so far, and answer the following questions. Give good,

detailed answers.

1. Write three questions you have asked yourself as you have been reading your book.______________________________________________________________________________________________________________________________________________________________________________

2. Why do you think it is important for readers to ask themselves questions as they are reading a book?

____________________________________________________________________________________________________________________________________________________________________________________

3. On the lines below, list two words that are unfamiliar. Using the book (context clues) now tell what you think those words MAY mean.

____________________________________________________________________________________________________________________________________________________________________________________

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4. On the lines below write one inference you have made while reading your book. Explain why you have made this inference while reading.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. Write two cause and effects that youhave made while reading your book._____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Reading is ThinkingGood readers are ALWAYS thinking. Think about what you have read in your book so far, and answer the following questions. Give good,

detailed answers.

1. What can you infer about how the character interacts with the other characters in the book? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. What historical facts have you gathered from the book you are reading? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. List three words from your book that you do not understand. Tell one way you can figure out the meaning of the word without asking your teacher or using a dictionary.

________________________________________________________________________________________________________________

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4. Describe two inferences or predictions that you have made while reading your book?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. Explain one way you changed yourinference or prediction after readingmore of your book. Give examples fromyour book to tell why you changed yourinference or prediction._____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Name:__________________ Room _______ Date _____________

Reading is Thinking - Good readers are Always thinking

Record at least one example per section of thinking you have done this week. Make sure you say, “When I read the part where...it made me think...because.”

When I was reading, my thinking changed (Synthesizing)

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

When I was reading, the author’s words make me visualize...

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

When I read the part about... I wondered (Questioning)

__________________________________________________________________________________________________________________________________________________________________________________________

When I was reading, I noticed how the author/illustrator...(Analyzing)

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Name__________________________________________

ScienceClassifying Organisms

Text: Classifying Organisms by Wade Lind

Directions: Reread p.2-6. Then answer the questions below. Be sure to support your answers with details from the text.

Why do scientists classify living things?__________________________________________________________________________________________________________________________________________A classification system lists organisms in a series of groups. A kingdom is the largest group in the classification system. List two other groups in the classification system. __________________________________________________________________________________________________________-________________________________Animals are different from other kinds of organisms. What are two characteristics of animals?__________________________________________________________________________________________________________________________________________Directions: Reread p.6-11. Then complete the activity and question below. Be sure to support your answers with details from the text.

Vertebrates are animals without a backbone. Mammals, birds, reptiles, amphibians, and fish are the five classes of vertebrates. Complete the

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graphic organizer below. List as many details and examples as you can. The graphic organizer has been started for you.

Class Characteristics Example

Mammals Most mammals have hair or fur. Wolf

Reptiles

Birds

Amphibians

Fish

What is the difference between cold-blooded and warm-blooded animals?_______________________________________________________________________________________________________________________________________________________________

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What does the word “dinosaur” mean?

__________________________________________________________________________________________________________________________________________

Why did scientists call ancient animals dinosaurs?

__________________________________________________________________________________________________________________________________________


Most animals on earth do not have backbones. These animals are called invertebrates. A mollusk is a kind of invertebrate that has a soft body. List one animal that is a mollusk.

______________________________________________

Worms are divided into three groups. List the three groups.

____________________________________________________________________________________________47

What does the word “arthropod” mean?

__________________________________________________________________________________________________________________________________________Directions: Reread p.20-23. Then answer the questions below. Be sure to support your answers with details from the text.

What is one major difference between plants and animals?_______________________________________________________________________________________________________________________________________________________________Some organisms are neither plants nor animals. Mushrooms, for example, belong to the fungi kingdom. Scientists used to classify mushrooms as plants, but they no longer do. What did scientists discover about mushrooms that caused this to happen?

_______________________________________________________________________________________________________________________________________________________________

Choose three vocabulary terms on page 24. Use each term in a sentence. Your sentences must be creative and show that you understand the meaning of each term. You may not restate the definition.

