humble isd 2011-2012 5th grade english language arts

Humble ISD 2011-2012

5th Grade English Language Arts/Reading Pacing Calendar

Humble ISD 2011-2012 4th Grade Reading Calendar

Revised 3/12 1

Independent Reading Lesson Guides are a separate document. Please access through ELAR Department’s website.

Unit Weeks Dates Comprehension Strategy 1 August 22-26

2 August 29 – September 2

3 September 6 – 9 1

4 September 12 – 16

Monitor/Self-Correct

Schema/Activate & Connect

5 September 19 – 23

6 September 26 – 30 2

7 October 3 – 7

Questioning

8 October 11 – 14

9 October 17 – 21* 3

10 October 24 – 28

Visualizing/Inferring

11 October 31 – November 4

12 November 7 – 11 4

13 November 14 – 18


14 November 28 – December 2

15 December 5 – 9 5

16 December 12 – 16*


17 January 3 – 6

18 January 9 – 13

19 January 17 – 20

20 January 23 – 27

6

21 January 30 – February 3

Determining Importance

22 February 6 – 10

23 February 13 – 17

24 February 21 – 24 7

25 February 27 – March 2

Synthesize/Summary

(Author’s Purpose, Organization, Graphic Organizers)

26 March 5 – 9* 8

27 March 19 – 23 Reteach/Review

28 March 26 – 30 (STAAR)

29 April 2 – 5

30 April 10 – 13 9

31 April 16 – 20

Research

32 April 23 – 27 (STAAR)

33 April 30 – May 4

34 May 7 – 11 10

35 May 14 – 18

Study Possibilities

♦ Research Extended

♦ Picture book Studies (Post Modern and/or analizing…)

♦ Author/Illustrator Study

36 May 21 – 25

37 May 29 – June 1* Flex Weeks

*End of Nine Week Marking Period

5th

Grade – Unit 1; Weeks 1-4

Humble ISD 2011-2012 5th Grade Unit 1, Weeks 1-3

Revised 8/11 2

LEARNING OUTCOMES (I CAN…)

Comprehension Strategy: Monitor/Self-Correct Schema/Activate & Connect

Week 1

8/22-26

Week 2

8/29-9/2

Week 3

9/6-9/9

Week 4

9/12-9/16

Get

tin

g t

he

Mea

nin

g

• Self-monitor my reading to check

understanding (stop, think, react),

making corrections and

adjustments when understanding

breaks down (Fig. 15C).

• Leave tracks of my thinking by

jotting down notes to hold

thinking and expand under-

standing as I read (Fig. 19C).

• Monitor my comprehension by

paying attention to my thinking

as I read (Fig. 19C).

• Self-monitor my reading to

check understanding (stop,

think, react), making

corrections and adjustments

when understanding breaks

down (fix-up strategies)

(Fig.19C).

• I can use strategies to monitor

and repair my comprehension

when it breaks down (Fig. 19C).

• Self-monitor my reading to

check understanding (stop,

think, react), making

corrections and adjustments

when understanding breaks

down (Fig. 19C).

• Focus on both the content and

the process of reading and

understand that both are

important to deepen

understanding (Fig. 19C).

• Establish purposes for reading

to enhance comprehension

(Fig. 19A).

• Explain how monitoring helps

me as a reader (Fig. 19).

• Change my opinions or

understandings based on new

information or insights gained

from fiction or nonfiction texts

(Fig 19F).

• Develop schema for authors, text

structures, and genres (Fig 19F).

• Make connections (e.g. thematic

links, author analysis) between

and across multiple texts of

various genres and provide textual

evidence (11E/1H, 4J).

Rea

din

g H

ab

its

• Listen to and participate in

teacher-led discussions by

eliciting and considering

suggestions from other group

members and by identifying

points of agreement and

disagreement (29A/1B,G, 2I,

3E).

• Make appropriate choices for

independent reading and

articulate why I made my

choice (9A/4E,H,I).

• Demonstrate the expectations

for independent reading

workshop time (9A/4E,H,I).

• Read at expected instructional

level (1A/4E,H).

• Read for increasing periods of

time (Humble ISD EOY

expectation is 40 minutes of

continuous, purposeful reading)

(9A/4E,H,I).

• Produce evidence of texts read

(reading logs, journals, etc.)

(9A/4E,H,I).

• Read for increasing periods of

time (Humble ISD EOY

expectation is 40 minutes of

continuous, purposeful reading)

(9A/4E,H,I).

• Produce evidence of texts read

(reading logs, journals, etc.)

(9A/4E,H,I).

(TEKS/ELPS)

Interactive Read-Aloud – 5th

Grade – Unit 1, Week 1


Revised 8/11 3

Target(s) for the Week: Self monitor my reading to check understanding, making corrections and adjustments when understanding breaks down before reading on; Leave

tracks of my thinking jotting down notes to hold thinking and expand understanding as I read; Monitor my comprehension by paying attention to my

thinking as I read

D

A

Y

Anchor

Chart(s)

Explicit Instruction/Modeling Minilesson Focus

(Teacher Behaviors and

Student Outcomes)

Guided and/or Collaborative

Practice What will my students

be doing?

Sharing Focus (Opportunity to reteach at

close of Shared Reading

and/or Reading Workshop.)

Evidence of Learning (How will I know if my

students know it?)

Graded/Ungraded

1

Lesson Text example: *Gleam & Glow by Eve Bunting

Connect & Engage: Teacher (T) introduces book providing

the students (Sts) with background knowledge about the

setting and characters of story.

Reading comprehension is understanding what we read.

Readers pay attention and think about the words and ideas as

they read. It is a voice in our head that speaks to us as we

read. The voice might say “wow, I never knew that before” or

“Huh- I don’t get this part”. T&T what you hear and how you

can leave tracks of your thinking in your reading.

Model: T reads portion of text - Modeling thinking out loud-

sharing inner voice.

Lesson recap: We are learning that reading is thinking. As a

reader it is our job to listen to the inner voice and leave tracks

of our thinking.

T will explain procedures for

Turn and Talk (T&T) (Sts turn

their face toward their partner

and make eye contact to take

turns listening and speaking on

topic assigned by T) and then

ask Sts to T&T to discuss:

*connections to leaving home.

*about leaving “tracks of your

thinking”

*to discuss what was read so

far

2

Begin…

Reading is

Thinking

*I wonder

*This

reminds

me of

*Huh? I

don’t get it

Connect & Engage: Yesterday we thought about how

readers leave tracks of their thinking…

Model: Today …I’m going to ”think out loud”. I want you to

notice the thinking I’m doing. Leave tracks of thinking on

Post-Its. I wonder…Reminds me of…Wow…Feelings (Place

these “tracks” stems on anchor chart) as T reads a few more

pages of the book.

Lesson recap: You did a great job today listening to me share

my inner voice and watching me as I showed you how to write

down that thinking. Good readers keep track of their thoughts

as they read.

Sts look back at notes to notice

the kinds of things T wrote

down

Sts will watch as T models

explicitly how to write notes

and thoughts on sticky notes.

After each T&T time,

a couple of Sts should

share their thinking

with the whole group.

At end of workshop,

Sts share their own

inner conversations

about what they read

independently

Sts engagement in the

turn and talk sessions,

listening, and sharing

relevant information.

Anecdotal notes as T

monitors the

conversations going on

around the room.




Revised 8/11 4

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or

Collaborative Practice What will my students

be doing?

Sharing Focus (Opportunity to reteach at close

of Shared Reading and/or

Reading Workshop.)


students know it?)

Graded/Ungraded

3

Continue…

Reading is

Thinking

Connect & Engage: We have been learning about the “Inner

Conversations” we have in our heads as we read. You have

also been watching how I leave tracks of my thinking….Today

you will get a chance to leave tracks of your thinking.

Model: T continues thinking out loud as she reads the next few

pages of chosen book.

T will explain procedures for using sticky notes, so students can

track their thinking.

Lesson recap: Nice work showing me what good readers do as

you heard that inner conversation and left tracks of your

thinking.

Guided Practice: Sts

share more of their

thinking,

Sts will be guided to

leave “tracks of their

thinking” by taking

short notes about their

responses to the text.

A few Sts will be asked

to share connections,

questions and responses

to what has been read

so far to the whole

group.

Student’s notes that

reflect their thinking.

Anecdotal notes by

teacher.

4

Continue

Reading is

Thinking

Connect & Engage: Yesterday’s lesson gave you the chance to

leave tracks of your thinking. You will practice this again today

as you notice the inner conversations you are having as I read

on in our text.

Model: T continues thinking out loud as the last section of the

text is read aloud to Sts.

Lesson recap: I can tell how much you are hearing that inner

voice and recording your thinking but the responses you just

shared. This is just what good readers do!

Guided Practice: T

gives sts opportunities

to practice procedures

of turning and talking

and writing sticky notes

to leave tracks of their

thinking.

Sts will use their sticky

notes to share responses

and add to the anchor

chart, “Big Ideas and

lingering questions”

Sts sticky notes, oral

responses during anchor

chart.

Anecdotal notes by T.

5

Big Idea and

Lingering

Questions

Connect & Engage: All week we have been keeping track of our

inner conversations & leaving tracks of our thinking, today we

will spend time looking at that thinking and share those thoughts

with each other.

Collaborate: Groups of 3 to 4

T models how students should discuss their thinking about the

book with a fish bowl activity.

T confers with groups to support them as they discuss the story.

T records big ideas and lingering questions on anchor chart.

Lesson recap: Readers as we more forward with monitoring

our comprehension and add more strategies, don’t forget to

continue to listen to those inner conversations as you read and

track your thinking!

Sts look at post-its and

star most important

parts –then discuss

book in small groups

Sts share any big ideas

or lingering questions

they have from the

story. Record on

anchor chart.

T jots down what noticed

about the Sts questions

and discussions, T reads

Sts post-its looking to see

if there is evidence from

the text to support their

thinking.

MATERIALS: Comprehension Toolkit by Harvey & Goudvis, Lesson 1. * Suggested lesson text, other text may be chosen. Lesson text must allow for students to be highly

engaged, with text that is supported with pictures/illustrations and of reasonable length and topic appropriate to the grade level. Authors such as Eve Bunting, Jane Yolen, Patricia

Polacco; Cynthia Rylant are some good examples for lesson text choice.

Strategies That Work 2 by Harvey & Goudvis, pp. 78.




Revised 8/11 5

Target(s) for the Week: Self monitor my reading to check understanding, making corrections and adjustments when understanding breaks down before reading on; Leave tracks

of my thinking jotting down notes to hold thinking and expand understanding as I read; Use strategies to refocus when meaning breaks down and stop

and repair it before reading on

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

1

Why

Meaning

Breaks

Down/Fix

up

Strategies

Connect & Engage: T previews personal reading being used for

mentor text with students, building background knowledge. T

explains how you can become confused while reading and stray

from an inner conversation w/text. T shares lesson focus using a

personal example of when meaning breaks down and what action

to take to get back on track. T introduces anchor chart, explains

purpose and that it will be co-constructed together throughout

week.