1__________________________________________________________________________________________________________2

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________________________________________________________________________________________________________3__________________________________________________________________________________________________________

Name__________________________________________

ScienceClassification: Cat Family

Text: The Cat Family by Natalie Rompella

Directions: Reread p.2-5. Then complete the activity below. Be sure to support your answers with details from the text.

Today’s classification system divides organisms into groups and then divides each group into smaller groups. Complete the graphic organizer below for cats. It has been started for you.

Group Classification MeaningKingdom Animal All these organisms are animals.

Phylum Chordata These animals have spinal cords (backbones). They are vertebrates.

Class

Order

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Family

Genus

Directions: Reread p.6-9. Then complete the activity below. Be sure to support your answers with details from the text.

How does a cat’s senses help it to survive? List at least two examples.______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________What makes tigers different from other cats?_______________________________________________________________________________________________________________________________________________________________Most tigers have stripes. Why is this physical feature helpful?_______________________________________________________________________________________________________________________________________________________________Some types of tigers are facing extinction. What do you think can be done to help them?

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_______________________________________________________________________________________________________________________________________________________________Directions: Reread p.10-15. Then complete the activity below. Be sure to support your answers with details from the text.

Lions in cooler areas grow larger manes than lions in warmer areas. Explain why this is so._______________________________________________________________________________________________________________________________________________________________

When more food is available, lions reduce their territories. Why do you think they do that? _______________________________________________________________________________________________________________________________________________________________

Why do lionesses do the hunting?_______________________________________________________________________________________________________________________________________________________________

What is the difference between a liger and a tigon?

____________________________________________________________________ __________________________________________________ _________________________________________

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http://en.wikipedia.org/wiki/File:Junior-Jaguar-Belize-Zoo.jpg

After rereading the passage about jaguars, write a paragraph to summarize what you have read. Be sure to include a topic sentence, supporting details, and a conclusion.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Directions: Reread p.16-19. Choose two types of cats (lynx, puma, bobcat, ocelot, caracal, Geoffrey’s cat). Then compare and contrast them. Be sure to support your answers with details from the text.

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______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Name__________________________________________

ScienceClassification: Sea Creatures

Text: Inside Sea Creatures by Laura Johnson


How does a cnidarian’s stinging cells help it to capture food?

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_______________________________________________________________________________________________________________________________________________________________

What are the physical characteristics of a scallop?_______________________________________________________________________________________________________________________________________________________________

Directions: Reread p.8-11. Then answer the questions below.

How does a sea urchin’s body help it to survive?_______________________________________________________________________________________________________________________________________________________________

You’ve been asked to write a brief description of the chambered nautilus for an animal encyclopedia. Think about which details are most important. Then write your description below.____________________________________________________________________________________________________________________________________________________________________________________________________________________Directions: Reread p.14-15. Then answer the questions below.

Why is oil important to a shark?_______________________________________________________________________________________________________________________________________________________________

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Why do sharks have to swim constantly? _______________________________________________________________________________________________________________________________________________________________

Spinner sharks are very interesting animals. Write about what you enjoyed learning.

_______________________________________________________________________________________________________________________________________________________________

Name_____________________________________________________

Science

Classification

Text: Grouping Living Things by Patricia Walsh

Directions: Reread p. 2-5. Then answer the questions below. Be sure to include details from the text to support your answers.

Why did scientists choose the Latin language for the classification system?

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http://en.wikipedia.org/wiki/File:Carcharhinus_brevipinna.jpg

___________________________________________________________________

___________________________________________________________________

The classification system used by scientists today has seven levels. List the seven levels.

___________________________________________________________________

___________________________________________________________________


There are six kingdoms in the living world. That was not always the case. Originally, Aristotle classified all living things into two kingdoms: plants and animals. Why did this change?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

What is the difference between a vertebrate and an invertebrate?

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___________________________________________________________________

___________________________________________________________________

Directions: Reread p.10-11. Then complete the activity below. Be sure to include details from the text to support your answers.

How does each organism get put into its correct group? Write a brief paragraph to summarize how scientists classify living things. Be sure to write a topic sentence, sentences with supporting details and a conclusion.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

__________________________________________________________________


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Why does the discovery of dinosaur fossils raise many questions for scientists?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Directions: Reread p.14-15. Then answer the question below. Be sure to include details from the text to support your answers.