Record students’ reason why meaning breaks down.

Model: T reads Paragraph 1 of Stealing Beauty, thinking aloud

about the confusing parts to show what happens when meaning

breaks down and what you can do to fix it.

Add to Anchor Chart in the Fix-up Strategies column the

strategies Sts. noticed T use.

Lesson recap: Good readers notice when meaning breaks down

in their reading and they use various strategies to fix-it up.

T & T: Share examples

of when you have strayed

from inner conversation

when reading.

What are you think about

when you lose track of

your reading?

Sts watch carefully at

what the T is doing to

get back on track.

T & T: What did you

notice me doing to make

sense of my reading

when I got confused?

Students share how

they fixed up their

understanding when

they strayed from their

inner conversation

during independent

reading.

Sts conversations

Sts thinking from

independent reading

(through T/St

conferences-“show me a

place…”)

2

Why

Meaning

Breaks

Down/Fix

up

Strategies

Connect & Engage: Yesterday’ in our lesson we learned that

Good readers notice when meaning breaks down and how to stop

and use fix-up strategies. We will practice more of this today.

Model: continue reading/ think aloud about the confusing parts of

Stealing Beauty to show what happens when meaning breaks

down and what you can do to repair it.


strategies Sts. noticed T use.

Lesson recap: Good readers notice when meaning breaks down

in their reading and they use various strategies to fix-it up.

T & T: What did you

notice me doing to make

sense of my reading

when I got confused?

Students share how

they fixed up their

understanding when

they strayed from their

inner conversation

during independent

reading.

The Sts will notice and

articulate what the T

does as a reader to

monitor and repair

comprehension




Revised 8/11 6

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

3

Why

Meaning

Breaks

Down/Fix

up

Strategies

Connect & Engage: Today you will get a chance to notice when

meaning breaks down for you and select your own fix-up

strategies as we read Swim School. T introduces new article

Swim School

Model: Model first part of article- demonstrating & explaining

the distracting connection


strategies used.

Lesson recap: Today you noticed when meaning broke down and

stopped to use some fix-up strategies to repair it. Good readers

do this every time they read.

T & T: What

connections can you

make to this article?

Sts share their own

thinking as T models first

part of article.

Guided: Sts continue

article noting when

meaning breaks down

and the fix-up strategies

used.

In independent reading,

check to see if Sts are:

• noticing when comp.

breaks down

• using some of the

fix-up strategies to

repair

comprehension

• checking the anchor

charts for help

4

Why

Meaning

Breaks

Down/Fix

up

Strategies

Connect & Engage: Yesterday we read part of the article Swim

School and noticed when meaning began to break down…

Independent Practice: Today you will have a chance to read the

rest of the article (independently) and to observe when your

meaning breaks down and what strategies you can use to fix it.

Lesson recap: You are doing a great job as readers to notice

when meaning breaks down and then stopping to take the time to

use a fix-up strategy before you move on.

Independent Practice: Sts have a copy of Swim

School

Sts read and note their

inner conversation, when

they stray, and how to get

back on track. Use post-its

to mark places they stray

from inner conversation

Choose a fix-up strategy to

help repair

comprehension.

Sts share their inner

conversation, when

meaning breaks down,

and what to do to get

back on track.

In independent reading,

check to see if Sts are:

• noticing when comp.

breaks down

• using some of the fix-

up strategies to repair

comprehension

• checking the anchor

charts for help

• using post-it to mark

points of confusion

5

Why

Meaning

Breaks

Down/Fix

up

Strategies

Connect & Engage: All week we have been learning to notice

when meaning breaks down and what those fix up strategies

should look like. Today you will be able to practice this on your

own.

Sts will use article Moon Walking and the think chart “Why

Meaning Breaks Down/Fix-up Strategies” to record noticings.

Lesson recap: Readers as we move on to learn new strategies

and to read new text, you will continue to notice when meaning

breaks down and use fix-up strategies to repair the meaning

before you read on. This is what all good readers do as they read.

Independent Practice:

Sts read article Moon

Walking and note their

inner conversation, when

they stray, and how to get

back on track. Use post-its

to mark places they stray

from inner conversation.

Record information on

think chart.

Gather back as a

group and ask Sts to

share fix-up strategies

they used as they read

independently. Add

any new responses to

the Anchor Chart.

Sts will complete think

chart (TKT pp. 42)

Why Meaning Breaks

Down/Fix up Strategies

MATERIALS: Comprehension Toolkit (CTK) Lesson 2; and pp. 42; Stealing Beauty-this is the lesson text for 5th

grade but T may choose another informational article T is

currently reading- students are not reading this text, T uses only as a model for lesson strategy.

Tool Kit Text Grades 4-5 (TKT) by S. Harvey, pp. 63-65 Toolkit Texts Grades 2-3 (TKT) by S. Harvey, pp. 65




Revised 8/11 7

Target(s) for the Week: Self monitor my reading to check understanding, making corrections and adjustments when understanding breaks down before reading on; Leave tracks

of my thinking jotting down notes to hold thinking and expand understanding as I read; Use strategies to refocus when meaning breaks down and stop

and repair it before reading on; Establish purposes for reading to enhance comprehension; Explain how monitoring helps me as a reader

D

A

Y

Anchor

Chart(s)



Student Outcomes)



be doing?




Evidence of Learning (How will I know if my students

know it?)

Graded/Ungraded

1

Connect & Engage: Have you ever had to read a few paragraphs and then answer a bunch of questions at the end? How did you feel about that? Last week we noticed when we had an inner voice helping us to know when meaning breaks down and we paid attention to the fix-up strategies we used. This week we are going to going to stop when we hear that inner voice, think about what we have just read and then react to it by jotting down our thinking right on the article we are reading. Model: T introduces and previews the article and gives the students each a copy Read first part of UNICEF article for schema for Girls Education Lesson recap: We are learning that good readers think and react to what they are reading, especially when they hear that inner voice.

T & T: Share how you feel about traditional test questions. Sts get copies of article Girls Education Skim article-talking with partner subheadings/pictures/captions

2

Connect & Engage: Yesterday we previewed the article and gained some background knowledge using the text features to help us. Model: T will read, stop and record their inner conversation-questions, connections, confusions, and new info (record on the article for students to see) T reads through first column and prompts Sts. thinking by naming what they are doing - connections, questioning, etc. T may ask specific questions. Lesson recap: As good readers, we are learning to think and react to what we are reading. Good readers record this thinking.

T & T: What are you thinking so far? T & T: Sts. respond to specific questions from the teacher

After each turn and talk time, a couple of students should share their thinking with the whole group.

At end of workshop, students share their own inner conversations about what they read independently

Engagement in the turn and talk sessions, listening, and sharing relevant information. Anecdotal notes as teacher monitors the conversations

3

Connect & Engage: We have been learning to think and

react to what we are reading. You will get a chance to do

more of this today as we continue to read Girls Education.

Model: Read a paragraph, stop and give students time to

record their own thinking on the article-Continue to the end of

the article.

Lesson recap: Wow readers! Look at all that thinking and

reacting you are doing as we read today. This is what good

readers do all the time.

Guided: Sts will stop, think,

react and jot down thinking

on the article as T reads.

T&T: Share some of your

thinking with your partner.

A few students will

be asked to share

something they wrote

down or talked about

Student’s notes that reflect

their thinking, oral

responses

Anecdotal notes by

teacher.




Revised 8/11 8

D

A

Y

Anchor

Chart(s)



Student Outcomes)



be doing?





know it?)

Graded/Ungraded

4

Connect & Engage: We have done a lot of thinking and reacting.

Now it is time to share with others what your thoughts and reactions

have been. Good readers also share their thinking, they don’t just

keep it to themselves.

Model: T models how Sts should discuss their thinking.

T confers with groups to support them as they discuss the article

T listens in and elaborates on their thinking.

Then after collaboration, T asks students to turn paper over and

write something they think is important (content response) and then

write how the conversations they had with their partners added to

their thinking and better understanding (process response). This will

be used in share time.

Lesson recap: As good readers we not only think and react to what

we read, we share our thinking and reactions with others.

Collaborative Practice: Groups of 3 to 4 Sts

Reflect on their thinking

Use margin notes to help

with conversation in their

groups

Sts start conv. with:

“Something learned/surprised

me”

“Questions I have”

Share out from

groups: *What was

important to

remember

*How partners’

conversation helped

them understand the

article or change their

thinking (T can

highlight/help from

own observations to

model this)

Sts notes that reflect their

thinking, oral responses


5

Connect & Engage: We have been working to stop, think

and react to our inner voice as we have read an informational

article this week. We are going to try this process again, but

today we will use poetry. Let me show you…

Model: T models same process used this week only using a

poem. T will model first few lines and then invite students to

join in sharing their thinking.

T will record her thinking and Sts thinking in the margins on

the poem.

Lesson recap: This week we have learned that good readers

use those inner conversations to stop, think and react to the

text. Good readers also share their thinking and reactions

with others.

Guided: Sts share their

thinking from stop, think and

react as T reads the poem.

T&T: Sts reflect on their

thinking to support the

conversation w/ partner.

Collaborative/Independent:

Sts/partners choose an article

(Saving Their Native

Language or Testing Testing)

or poem

Read, Write, & Talk with

partner

Look for evidence of

something learned-How

conversation helped them

Sts share how

partners’

conversation helped

them understand the

article or change their

thinking

Sts explain: how

monitoring helps me

as a reader

Sts notes that reflect their

thinking, oral responses

from the

Collaborative/Independent

Practice


MATERIALS: Comprehension Toolkit by S. Harvey, Lesson 3 and Source Book for Short Text;

The Reading Workshop by F. Serafini, pp. 90-92

Poems for Day 5 lesson




Revised 8/11 9

Target(s) for the Week: Change my opinions or understandings based on new information or insights gained from fiction and nonfiction texts; Develop for a schema for authors, text structures

and genres; Make connections (e.g. thematic links, author analysis) within, between and across multiple texts of various genres and provide textual evidence

D

A

Y

Anchor

Chart(s)



Student Outcomes)



be doing?





know it?)

Graded/Ungraded

1

What I

Know /

What I

Learned

Connect & Engage: Today we are going to spend some time

reading and talking about *ants. I want you to T&T to your partner

about what you already know and what you think you might learn

today as we read. T selects a few Sts to share with class. It sounds

like many of you already know a lot about *ants. Good readers keep

what they already know about a topic in mind as they read. They

connect their background knowledge to new information and it

helps them better understand the topic they are reading.

Model: Today as I read this article *The Super Ant I am going to

keep in mind what I already know and connect it to the new

information. It is easier to make sense of new information when we

use our background knowledge. T introduces the anchor chart. This

anchor chart is going to show us what we already know, what we

learned and how sometimes the information we already know might

not be completely accurate. This is okay because part of the reason

we read articles like this one is to clear up any misconceptions we

might have about the topic. T writes down a few things she already

knows about ants and invites Sts to share what they know.

T begins to read and records new learning on the anchor chart. T

continues to read and models her thinking when a misconception

about information occurs. When my BK is inaccurate, I need to

change my thinking. T charts the new information.

Lesson recap: We are learning that good readers think about their

background knowledge-what they know- and merge it with their new

learning. This also clears up misconceptions.

T&T: What do you already

know about *ants and what do

you think you may find out?




Revised 8/11 10

D

A

Y

Anchor

Chart(s)



Student Outcomes)



be doing?





know it?)

Graded/Ungraded

2

What I

Know /

What I

Learned

Connect & Engage: Yesterday we began to take what we already

know and merge with new learning. We even learned how to clear

up misconceptions. Today we will continue this strategy. You will

have a copy of the article and your own think sheet to record what

you already know and what you learned.

Guided: T has students read a section of the article and record any

new learning they have in the What I learned column on think sheet.

T allows T&T time for Sts to share new learning with partner.

Now let’s share some of the new learning you had with the whole

group. Look at your notes and then we will add any new learning to

the anchor chart and you can add it to your think sheet as well. T

records Sts new learning. Sometimes our BK (background

knowledge) can really help us understand new learning, let me read

this part to you and share what I mean. T shares part of article and

her new learning and connects with something she already knew

showing how it helps her makes sense of the information. T draws

arrow on chart connecting the learning (old & new).

Lesson recap: You are doing a great job of merging your new

learning with what you already know. Using your background

knowledge is really helpful- it let’s you make sense of the new

information. It also helps to clear up misconceptions.

T&T: What new learning did

you have after you read?

Sts share:

-misconceptions they

encountered while

reading

-connections between

what they know and

new information and

how it this connection

helps them

T observation and anecdotal

notes on Sts T&T and

sharing.

Sts think sheets from

independent article

3

Connect & Engage: Today we will look at another piece of text

that contains information about ants. We have activated, built and

revised our schema/background knowledge about ants as we read

The Super Ant. Today we will look at a fable called The Ant and the

Grasshopper, a fable by Aesop and use what we already know about

ants to help us with this text.

Model/Guided: T has Sts review think sheet on ant from previous

day to activate schema. T reads the fable The Ant and the

Grasshopper as Sts follow along. T will stop at end of each

paragraph so Sts can note where schema/BK helped them with the

new information read. T will have Sts T&T about where and how

their schema helped them with their new learning in this fable.

Lesson recap: Good readers use their schema and merge it with

new learning across text of different genres like we did today, using

facts we already knew about ants and then applying it to the fable

about the ant and the grasshopper. This is how good readers use

their schema.

Sts have copy of the fable and

NF article from previous day.

T&T: Where in the fable was

your schema activated to help

you with new information in this

fable. How did that schema help

you understand the new

information?

Sts share how they

merged their schema

with new learning

across genres.

T observations and anecdotal

notes from T&T and share

time.




Revised 8/11 11

D

A

Y

Anchor

Chart(s)



Student Outcomes)



be doing?





students know it?)

Graded/Ungraded

4

Connect & Engage: Yesterday we discovered that we can use

our schema across texts of different genres to help us understand

what we are reading. Today we will stay with the same topic:

ants and grasshoppers and look at a piece of poetry.

Model/Guided: T has Sts review the fable and NF article from

previous lessons to activate their schema. T models how to read a

two voice poem. Sts then practice reading it with their T&T

partner. T listens in as Sts read poem and make connections. T

models a place in poem where her BK was activated and how it

helped her with the new information she was reading. T invites

Sts to do the same, marking their poem in places that BK was

activated and helped them understand the new information.

Lesson recap: Good readers merge their BK with new

information to better understand the new learning. Good readers

do this not only within a genre but across genres.

Sts have copy of fable, NF

article and the two voices poem

Grasshoppers.

T&T: Read two voice poem

with partner and share any

connections you have.

Sts share how they

merged their schema

with new learning

across genres.

Sts share how use of

the schema helped

them as a reader.

5

Connect & Engage: Yesterday we discovered that we can use

our schema across texts of different genres to help us understand

what we are reading. Today we will try this again, looking at a

new topic.

Collaborative/Independent: T asks Sts to active BK on

*honeybees. Sts use What I Know/What I learned think sheet. T

provides Sts with a copy of the Making Honey article and has

them read independently, noting when their schema was activated

and how it helped with new learning. Sts. chart on think sheet as

they read, then T&T. T then hands out two voice poem and Sts

read with their partner. Sts T&T about connections made to

poem. Sts then re-read poem and mark places they used schema

to help them with new information. T moves around room and

listens in to Sts as they share their thinking.

Lesson recap: Good readers merge their BK with new

information to better understand the new learning. Good readers

do this not only within a genre but across genres.

Sts have copies of *Making

Honey and *Honeybees

Sts chart their schema on think

sheet and then read article,

noting new learning on think

sheet.

T&T: What was your new

learning? Misconceptions?

Sts share how they

merged their schema

with new learning

across genres and any

misconceptions.

Sts share how use of

the schema helped

them as a reader.

Sts think sheets and notes on

poem.

T observations and

anecdotal notes from

listening in on partner talk.

MATERIALS: Comprehension Toolkit by Harvey & Goudvis, Book 2 Activate & Connect, Lesson 6 (Days 1-2)

*The Comprehension Toolkit Source Book of Short Text by Harvey & Goudvis; pp. 113 The Super Ant; pp. 112 Making Honey

Joyful Noise Poems for Two Voices by Paul Fleishman; pp. 3 The Grasshopper; pp. 29 Honeybees

The Ant and the Grasshopper, a fable by Aesop (internet or Aesop Fable book)

You may select any topic as long as you can find a nonfiction text, a story or traditional literature text and a poem that will all connect to the topic in order to show kids how their

can use their schema across genres.

5th

Grade – Unit 2; Weeks 5 – 7


Revised 8/11 12


Comprehension Strategy: Monitor/Self-Correct Schema/Activate & Connect

Week 5

9/19-9/23

Week 6

9/26-9/30

Week 7

10/3-10/7

Get

tin

g t

he

Mea

nin

g

(In

tera

ctiv

e R

ead

Alo

ud

)

(Sh

are

d R

ead

ing)

• Ask questions to clarify meaning, help me

think, learn about what I am reading, and to

pursue further investigations (before, during,

and after reading) (Fig.19B).

• Form implicit questions and search for

answers in the text while listening, reading,

and during discussion (Fig.19B).

• Understand that all of my questions may not

be answered through reading (Fig.19B).

• Listen to and interpret a speaker’s messages

(both verbal and nonverbal) and ask relevant

questions, to clarify the speaker’s purpose or

perspective (27A/2D,I, 3F).

• Explain how using questioning helps me as a

reader (Fig. 19).

• Learn strategies (skimming and scanning,

inferring, sharing and discussing prior

knowledge) for answering different types

and levels of questions (Fig.19B).

• Listen to and interpret a speaker’s

messages (both verbal and nonverbal) and

ask relevant questions, to clarify the

speaker’s purpose or perspective

(27A/2D,I, 3F).

• Explain how using questioning helps me as

a reader (Fig. 19).

• Ask searching questions to better

understand complicated issues and learn

new information (Fig.19B).

• Describe incidents that advance the story

or novel, explaining how each incident

gives rise to or foreshadows future events

(6A/4J,K).

• Follow complex plots, tracking multiple

events and gathering information about

many characters and their traits and

relationships (6A, 6B/4J,K).

• Participate in student-led discussions by

asking questions to clarify the speaker’s

purpose or perspective (29A/1B,G, 2I, 3E)

• Explain how using questioning helps me

as a reader (Fig. 19).

Rea

din

g H

ab

its

(In

dep

end

ent

Rea

din

g)

(Dis

cuss

ing B

ook

s)

• Respond to various texts in ways (oral and

written) that reflect my understanding and

interpretation and can be supported with

relevant aspects of the text (18C/5F,G).

• Read for a sustained period of time and

paraphrase what the reading was,

maintaining meaning and logical order (e.g.,

generate a reading log or journal; participate

in book talks) (9A/4E,H,I).

• Use data from experts, reference texts, and

online searches to locate information that

addresses questions (24).







maintaining meaning and logical order

(e.g., generate a reading log or journal;

participate in book talks) (9A/4E,H,I).







maintaining meaning and logical order


participate in book talks) (9A/4E,H,I).

(TEKS/ELPS)




Revised 8/11 13

Target(s) for the Week: Ask questions to clarify meaning, help me think, learn about what I am reading, and to pursue further investigations (before, during, and after reading); Form implicit questions, and search for answers in the text while listening, reading, and during discussion; Understand that all of my questions may not be answered through reading; Listen to and interpret a speaker’s messages (both verbal and nonverbal) and ask relevant questions to clarify the speaker’s purpose or perspective; Explain how using questioning helps me as a reader

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

1

Connect & Engage: Active readers ask questions as they read. They wonder and ask what will happen next, they ask questions to clarify confusion, gain further meaning and to think more deeply about the text. When we merge our thinking with a text, we often have questions. But I want to share a personal example of how I didn’t know that it was okay to have questions as I read. T explains how she thought only her teacher could have questions and that as a student she was suppose to only give the answers. What I want you to understand is that in order to be a really great reader, you have to ask questions. Today I will show you how great readers ask questions. I know that not all my questions will be answered in the text. Those that are will help me better understand this text; those that aren’t are the ones that are the most interesting to talk about. Model: As I begin this book, I want you to watch me and notice what I am doing. T shares aloud her thinking/questioning from the front cover. The cover made me wonder…what’s the mystery? I am going to write down this question on a post it note. If I find the answer I will write the letter A for answered. T reads the first page of *The Mary Celeste. What is the Mystery? I bet if I continue to read, I’ll find the answer to that question. What happened to the crew? I’m going to write that down and stick the post it out of the book a little. That way I can easily find it when I close the book. T continues to the next page of the lesson text, thinking aloud and recording her questions for Sts to see. For example: That’s interesting… The Dei Gratia? I thought this was a story about the Mary Celeste. I’ve hardly even started the story and I’m already confused. I’ll write that question on a Post-it. Sometimes when I read, my questions come out of my confusion, like here. T stops to have Sts T&T about what they notice T doing ask she asks questions. Sea time? What is sea time? I didn’t know there was such a thing as sea time. I need to write that question on a sticky note. T reads more of text. I noticed a few of you looking puzzled when I said “port bow.” So you may be wondering what the port bow is. Well, I don’t have that question, because I know what the port bow is. Sometimes readers have the same questions and sometime they have different ones. Our questions depend on our background knowledge. The point is that all our questions matter and we keep them in mind as we read. Lesson recap: Today you learned that readers ask questions as they read. They ask questions to clarify confusion or to think more about the text. Our questions vary based on our BK about the topic we are reading.