In your own words, explain what the term metamorphosis means.

___________________________________________________________________

___________________________________________________________________

Directions: Reread p.18-21. Then complete the activity below. List at least two

important facts you learned about each kingdom. Be sure to include details from

the text.

Kingdom Important Facts

Protists

Fungi

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Eubacteria

Archaebacteria

WELCOME TO FIFTH GRADE!! Soooo, what in the world is a S.T.A.R. Binder?

Students Taking Awesome ResponsibilityThe S.T.A.R. Binder is a three ring binder that your child will use every day. The

purpose is to aid in the development of organizational skills and foster responsibility. Fifth grade is a transitional year, (getting them ready for the independence of middle school) and it is important to keep the lines of communication between home and school open. This binder is a way of helping your child become accountable for those communications. The purpose is to eliminate lost notes, money, planners, notices and homework, as well as keep parents and students informed of important events during the school year. So, if you want the stars in your child’s eyes to twinkle brightly, check out your child’s S.T.A.R. Binder each and every day!

Here’s what you’ll find inside:S.T.A.R. “Bucks” Pouch – Use this pencil case for lunch money, book orders, field trip notes and any other items that are to be turned in to the teacher,

PTA or main office.

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Sheet Protectors Section – In the sheet protectors you will find important papers about classroom information and rules, teaming schedule, S.T.A.R. Binder rules and Do’s and Don’ts, reading log, genre list and definitions.

Daily Reading Log – Located in the sheet protector section is a critical component of the fifth grade program. It will hold your child’s daily reading log. Your child will be expected to read for 20 minutes Monday through

Thursday nights and fill out the log. Please remember to sign the reading log each night after your child has read.

Folders – Folders for classwork and homework will be labeled. Please check the parent and homework folder nightly.

Planner – Students are expected to write their homework daily and when homework is completed an adult should sign the planner each night.

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Awesome Students S.T.A.R. Binder Do’s

Do take very good care of your S.T.A.R. Binder because we will be using it all year long.

Do take your S.T.A.R. Binder home every day and bring it back to school the next morning.

Do show your parents your S.T.A.R. Binder every night and go over any homework or returned work with them.

Do remember to put your homework back inside your S.T.A.R. Binder and put your Binder in your backpack.

Do always remember to have an adult sign your planner.

Awesome Students S.T.A.R. Binder Don’ts

Don’t leave your S.T.A.R. Binder at home, in the car, or at a friend’s house.

Don’t get your S.T.A.R. Binder dirty or make marks or drawings on it. Don’t eat or drink around your S.T.A.R. Binder. Don’t put extra papers in your S.T.A.R. Binder. Don’t let someone borrow your S.T.A.R. Binder. Don’t take pages out of your S.T.A.R. Binder without going over them

with your parent.

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September 8, 2011

Dear Parents,

Reading between home and school is an important part of our reading program. The children are refining and polishing their skills as readers, so it is imperative that they read, read, read! Consistent daily reading will expose your child to a variety of genres and authors’ styles, and will improve your child’s fluency, vocabulary, comprehension, and writing. The goal is to have your child develop a passion and love for reading as he or she becomes a fluent reader and reads for information and/or pleasure.

Books can be selected from our classroom, school, public, or home library for independent reading. Your child’s responsibility is to read each evening and to transport the chosen book back and forth to school each day in the folder provided in his or her S.T.A.R. Binder. Along with the directions for keeping the log, your child’s daily reading and a list of completed books will be kept on the Reading Log Sheet located in their S.T.A.R. Binder.

I will also be encouraging the children to choose books from a variety of genres (types of literature) throughout the course of the school year. A list of genres assigned each month, as well as an explanation of each genre will be provided and kept in a pocket of their reading folder in the S.T.A.R. Binder.

In the beginning of the year, please have your child read to you at least once a week. If your child is struggling, it is important to let me know so that we can make a change. The purpose is to choose a book that can be easily read so that fluency develops as comprehension strengthens. Also, please monitor your child’s entries on their home reading log to be sure that entries are being made properly. After the first few weeks, your child should be able to do this independently.