T&T: Share a time when

you asked a question as you

read.

Sts listening and observing

as T models questioning.

T&T: What questions do

you have so far?

T&T: What have you

noticed me doing as I am

asking questions?

T&T: What

thought/answers might you

have about someone else’s

question because you have

the BK for their question?

Sts share

- What you have

learned about asking

questions?

T observations and

anecdotal notes on Sts

T&T and share time.




Revised 8/11 14

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

2

Anchor chart

Questions

And

Answers

(two column

chart)

Note: Prior

to the lesson,

write

previous

questions

(from Post

its) and

answers on

anchor chart.

Review with

students.

Connect & Engage: Yesterday you learned that readers ask

questions as they read. Today as we continue to read and ask

questions, we will think aloud about unanswered questions and

how to look for some clues in the text to see if we can answer

them.

Model: I’m going to keep modeling how readers ask questions and

notice when their questions are answered or unanswered. T

begins reading the side notes on opposite page from story text. Oh,

I found the answer to my question about sea time. It says here… T

writes A under the question on the sticky note and moves the

sticky note next to the answer in the book.

Guided Practice: Okay, let’s look back at the anchor chart. Some of my questions

were answered. Now think back from some clues in the text and see

if you can answer any of my questions. Who has an idea of some

possible answers to my questions? Sts T&T as T listens in and has

a St share their thinking. T asks Sts what they think about that

possible answer to the question.

Now do any of you have any more questions? I thought so. You may

wonder some of the same things I wondered, or you may have

different questions.

If you have a question, write it down on your clipboard. When

you have written down some questions, we can share a few. Sts

T&T as T listens in and has a few Sts share their questions. T

charts those questions. T reads aloud 5-6 pages guiding Sts

thinking about questions. T invites Sts to share their questions

and notice if they were answered. T adds new questions and

answers to the anchor chart.

Lesson recap: Today you learned that good readers stop and

notice whether their questions are answered or not. You learned

that readers discuss possible ideas to answer questions.

T&T: Discuss a question

from yesterday’s text The

Mary Celeste.

Sts will have a sticky note

think sheet to be used in

guided practice.

T&T: What are some

possible ideas for the

questions that are still

unanswered?

T&T: What are your

questions about the text?

Sts record their questions

and answers- 1 per box- as

T reads the text.

Sts share

- What you have


questions?

T observations and


T&T and share time.




Revised 8/11 15

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

3

Anchor chart

Questions

And

Answers

(two column

chart)

Add

questions to

the anchor

chart from

Day 2

Connect and Engage: Yesterday you learned that good readers ask questions as they read. They recognize that not all of their questions are answered in the text when they read. Guided Practice: Again today let’s look back at the anchor chart. Some of our questions were answered. Now think back from some clues in the text and see if you can answer any of our other questions. T&T about possible ideas. T listens in to Sts and selects a few Sts to share. Who has an idea of some possible answers to our questions? Now do any of you have any more questions? I thought so. You may wonder some of the same things I wondered, or you may have different questions. Continue to write down your questions on your think sheet as I continue to read the text. When you have written down some questions, we can share a few. T reads aloud to end of the book, guiding Sts thinking about questions. T invites Sts to share their questions and notice if they were answered. T adds new questions and answers to the anchor chart. (If book is not completed today, finish it on Day 4 adjusting the other lesson activities accordingly) Lesson recap: You are doing a great job of what good readers do. They ask questions as they read to learn more, to think more deeply about the text and to clarify confusion. Good readers notice when their questions are answered and discuss possible ideas for those that are not.

Sts continue to use their

sticky note think sheet to

write down their questions

and answers as the T reads

the text.

T&T: Discuss possible

answers to unanswered

questions. Share with

group.

T&T: What are you

wondering about?

Sts share

-What you have


questions?

-How is asking

questions helping you

as a reader?

T observations and


T&T and share time.

Sts sticky note think

sheet




Revised 8/11 16

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

4

Anchor chart

Questions

And

Answers

Add

questions to

the anchor

chart from

Day 3

Connect and Engage: All week we have been learning that good

readers ask questions as they read. Good readers also recognize

that not all of their questions are answered when they read.

Collaborative Practice: Now we will form groups of four and

share your questions with each other. We want to focus our

discussion on unanswered questions since talking to each other

could help you come up with the answers. Today as we work to

answer the questions we have on our think sheets, I want us to

focus on listening to the person who is sharing their thinking (the

speaker). When we participate in discussions with one another,

we must listen to the speaker’s message-both what they are

saying and the cues their face or body give us (nonverbal). We

need to be listening so that we can ask thoughtful questions to

help clarify what the speaker is saying, to really understand the

speaker’s perspective. As Sts talk in their small groups, T moves

around and listens in on their conversations and joining in to

support or scaffold their thinking. T may need to model listening

to the speaker, asking question to clarify speaker’s purpose or

perspective. T invites Sts to share their questions in a large

group. T may have specific groups/ questions she wants to focus

on in order to highlight the lesson focus.

Lesson recap: Wow! The questions you discussed today were

very thought provoking. Remember when I said at the beginning

of the week that the most important questions are those we cannot

find an answer to as we read. Those questions require thoughtful

discussion with others. You are doing a great job as readers

asking questions.

Collaborative Practice: Sts discuss some of their

unanswered questions

from The Mary Celeste.

Sts listen to peer who is

speaking and ask questions

to clarify the peers

purpose or perspective.

Sts record answers on their

sticky note think sheets.

Sts share a

question/possible

answers discussed in

their collaborative

group.

T observations and


T&T and share time.


sheet




Revised 8/11 17

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

5

Anchor chart

Questions

And

Answers

Connect and Engage: Yesterday you learned that readers ask

questions as they read and recognize that not all questions are

answered through reading.

Independent: The best way to see how questions help us is to practice

asking questions in our reading. So, I am going to give you the

nonfiction article **____________. I want you to think about how

asking questions helps you understand what you read. Think about the

questions you have, paying attention to whether or not they are

answered, and then jot them down on your sticky note think sheet, using

one box for each question. If you find an answer to your question, draw

a line and write the answer under the question. T listens in, scaffolding

students as needed.

Lesson recap: You are learning strategies to help you better

understand what you are reading. We have practiced using our BK and

now asking questions. As you move to IR, begin to think about the

questions you ask as you read. Write some of those questions down and

then begin to notice if they are answered through your reading.

Independent Practice: Sts

read article independently (up

close in whole group area)

and use the sticky note think

sheet to record their

questions and any answers

they found through reading.

Sts share

-How has asking

questions this week

helped you as a reader?

-What might you begin

to do in your

independent reading

time?

T observations and


independent practice and

the share time.

Sts sticky note think sheet

of answered/unanswered

questions.

MATERIALS: Comprehension Toolkit by Harvey & Goudvis, Book 3 Ask Questions, Lesson 7

*Lesson Text- Use suggested text or if Sts have heard the text, use other books by same author or another short mystery book that will allow for questions that will be answered

through reading and others that will not.

**Toolkit Text Grades 4-5 by Harvey & Goudvis, pp. 19 The Struggle for Equal Rights is the suggested text for independent practice or T may select other NF article for Sts to

use. T may offer more than one article taking into consideration various reading levels of Sts in the classroom.




Revised 8/11 18

Target(s) for the Week: Learn strategies (skimming & scanning, inferring, sharing/discussing prior knowledge, and using outside sources) for answering different types and

levels of questions; Listen to and interpret a speaker’s messages (both verbal and nonverbal) and ask relevant questions to clarify the speaker’s purpose

or perspective; Explain how using questioning helps me as a reader.

D

A

Y

Anchor Chart(s) Explicit Instruction/Modeling Minilesson Focus


Student Outcomes)

Guided and/or


be doing?





know it?)

Graded/Ungraded

1

Strategies for

Answering

Questions

(possible examples)

-keep reading,

sometimes the answer

is in the text

-skim and scan text

for answer

-talk to a friend to

discuss and share

background

knowledge

-infer

-find new sources, do

some research

Questions/

Answers/Strategies

for Answering

Questions (three column chart)

Connect & Engage: Today we are going to focus on asking authentic

questions as we read and then really thinking about what we can do to

find answers to them. Authentic questions are those questions we really

wonder about and don’t know the answer to just like those we asked

last week. We’ll be reading about a topic that some of you may know

about __________. T&T about that. T listens in as Sts T&T. I heard

many of you share what you know or a question you had about_____.

It’s good to think about what you already know before you begin

reading. Now let’s brainstorm some ideas about trying to answer

questions. Who has an idea? T&T. T listens in and notes responses. T

supports/elaborates Sts responses and adds to anchor chart.

Model: Let’s try to use some of the strategies you suggested to answer

our questions. The information we are reading today comes from (list

resource). I bet we’ll have more questions as we read. As I read, I’ll

monitor my thinking to track what I understand and what I don’t.

Questions help me do that. We’ll use the chart to track questions as we

read. (T explains 3 column chart). T starts reading the text and stops to

share thinking: The sentence about ____makes me think ______. T

writes question on the anchor chart. We’ll keep reading to see what

happens. T then shares how to chart since strategy of “reading on”

answered the question. This type of question only required me to read

on. It is a right there kind of question, one I can find in the text. T reads

and stops to share how to clarify understanding of a vocabulary word. I

am always monitoring my comprehension as I read, making sure I

understand what the words in the text mean. T reads on and asks

another question. T charts questions as Sts T&T. T listens in and selects

Sts to share. T models how to infer an answer. Readers use clues from

text and their BK to figure out or infer their answers. This kind of

question was a higher level question. I couldn’t just read on to answer

it in the text. I will note the strategy used on the chart. T charts: “used

clues from text and inferred”.

Lesson recap: Today you learned that readers ask authentic questions

as we read. You also learned some strategies readers use to answer

their questions.

T&T: What do you

already know about

________?

Or

What are you wondering

about ________?

T&T: What do we do as

readers when we try to

answer a question?

T&T: What are you

wondering or thinking

about now?

Sts share some of the

strategies they noticed

the T use to answer

questions.

Sts share questions

they have had in their

own IR books.


notes Sts T&T and share time.




Revised 8/11 19

D

A

Y



Student Outcomes)

Guided and/or


be doing?



and/or Reading

Workshop.)


know it?)

Graded/Ungraded

2

Questions/

Answers/Strategies

for Answering


Strategies for

Answering

Questions

(possible examples)

-keep reading,

sometimes the

answer is in the text

-skim and scan text

for answer


discuss and share

background

knowledge

-infer

-find new sources,

do some research

Connect & Engage: Yesterday you learned that readers

ask authentic questions as they read. You also learned

how to chart whether those questions were answered or

not and what strategy was used to answer those questions.

We will continue with this today.

Model: T begins reading where the lesson stopped on Day

1. Did you hear that? So here is what I am wondering… T

models a question and invites Sts to T&T about their own

questions. Thanks for your interesting questions. Write

them down on your chart. I will read on and perhaps we’ll

find some of the answers to your questions. I was able to

answer the _____ question I had. Here’s what I did…I

noticed clues in the words “_________”. Those words

plus my background knowledge helped me figure out or

infer my answer. Other clues that helped me infer the

answer… any ideas what they were? Sts T&T and then as

a class, discuss Sts responses and chart. T finds

opportunity to model how Sts might skim and scan to find

an answer in the text. T reminds Sts that higher level

questions require more thinking than just reading on or

skimming & scanning the text.

Guided Practice: Let’s review the strategies we have

used to answer questions. –read on, talking with someone

discussing and sharing BK, using text clues and BK to

infer, and skimming & scanning. Who has a question we

could try to answer? T works with Sts to try to answer

questions using strategies from the Strategies anchor chart.

T charts question and strategies used to answer it.

Lesson recap: You are really thinking about how good

readers answer those authentic questions they ask. You

used a variety of strategies to figure out the answers to

your questions.

Sts chart questions on

their own think sheet

Questions/

Answers/Strategies for

Answering Questions

T&T: What are your

wonderings in the text

read so far today? Write

them down.

T&T: Share thoughts

on what else helped T

infer the answer to the

landing question.

Sts share questions they

are wondering about

with group as T calls on

them.

Sts work with T &

peers to try to answer

questions. Sts share

thinking about the

strategies used to

answer questions. Sts

chart their strategies on

their think sheet.

Sts share some of

the strategies readers

use when they

answer a question.

Think about the

strategies used

today.

Sts share questions

they have had in

their own IR books.

T observations and

anecdotal notes Sts T&T

and share time.

Sts think sheet with their

questions/answers/strategies

for answering questions.




Revised 8/11 20

D

A

Y



Student Outcomes)

Guided and/or


be doing?





know it?)

Graded/Ungraded

3

Questions/

Answers/Strategies

for Answering


Strategies for

Answering

Questions (See Day 2)

Connect & Engage: Yesterday we began to work through

the many questions we had about the lesson text we have

been reading. Let’s review the strategies we have used to

answer questions. – read on, talking with someone,

discussing and sharing BK, using text clues and BK to

infer, and skimming & scanning.

Guided Practice: Today as we work to answer the

questions we have on our think sheets, I want us to focus

on listening to the person who is sharing their thinking (the

speaker). When we participate in discussions with one

another, we must listen to the speaker’s message-both

what they are saying and the cues their face or body give

us (nonverbal). We need to be listening so that we can ask

thoughtful questions to help clarify what the speaker is

saying, to really understand the speaker’s perspective. T &

Sts continue to work on questions Sts have about the text.

T & Sts discuss strategy Sts used to answer their question.

T looks for opportunities to point out Sts listening skills. T

may want to have some outside sources on lesson text

topic to see if questions can be answered using those. T

wraps us the question/answer work on this article today.

Lesson recap: Once again you are doing an awesome job

using the many strategies you have learned for answering

authentic questions. Good readers ask questions and have

strategies to use when their answer cannot be found in the

text. As you continue to note the questions you are asking

in IR, also pay attention to strategies used to answer them.

Sts share questions they

are wondering about

with group as T calls

on them.

Sts work with T &

peers to try to answer

questions. Sts share

thinking about the

strategies used to

answer questions. Sts

chart their strategies on

their think sheet. Sts

listen to peer who is

speaking and ask

questions to clarify the

peers purpose or

perspective.

Sts share a strategy

used today to help

them answer their

question from the

text.

T highlights

group/Sts that really

focused in and

listened to their

speaker, asking

relevant questions to

clarify the speaker’s

purpose or

perspective.

T observations and


and share time.







Revised 8/11 21

D

A

Y



Student Outcomes)

Guided and/or


be doing?





know it?)

Graded/Ungraded

4

Strategies for

Answering

Questions

(possible

examples)

-keep reading,

sometimes the

answer is in the

text

-skim and scan

text for answer


discuss and share

background

knowledge

-infer

-find new

sources, do some

research

Connect & Engage: Yesterday we finished our article

about ______. We asked authentic questions and used

strategies to try to find the answers. We began to work

through the many questions we had about the lesson text we

had been reading. Let’s review the strategies we have used

to answer questions. – read on, talked with someone

discussing and sharing BK, used text clues and BK to infer,

skimmed & scanned, and use of outside sources.

Today, you are going to get in small groups and read

another article called **_________that will give us more

information about _______. T & T to activate schema. What

questions do you have before you start reading?

Collaborate: You are going to get the opportunity to try

these strategies for answering questions with this article in

small groups. You will use a new

question/Answer/Strategies Chart. As you read, write your

questions in first column. If your question is answered, note

answer in second column. In the third column, you will write

the strategies you used to answer the question. Use the

anchor chart we created the first day to help you remember

the strategies readers used to answer the question. T moves

among groups, extending their thinking, taking

observational notes.

Lesson recap: Well done! You are using all the strategies

that good readers use to ask and answer questions. You

activated your back ground knowledge, asked authentic

questions and then inferred, talked with your peers, and

even used other sources to answer your questions.

T & T: Activate your

background knowledge

and talk about what you

already know about

______.

What questions do you

have?

Sts share briefly.

Collaborative

Practice: Sts take turns

reading the new article,

stopping when there is a

question. Sts write their

authentic questions on

their think sheet and use

strategies to try to find

the answers. Sts listen

to peer who is speaking

and ask questions to

clarify the peers

purpose or perspective.

Sts share a strategy

their group used

today to help them

answer a question

from the text.

T highlights

group/Sts that really

focused in and

listened to their

speaker, asking

relevant questions to

clarify the speaker’s

purpose or

perspective

T observations and


and share time.







Revised 8/11 22

D

A

Y



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

5

Strategies for

Answering

Questions

(possible

examples)

-keep reading,

sometimes the

answer is in the

text

-skim and scan

text for answer


discuss and share

background

knowledge

-infer

-find new sources,

do some research

Connect & Engage: Yesterday we worked in our groups to

read **_______. As you read, you stopped to ask questions

and looked for answers using strategies we have talked about

all week. Let’s review the strategies we have used to answer

questions. T reviews Strategies anchor chart.

Independent Practice: Today, you are going to get the

opportunity to try these strategies for answering questions

with some text on your independent reading level. You may

choose either **__________ or __________. You will use a

new Question/Answer/Strategies Chart. As you read, write

your questions in the first column. If your question is

answered, note answer in second column. In the third column,

you will write the strategies you used to answer the question.

Use the anchor chart we created the first day to help you

remember the strategies readers used to answer a question.

Lesson recap: Once again you are doing an awesome job

using the many strategies you have learned for answering

authentic questions. Good readers ask questions and have

strategies to use when their answer cannot be found in the

text. Be sure to use these strategies in your IR books.

Independent Practice: Sts choose article,

completing their think

sheet as they read.

Sts share

-What questions did

you have and what

strategies did you use

with your own article

today that helped you

to answer the

questions you had

while you were

reading?

-What did you learn

about asking

questions?

-How did asking

questions help you as

a reader?

Sts completed think

sheets from their

independent practice

article.

T observations and

anecdotal notes

Student Assessment:

Did Sts:

--Keep their questions in

mind as they read in

order to search for

information that extends

their thinking?

--Understand that they

arrive at answers to their

questions using a variety

of strategies, such as

reading on, inferring,

sharing and discussing

BK and doing further

research?

MATERIALS: Comprehension Toolkit by Harvey & Goudvis, Book 3 Ask Questions, Lesson 8; * Lesson Text options – Article that offers Sts to find answers in

the text but to also use text clues and BK to infer answers to questions. Topic should have outside sources that can be brought in. **Toolkits Texts Grades 4-5 by

Harvey & Goudvis, pp. 43 An Interview with a Fire Investigator or pp. 22 What Happens When Nations Don’t Work It Out (Choose one article for Day 4 & use

the other on Day 5 along with another article of your choice (perhaps at a lower reading level for Sts who need this)

Interactive Read Aloud – 5th



Revised 8/11 23

Target(s) for the Week: Ask searching questions to better understand complicated issues and learn new information; Explain how using questioning helps me as a reader;

Describe incidents that advance the story or novel, explaining how each incident gives rise to or foreshadows future events; Follow complex plots,

tracking multiple events and gathering information about many characters and their traits and relationships; Participate in student-led discussions by

posing questions with appropriate detail

D

A

Y

Anchor

Chart(s)



Student Outcomes)



be doing?





know it?)

Graded/Ungraded

1

Story Map

(pp. 95 of

Interactive

Read

Alouds

Grade 4-5)

Connect & Engage: As we continue to ask questions, we will also

look at the plot- the events that advance our story and provide us

with information about the characters, their traits and relationships.

The book we will be using is call *The Stranger.

Model: What are you already wondering about this story, just

hearing the title and looking at the cover? T listens in and then

selects Sts to share their questions. As I read this book, be sure you

are writing down any searching questions you have. We will take

time to discuss them as we go. T then begins to read the book

through the first two pages. This first part of the story is the

introduction, the author gives us information about when and where

the story takes place and we learn a little information about at least

some of the characters in the story. T asks Sts to T&T about

introduction. T charts information learned on Story Map. T reads

the next two pages of book. This part of the story is the initiating

event. It launches the action and makes the problem in the story

clear to the reader. I think the initiating event is when the doctor

decides the man has lost his memory after being hit by the truck and

bumping his head on the road. That makes the problem clear to me.

T listens in, and after a few students share, charts the initiating event

information onto the story map. What are you wondering about so

far? What searching questions do you have? T & Sts take a few

minutes to share and discuss a question or two.

Lesson recap: Good readers ask searching questions, those

questions that make us think beyond the words in the story. You

have had some great questions so far. Good readers also notice and

understand how each event plays an important role in creating the

story, making it what it is. We have learned about the introduction

and initiating events so far. You are doing a great job!


throughout the reading of the

book on a sticky note think

sheet.


wonder about *The Stranger?

T&T: Why is the introduction

important? What have you

learned about the setting and

characters?

T&T: Do you agree? Is this the

initiating event of the story? Can

you identify the problem?

T&T: What are you wondering

about so far in the story?