As always, I appreciate your cooperation!

Thank you,

(Classroom Teacher)

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Daily Reading Log Directions Date Column: Write the date each time you read. Use numbers in a digital date form. For example: 9/8/11

Title Column: Write the title of the book you’re reading.

Important reminder: When writing the title of a book you MUST capitalize important words and underline the entire title. For example: The Wizard of OzPlease note: If you are reading a chapter book, after writing the book’s title the first time, every time you read the same book thereafter, you should write the page numbers read or the chapter title or number.It will look like one of these:

“The Tornado” (If you read an entire chapter that had a title. Remember, a chapter’s title should be set in quotation marks.)

Pages 12 – 22 (If you’ve read part of the chapter.) Chapter 1 (If you’ve read a whole chapter that didn’t have a title.)

Parent’s Signature: A signature is when a responsible adult signs his or her name to your reading log. Let the adult know when you are going to start reading. When you are finished with your reading, please ask the adult to sign your log entry in that column. This is a very important part of your homework.

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At Home Reading LogDear Parents,

We all know that the more you read the better reader you become! This reading log will help me monitor how much your child is reading at home, and I would appreciate it if you would help me by signing your full name each day after your child has read. Your child should select a book from the genre of his or her choice and read at home for at least 20 minutes a day, four days a week. I encourage you to engage your child in discussion after he or she reads, and listen as he or she reads.

Name: _________________________ Month _____________________Date Book Title Genre Minutes read Parent’s FULL signature

Suggested Reading Schedule

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September: Introducing and Understanding GenreOctober: Non- FictionNovember/December: Historical FictionJanuary/February: Realistic FictionMarch: BiographiesApril: PoetryMay: Folktales, Fairy Tales, Fables

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Types of GENRESEach time you choose a new book for independent reading, try to choose a different genre. A genre refers to the type of literature you are reading. This list shows a variety of genres from which you can choose, and remember that you will be assigned a genre you must read each month.

Classic Fiction – refers to books that are recognized as great books and have stood the test of time. They are books that have been enjoyed by generations of readers.Historical Fiction – refers to narrative accounts of history. These stories contain either factual information or people who have actually lived. The setting of these stories is sometime in the past.Realistic Fiction (also called contemporary fiction) - refers to stories that are made up but seem real. The stories seem to be happening now.Science Fiction – refers to stories that are based on scientific knowledge or theory. These stories might be about space, time travel, or other scientific ventures.Nonfiction (also called Informative Text) – refers to a variety of literature that gives information about places and things. It might give you directions or be written about a particular person, place, or thing.Mystery – refers to stories that attempt to stir your curiosity. These stories often involve the reader by weaving a puzzle or creating a problem to be solved. Biography/Autobiography – refers to stories written about an actual person’s life. An autobiography is written by the author about his or her own life, and a biography is written by an author about another actual person’s life. In both cases, these accounts are accurate and factual.Adventure – refers to stories about survival or tales of great quests. The main characters are challenged throughout the story.

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Poetry – refers to many forms not easily defined. It is a creative expression of ideas, and reflects a careful use of language. Depending on the form, the format might be very specific. Some rhyme, while others do not.Fantasy – refers to stories that could not possibly happen. Sometimes there are talking animals and/or incidents of magic, and people performing superhuman feats.Fairy Tales – refers to a type of short narrative that typically features folkloric characters like fairies, goblins, elves, giants, witches, magic enchantments, etc.Folktales – refers to a tale or legend originating and traditional among a particular group of people, often stemming from the oral tradition of the common people. Myths - refer to traditional stories, especially concerning the early history of a particular people. They explain some of the natural or social culture, and typically involve supernatural beings or events.

Legends – refer to narratives which can be either spoken or written that are about a single, extraordinary, supernatural, or marvelous event. They can be based on truth or made up, with the intent to entertain the reader and answer universal questions.

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currikicdn.s3-us-west-2. web viewa balanced literacy initiative for the fifth grade teaming model....

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