Sts share

-Explain how asking

questions helps them as

a reader.

-Questions they have

been asking in IR books

and strategies used to

answer them.


notes from independent

practice.




Revised 8/11 24

D

A

Y

Anchor

Chart(s)



Student Outcomes)



be doing?





know it?)

Graded/Ungraded

2

Story Map

(pp. 95 of

Interactive

Read

Alouds

Grade 4-5)

Connect & Engage: We are learning how a group of events –the plot-

come together to create the story. As good readers you are also noticing

those searching questions you have as you are listening to and discussing

the story.

Model/Guided: So far in our story we have learned that… T reviews the

story map anchor chart. Today as I read, you will be listening for and thinking

about the rising action/events of the story. These are the events leading up to

the climax (the turning point) of our story. As I read, continue to write down

your questions. We will stop after a couple of pages to identify some rising

events and discuss your questions. T reads next three pages. One rising action

I see in the story is the way the rabbit interacted with The Stranger- not afraid

of The Stranger at all. T invites students to T&T and listens in. T selects Sts

to share and charts the rising action on the story map anchor chart. What are

some of your questions at this point? T & Sts share and discuss a question

briefly. T reads the next three pages and has Sts once again identify the

rising action/events in the story. T records events in the rising action section

of the story map anchor chart.

Lesson recap: By identifying and describing the rising action/events, good

readers really begin to see how these events bring the story together. You are

also doing a great job as readers, asking those deeper level questions that make

you think beyond the words in the text.




sheet.

T&T: What rising action/events

did you notice in the pages I just

read? How do you think these

actions will effect the next part

of our story?

T&T: What are you wondering

about at this point in the story?

Sts share

-Explain how asking


a reader



time.

Sts sticky not think sheet of

questions.

3

Story Map

(pp. 95 of

Interactive

Read

Alouds

Grade 4-5)

Connect & Engage: We have worked so far this week to describe

the introduction, initiating and rising action events that are all part

of the plot in our book *The Stranger. Today we take a look at the

climax- the turning point or pinnacle- of the story and at the falling

action/conclusion of the story.

Model/Guided: T will read to the end of the story. T reminds Sts to

record questions on think sheet. T&T with your partner. What was

the climax- the turning point in the story? T listens in and selects a

few students to share their thinking as the whole class joins in the

discussion. T charts climax. Sts then T&T about the falling

action/conclusion of the story. T completes the anchor chart after

discussion of falling events. T asks Sts to think about any lingering

questions and jot them on their think sheets.

Lesson recap: Good readers identify the events throughout the

story to help them understand the characters, their relationships

and their actions. They are able to explain how these events make

the story come together. And like all good readers, you still had

lingering questions even after we finished the book.




sheet.

T&T: What do you believe the

climax of the story was? What

helps you to think that?

T&T: What was the falling

action/conclusion of this story?

T&T: What are your lingering

questions?

Sts share

-Explain how asking


a reader



time.

Sts sticky note think sheet of

questions.




Revised 8/11 25

D

A

Y

Anchor

Chart(s)



Student Outcomes)



be doing?





know it?)

Graded/Ungraded

4

Story Map

(pp. 95 of

Interactive

Read

Alouds

Grade 4-5)

Connect & Engage: This week we have been learning how the various events –the plot- make the story all come together. Through these events we learn information about our characters, their traits and relationships. We ask searching questions that require discussion with others because they cannot just be answered by the text, Today we will take some time to discuss some of those searching or lingering questions. Collaborate: T places Sts in groups of 3-4. We have worked several times over the last 3 weeks in collaborative groups to discuss those questions we most want answers for. Today, you review your questions on your own and select one or two that you most want to discuss with your group. Each person in the group will share their questions. The group will select a question to discuss. You may work on more than one question. Be sure to listen to the person speaking and ask clarifying questions as needed. T listens in on group discussion, supporting Sts as needed. T selects groups to share their questions/discussion at the end of lesson. Lesson recap: Good readers understand the importance of discussing their questions from the text. Following the plot- all those events that create the story, offer the opportunity to wonder and ask questions. It helps the reader better understand the story.

Collaborative Practice: Sts will

review their questions on their

own and select 1-2 questions to

share with group. Groups will

work to discuss one question at

a time. Group will be prepared

to share to the whole class a

question and their

discussion/answer.

Sts share

-Question and

discussion/answer from

their group.


notes from collaborative

practice and share time.

Sts sticky note think sheet of

questions.

5

Connect & Engage: Good readers can describe the events of the story, explaining how each event relates to the next in order to make the story come together. Today you will have a go at this. We will use a different text format – **Reader’s Theatre but the events of the story will still be in there. Independent: You will work with a partner to read, discuss and chart the characters and events of your **Reader’s Theatre story. (Sts need to read from a variety of formats including plays and Reader’s Theatre) T will listen in on each set of partners and support them as needed. This may go over into independent reading time if not completed in the allotted time for the lesson. Lesson recap: As a good reader, asking questions is important. Readers ask questions to think, to learn new information, clarify confusion or pursue further investigation. Good readers also follow the events in a story to explain how each event is related to the other and to describe characters and their relationship. All of this helps the reader better understand the text. As you read your own books in IR, begin to think about and record this kind of information to help you better understand.


work with partner to complete

the story map. Sts read a

Reader’s Theatre at their

independent reading level to

complete this independent

practice.

Sts record questions on a sticky

note think sheet.

Sts share

-Why it is important to

understand the events

of the story.

-What they have


questions as they read.

- Explain how asking


a reader.


notes from independent

practice.

Sts completed story map and

think sheet of questions.

MATERIALS: Interactive Read Alouds Grades 4-5 by Linda Hoyt, pp. 93 Plot lesson; *lesson text suggestions include The Stranger by Van Allsburg; An Angel for Solomon

Singer by Cynthia Rylant; or other text that has a complex plot. **Independent practice text pp. 96-98 or Readers Theatre at Sts independent reading levels.

5th

Grade – Unit 3; Weeks 8 – 10


Revised 10/11 26


Comprehension Strategy: Visualizing/ Inferring

Week 8

10/11-10/14

Week 9

10/17-10/21

Week 10

10/24-10/28

Get

tin

g t

he

Mea

nin

g

(In

tera

ctiv

e R

ead

Alo

ud

)

(Sh

are

d R

ead

ing)

• Use the text and my prior knowledge to create a

picture in my mind of what I am reading (Fig.

19C)

• Evaluate the impact of sensory details, imagery

and figurative language in literary text (8A/4J)

• Analyze how poets use sound effects (e.g.,

alliteration, internal rhyme, onomatopoeia, rhyme

scheme) to reinforce meaning in poems (4A/1H,

4J)

• Explain how inferring helps me as a reader (Fig.

19)

• Use prior knowledge (schema) with clues in

the text to come up with an idea that is not

explicitly stated by the author (Fig. 19D)

• Use the context to infer the meaning of

unfamiliar words (2B/1F, 4C)

• Infer the answers to unanswered questions

(Fig.19D)

• Explain how inferring helps me as a reader

(Fig. 19)

• Use the text and my prior knowledge to create

a picture in my mind of what I am reading

(Fig. 19C)

• Infer the answers to unanswered questions

(Fig.19D)

• Make a reasonable inference to draw a

conclusion (Fig.19D)

• Explain how inferring helps me as a reader

(Fig. 19)

Rea

din

g H

ab

its

(In

dep

end

ent

Rea

din

g)

(Dis

cuss

ing B

ook

s)

• Write responses to literary or expository texts and

provide evidence from the text to demonstrate

understanding (18C/5F,G)

• Read independently for a sustained period of time

and summarize or paraphrase what the reading

was, maintaining meaning and logical order (e.g.,

generate a reading log or journal; participate in

book talks) (9A/4E,H,I)

• Recognize the genre of the text and use it to form

expectations (9A/4E,H,I)

• Write responses to literary or expository texts

and provide evidence from the text to

demonstrate understanding (18C/5F,G)

• Read independently for a sustained period of

time and paraphrase what the reading was,




• Recognize the genre of the text and use it to

form expectations (9A/4E,H,I)

• Write responses to literary or expository texts

and provide evidence from the text to









(TEKS/ELPS)




Revised 10/11 27

Target(s) for the Week: Use the text and my prior knowledge to create a picture in my mind of what I am reading; Evaluate the impact of sensory details, imagery and figurative language in literary text; Analyze how poets use sound effects (e.g. alliteration, internal rhyme, onomatopoeia, rhyme scheme) to reinforce meaning in poems; Explain how making inferences helps me as a reader

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

1

Connect & Engage: Good readers create mental images by using the text

and their prior knowledge as they read. In order to really understand the

text, good readers evaluate the impact of sensory details, imagery and

figurative language in the texts they read. Let me show you with this book

*Harlem by Walter Dean Myers. This book is actually a poem spread

across the pages of a book.

Model: T reads the intro at beginning of the book, and then continues by

reading the first two pages. I am focusing on the sensory details I can create

from this. There are illustrations here, but I know the best images are the

ones I create in my mind. I can visualize __________. I get the strongest

sensory image when it says _________. Theses words really help me

understand that coming to Harlem is like coming home for this group of

people. They once had villages but then over the years of slavery and

unequal rights, they lost their sense of being home. T has Sts T&T about

any sensory images they created in this section of the text and what their

understanding of the text is when hearing that language. T listens in and

selects a few Sts to share. T reads through the next 2 pages, through “From

streets that know…” As I construct sensory images here, I am thinking

about the part that says “…how Jack Johnson...is doing with our Hopes”.

To me, that is a people who want some of their own to be successful in the

world. I can picture Sugar Ray Leonard in the boxing ring, having just won

a fight, the crowd cheering as the face of this man is beaten and swollen,

but he smiles at his victory. What sensory images are you getting here?

How does the language help you to understand what you are reading? T

listens in and selects a few Sts to share.

Lesson recap: Good readers go beyond just visualizing as they read, they

create sensory images. They think about how all the language of the text is

impacting their imagery and understanding.

T&T: What sensory

images did you create?

How does the language of

the text help you to

understand what you are

reading?

(use same T&T question

throughout lesson)

Sts share

-What have you

learned about using

your senses to go

beyond just

visualizing?

-What questions have

you had in your IR?

How do those

questions help you as

you read?

T observations &


T&T and share time




Revised 10/11 28

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

2

Connect& Engage: Yesterday we…So as we finish our book Harlem by Walter Dean Myers, we will continue to create sensory images. We will use the sensory details, imagery and figurative language to help us. Guided: T continues the text, reading and stopping every couple of pages to let Sts T&T about their sensory images and how the words of the text are helping to support this. T listens in as Sts T&T through the end of the text. After reading this story and thinking about all the mental images I have created, the thing that I go back to is those words the author chose to make those mental images come alive for me. I felt as if I were a person living in Harlem. The heritage of the people who lived here seemed so real to me that I could reach out and be part of the events the author wrote about. T has Sts T&T with a partner as she listens in. T facilitates Sts sharing at the end of the lesson. Lesson recap: You have done some great work! Good readers go beyond just visualizing as they read. They evaluate the impact of the sensory details, imagery and figurative language to help create mental images that really help them understand the text. During IR, be sure you are paying attention to those sensory images you create and note them in your reading journal so you can share with others.

T&T: What sensory images have you created? T&T: What impact did the sensory details, the imagery, and the figurative language have on your mental images? On your understanding of the story?

Sts share -What impact did the sensory details, the imagery, and the figurative language have on your mental images? - On your understanding of the story?

T observations & anecdotal notes on Sts T&T and share time.

3

Poetry Terms Alliteration Internal Rhyme Onomatopoeia Rhyme Scheme

Connect & Engage: We have learned that good readers go beyond visualizing just a picture in their mind as they read. The use the sensory details, the imagery and the figurative language of the text to create sensory images that really help with the meaning of the text. We will continue our visualizing strategy this week as we read poetry. We will be looking specifically how sound effects (alliteration, internal rhyme, onomatopoeia, rhyme scheme) reinforce the meaning in poetry. Model/Guided: Let’s take a few minutes to look at the sound effects I just talked about. T reads through the Poetry terms anchor chart. The best way for us to understand how this works is to read poetry that contains an example. This poem is called The Weary Blues by Langston Hughes. The onomatopoeia: thump, thump, thump of the singer's foot upon the floor draws the reader or listener into the scene Hughes is creating. T shows Sts other examples of onomatopoeia in poetry. T has Sts T&T to share what they think the onomatopoeia does for the poem. T shares the use of alliteration in poetry in Aquatic Fashion by Joyce Sidman. The words “strong, sticky silk” are an example of alliteration. These words give me a visual of the silk thread the caddis is using to weave its covering with. T reads another poem containing alliteration and invites the Sts to T&T about its use and the meaning for them as the reader. Lesson recap: Good readers understand the use of sound effects in poems (alliteration, internal rhyme, onomatopoeia, rhyme scheme) to reinforce the meaning of the poem. You have done a great job thinking about how those sound affects helped you with your understanding of the poems we read today.

T&T: How does onomatopoeia reinforce the meaning of this poem for the reader? What is your mental image? T&T: How does alliteration reinforce the meaning of this poem for the reader? What is your mental image?

St share -What questions have you had in your IR? How do those questions help you as you read?

-How does visualizing help you as a reader?

T observations & anecdotal notes on Sts T&T and share time.




Revised 10/11 29

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

4

Connect & Engage: Yesterday we…Today we will continue to look at how

poets are using sound effects in poetry to help the reader gain meaning.

Model/Guided: T reviews the poetry terms chart, focusing on internal rhyme

and rhyme scheme. T will introduce poems containing the sound effect

characteristics, modeling for Sts first and then displaying a second poem for

them to analyze and T&T about.

Lesson recap: Poetry is so much more enjoyable when it has meaning to us.

Analyzing how poets use sound effects to reinforce the meaning of the poem

has helped us to better understand the poems we have been reading.

T&T: How does internal

rhyme reinforce the

meaning of this poem for

the reader? What is your

mental image?

T&T: How does rhyme

scheme reinforce the

meaning of this poem for

the reader? What is your

mental image?


T observations &


T&T and share time.

5

Connect & Engage: Yesterday we…Today you will get a chance to analyze

the sound effects of a poem and share how it helped reinforce the meaning of

the poem for you.

Independent Practice: T provides a variety of poems that contain the sound

effects studied over the last 2 days. Sts selects a poem, reads it and identify

the sound effect used. Sts respond to how the use of the sound effect

reinforced the meaning of the poem. T moves around room, conferring with

Sts. T facilitates the share time, focusing on the meaning the Sts gained by

analyzing the sound effect.

Lesson recap: Good readers understand the importance of identifying and

using the elements in poetry. By analyzing how the author used sound effects

to reinforce the meaning of the poem, good readers find themselves enjoying

the poems they read.


Sts selects a poem, reads

it and identify the sound

effect used by the author.

Sts write the meaning of

the poem gained from the

use of the sound effect in

the poem. Sts share their

mental image as well.

Sts share -What sound effect was used by the author?

-How did the use of this sound effect reinforce the meaning of the poem for you?

-What mental image did you create?


T observations &


independent practice

and share time.

Sts completed think

sheet responding to how

the use of the sound

effect reinforced the

meaning of the poem.

MATERIALS: Interactive Read Alouds Grades 4-5 by Linda Hoyt, pp. 233 Imagery lesson

*Suggested lesson text Guide to Interactive Read Alouds by Hoyt, pp. 56 Imagery lesson

**Poetry examples: onomatopoeia - The Weary Blues by Langston Hughes; Pinball by Ralph Fletcher; alliteration – Turtle in July by Marilyn Singer; Aquatic Fashion by Joyce

Sidman (from Song of the Water Boatman)




Revised 10/11 30

Target(s) for the Week: Use prior knowledge (schema) with the clues in the text to come up with an idea that is not explicitly stated by the author; Use the context clues to infer

the meaning of unfamiliar words; Infer answers to unanswered questions; Explain how making inferences helps me as a reader

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?



Reading Workshop.)


students know it?)

Graded/Ungraded

1

BK + TC

= I

4 Column

Chart

Word /

Inferred

Meaning/

Text Clues/

Sentence

(pp. 6 in

Toolkit Book

4)

Connect & Engage: For the next few weeks, we are going to work on a new

strategy that builds on the questioning strategy. It’s called “inferring” and it

is at the heart of reading. We frequently answer our own questions by making

an inference. T&T for a moment – what does it mean to infer? T elicits

information from Sts. When writers write, they don’t spill information onto

the page; they leak it slowly so readers can draw their own conclusions. This

makes reading much more fun, and we can use our inferring skills to figure

out what is happening – to draw conclusions. This week, we are going to

practice inferring the meaning of unfamiliar words – words that we don’t

know. I will use context clues (words in the text surrounding the unknown

word) and my background knowledge to help figure out these words. You

know math equations, right? This is a Reading equation. T. writes BK + TC =

I on Anchor Chart. T. explains BK + TC = I. For the next few weeks, we will

be reading an article about the Titanic. What do you know about the Titanic?

T&T. T elicits BK from Sts and talks about what a tragic story it is. As I read

a bit of this today, I am going to model how I figure out the meaning of

unfamiliar words. When I come to a word I don’t know, I need to think about

what I do know about, and also think about the context for that word. I need

to read the sentences that come before and after the word because they will

help me infer the meaning. And I need to think about our equation.

Model: Okay, I am going to show you this as we begin reading the story of

the Titanic, so watch what I do. I have a 4 column-chart to record my

thinking. T reviews the anchor chart and then reads the first two paragraphs.

Very tragic – unimaginable. The first thing I notice is that the author has

paired some words together. T points them out and models the word

“humility” by thinking out loud about opposites: wealth and poverty, life and

death, humility and arrogance. I know the meaning of arrogance, I have some

schema for that word, it means proud/boasting so the opposite must be

humble. T fills out the anchor chart. What did you see me do? How did I

figure out the unfamiliar word? Sts share their observations.

Lesson recap: That’s right, good readers stop and notice when they come to

an unfamiliar word. The use their background knowledge plus the clues from

the text to help them figure out the meaning to the word.

T&T: What does it mean

to infer?

T&T: What is your BK

about the Titanic?

Sts watch T infer meaning

of unknown words.

Sts share

-What kinds of

questions are you

having in your IR?

-What mental images

are you creating?

T observation and

anecdotal notes of Sts

T&T and share time.




Revised 10/11 31

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

2

4 Column

Chart

Word /

Inferred

Meaning/

Text Clues/

Sentence

(pp. 6 in

Toolkit Book

4)

Connect & Engage: Yesterday you were able to watch me infer the

meaning of unfamiliar words. Good readers use this strategy as a way to

monitor their comprehension. They understand that as a reader inferring

unfamiliar words is an important strategy. We will practice this again

today.

Guided Practice: As T reads, she asks Sts to T&T about “colossus.” What

do you think it means? What helped you to think that? (BK, TC) T jots

down student thinking on the Anchor Chart from Day 1. I like the way you

used the NF features to help you with this word as well. Once you saw the

photograph you were able to visualize just how big this ship was. That

helped you infer the meaning of the words “colossus”. T has Sts create a

sentence using the word colossus. T enters information on the Anchor

Chart from Day 1 as Sts write it on their think sheet. There is nothing more

important to a passionate reader than words! This person is a wordsmith-

a word lover. Do you know what a zookeeper is? Right, they take care of

the animals in the zoo. Well, you guys are going to be word keepers. WK

love words and care about them. Who would like to be the Word Keeper for

colossus? I’ll write it on a post-it and give it to you – you will responsible

for knowing what the word means, the part of speech it is, and how to spell

it. So if anyone needs help with the word colossus, see ______. T has Sts

notice any other unfamiliar words in the text as she reads further on. T &

Sts stop to infer meaning of other unfamiliar words using same process.

Lesson recap: Good readers understand the importance of words in

reading. You can’t skip over them; they need to be figured out. You have

done a nice job of inferring the meaning of unfamiliar words by using your

BK and the TC to help you.

Sts have copy of article

and 4 column think sheet

that matches the anchor

chart.

T&T: What do you think

the word colossus means?

Sts continue T&T as they

encounter other

unfamiliar words.

Sts share

-How does inferring

unfamiliar words help

us when we read?

-What are context

clues? -What does

BK + TC equal?


notes of Sts T&T and share

time.

3

Connect & Engage: Yesterday we…Today we will continue reading our

article about the Titanic, stopping to notice those words we are not

familiar with and inferring their meaning.

Guided: T continues to read through article, guiding Sts as they infer the

meaning of unfamiliar words, and fill out their own charts. T has Sts T&T,

listens in and selects Sts to share. T continues to assign newly learned

words to Word Keepers.

Lesson recap: Great work readers! You are becoming quite skilled at

noticing those unfamiliar words and then using your BK and the TC to help

you infer their meaning. I am so glad to see so many of you volunteering to

be the Word Keepers of all of these new words we are learning.

Sts have copy of article

and 4 column think sheet

that matches the anchor

chart.

Sts T&T as they

encounter other

unfamiliar words.

Sts share

- Sts share

-How does inferring


us when we read?

-What are context

clues? -What does BK

+ TC equal?


notes of Sts T&T and share

time.




Revised 10/11 32

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

4

Connect & Engage: We have worked together to infer meaning of

unfamiliar words, using our BK and the TC to help us. Many of you are

now the keeper of these new words. Today you will get the opportunity to

work with a partner to try this strategy again.

Collaborate: T provides a choice of independent level reading **articles. T

assigns partners to work together to complete the 4 column think sheet for a

few unfamiliar words the Sts encounter in their reading. T circulates among

Sts to provide support as needed.

T facilitates as Sts share their words and strategy to figure them out.

Lesson recap: You are definitely good readers! You stop and notice when

you are not familiar with a word and then infer its meaning. As you find

words in your IR books that are unfamiliar, it will be your job to infer the

meaning of those words as well. Track these words in your reading journal

and be prepared to share.

Collaborative Practice:

Sts select an article and

read with a partner.

Together they infer

meaning of unfamiliar

words from the text and

chart thinking on the 4

column think sheet.

Sts share

-unfamiliar words and

their strategy to figure

out the words.

-How does inferring


you as a reader?

T observation and

anecdotal notes from Sts

collaborative practice and

share time.

Sts completed think sheets

on inferring of unfamiliar

words.

5

Connect & Engage: We have been reading and encountering unfamiliar

words. We know that good readers infer the meaning to those words before

reading on. Today we will see how we can apply this strategy in a testing

format.

Model/Guided: Part of being a student is taking tests. Because the testing

format looks different than our authentic reading does, we will take a look

at the test format and how we can apply this strategy as we read a passage

and answer questions about the meaning of unfamiliar words. T reads the

**article as Sts follow along. T points out the underlined words in the

passage. This is the word the test maker has decided is the unfamiliar word.

In authentic reading, the author does not select these words for us; instead

we notice the words that are unfamiliar to us. But that does not work on a

test. T uses document camera to show the test questions on word meaning. T

reads question and models for Sts how to go back into the passage to find the

word. T then applies strategy Sts have been learning all week to figure out

the meaning of the unfamiliar word. T writes her definition in the margin of

article and goes back to the question. T shows Sts how to select the answer. T

& Sts work through process for other word meaning questions. Sts T&T

about best answer choice and what helps them think that.

Lesson recap: Good readers use inferring of unfamiliar words even in a

testing genre. The strategy is the same; the text and format just look

different than our authentic reading does.

Sts have copy of TAKS

like passage/article.

T&T: What is the best

answer choice for this

question? What supports

your thinking?

Sts share

-How can the strategy

of inferring unfamiliar

words be used on a

TAKS test?

T observation and


T&T and share time.

MATERIALS: Comprehension Toolkit by Harvey & Goudvis, Book 4 -Inferring Meaning, Lesson 10 *Lesson text-Day 1-3- Source Book of Short Text (in Comprehension Toolkit) “Titanic”;

**Independent Practice Articles Day 4- Toolkit Text Grade 4-5; Kids Discover, Time for Kids, National Geographic for Kids; Day 5: TAKS type passage

Think sheet pp. 71 Book 4 of Comprehension Toolkit




Revised 10/11 33

Target(s) for the Week: Use the text and my prior knowledge to create a picture in my mind of what I am reading; Infer answers to unanswered questions; Make a

reasonable inference to draw a conclusion; Explain how making inferences helps me as a reader.

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

1

Connect and Engage: Last week we started to read a little bit about the

Titanic. We will be reading more about the Titanic this week as we will

learn to infer answers to our questions about this unsinkable ship. T&T,

what other information do you know about the Titanic? Some of you may

have seen the movie. Not all information in movies is accurate. The articles

we will be reading will help us to sort our what is accurate in our schema

and was is not. As I think about the Titanic, I can’t help but wonder, could

this tragedy have been prevented? Could something have been done by the

crew? As we read, let’s keep this question in mind.

Model: Good readers gather information from the text and from their BK

to help them infer. TC do not always need to be words. We can use the

photographs and other visuals the text provides. Let’s take a look at those.

T displays article on document camera for all Sts to view. T begins by

looking at the photo of the crew. I am inferring that the captain has

several years of experience just by the medals on his chest. T continues by

looking at the picture of the stairway and inferring that it was reserved for

first-class passengers – 2nd

class tickets were cheaper, etc. Look, I have

something else that is kind of cool. These are reproductions of the actual

tickets that people had for the first Atlantic crossing of the Titanic. Let me

read you the name on the ticket. I want you to infer whether Sedgewick was

a first class or second class passenger. Think about what you already know

and merge it with the clues from the ticket. T has Sts T&T about what they

infer and why. T listens in and selects Sts to share. T continues process

with the second ticket. T fills Sts in on background about people’s names

back in the early 20th

Century. We don’t really have enough information to

infer about the second passenger, Just having two names does not

automatically make him a second class passenger. Good readers always

search for additional clues in the text because the more clues we have, the

better the inference.

Lesson recap: When good readers wonder about something not answered,

they try to infer the answer by using the text clues and their BK.

T&T: Activate your BK

about the Titanic.

T&T: What do you infer

about the passenger and

his class on the ship?

What makes you say that?

How do you know?

Sts share

-What unfamiliar words

have you had to infer

meaning for in your IR?

-How do you think

inferring helps you as a

reader?

T observations and

anecdotal notes for Sts

T&T and share time.




Revised 10/11 34

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

2

Could this

tragedy have

been

prevented?

Facts /

Inferences

Connect & Engage: Yesterday we used the text features of an article and

another document to help us infer the meaning to some things we wondered

about. Good readers use text clues and their BK to infer meaning. Model: Today I am going to read some of this article Titanic Past and

Present. I’m going to start mid-way into the article on the day the ship

sank. Remember we are reading with a question in mind: “Could anything

have been done to prevent this tragedy?” I’m going to write this question

on the top of our chart. T tells Sts this is an essential question – essential

questions are ones that might come up in different situations again and again. Watch me as I think aloud about this essential question. I will jot

down facts in the first column, and what they lead me to infer in the second

column. T reads “While passengers and crew were having lunch….” and thinks aloud about Phillips and Bride were radio operators who ran the radio room and they were busy sending personal messages. T jots this down under “facts”. I am inferring that maybe they should have been more

interested in attending to their work. T adds this under “inferences” section. They were employed by the wireless company and paid per message; this is

a fact from the text. But I am inferring that the operators were more

concerned with making money by sending messages, than by working in the

radio room. T adds to the anchor chart. T has Sts T&T about what they might be inferring. T listens in and selects Sts to share their thinking. Remember that we will have to read between the lines when we read, and

then draw conclusions by merging our schema with the text. Reading is

much more interesting when the reader has to figure stuff out.

Lesson recap: When good readers have an essential question, one that

comes up over and over again in the text as they read, they need to infer the

answer. Using your BK and the TC helps you do this. Notice if you are

having any essential questions in your IR reading and make a note of them

in your reading journal.

T&T: What are you

inferring? What helps you

to think that?

Sts share

-What unfamiliar words

have you had to infer

meaning for in your

IR?

-How do you think

inferring helps you as

a reader?

T observations and


T&T and share time.

3

Connect & Engage: Yesterday we…Today we will continue to read and

infer about our essential question. You each have a copy of the article and

a two column think sheet to record your thinking.

Guided: T continues to read article, stopping after each paragraph to give

Sts time to T&T and write down a fact and their inference about that fact. T

works to end of the article. T scaffolds Sts who are having difficulty. As we

work, go back to our essential question. All of the facts we gather and

inferences we make should be related to this question.

Lesson recap: You are doing a fantastic job keeping the essential question

at the forefront as you find facts and make inferences. Good readers

understand that these kinds of questions help them focus as they read,

better understanding the text.

Sts have copies of the two

column think sheet with

the essential question

written across the top.

Sts write their facts &

inferences on their think

sheet.

Sts share

-Have you ever had an

essential question in

your reading? Did you

try to infer an answer?

-How do you think

inferring helps you as

a reader?

T observations and


T&T and share time.


with facts and inferences

on the essential question.




Revised 10/11 35

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

4

Connect & Engage: As good readers you have gathered many facts and

inferences about our question: Could this tragedy have been prevented?

Today we will spend some time in groups sharing our facts and inferences

and answering our question.

Collaborate: T places Sts in groups and has them work in different parts of

the room to discuss their findings and to talk about whether the disaster

could have been prevented. T brings Sts back to share as a whole group,

facilitating the conversation about how the tragedy could have been

prevented, being sure Sts are using text evidence when they infer.

Lesson recap: Good readers share their thinking with others. You did a

wonderful job of sharing your facts, inferences and having a discussion

about that essential question: “Could this tragedy have been prevented?”

Begin to pay attention when you read your IR books, looking for facts and

making inferences about those essential questions you are having. Use

your reading journal or sticky notes to track your thinking.

Sts share

-What were some of

your facts and

inferences?

-What do you think…

Could this tragedy

have been prevented?

-Why do you think it is

important to have an

essential question as

you read?

T observations and


collaborative practice and

share time.

5

Connect & Engage: Good readers understand the importance of inferring

as they read. Many times answers to our questions go unanswered, but as

good readers we know we can look for text clues and use our BK to infer a

possible answer. Today you will get a chance to practice this on your own

with a NF article or book.

Independent Practice: Sts will complete a short TAKS type passage and

questions on word meaning before beginning the other part of the

independent practice. T provides Sts with leveled non-fiction text (books or

magazine articles). Sts use their two-column think sheet to jot down their

thinking. Sts share what they read and inferred. T can encourage Sts to

think about and write an essential question if they have one.

Lesson recap: Visualizing and inferring are important strategies good

readers use to help them better understand the text they are reading. Good

readers understand that they must use the clues from the text and their

background knowledge to visualize and infer. Great Work! Be sure to use

these strategies in your IR.


Sts read and write facts

and inferences on their

think sheet. Sts can use an

essential question if they

have one. Sts will share

their thinking with group.

Sts share

-What was your

essential question if

you had one?

-What facts and

inferences did you

have about your

article?

-How does inferring

help you as a reader?

T observations and



share time.

Sts complete TAKS like

passage/questions on word

meaning

Sts completed think sheet

of facts and inferences

MATERIALS: Comprehension Toolkit by Harvey & Goudvis, Book 4 -Inferring Meaning, Lesson 11

*Lesson text- Source Book of Short Text (in Comprehension Toolkit) “Titanic”

**Independent Practice Articles- Toolkit Text Grade 4-5; Kids Discover, Time for Kids, National Geographic for Kids

Think sheet pp. 72 Book 4 of Comprehension Toolkit

5th



Revised 8/11 36


Comprehension Strategy: Inferring

Week 11

10/31-11/4

Week 12

11/7-11/11

Week 13

11/14-11/18

Get

tin

g t

he

Mea

nin

g

(In

tera

ctiv

e R

ead

Alo

ud

)

(Sh

are

d R

ead

ing)

• Make inferences about text and use

textual evidence to support

understanding (Fig. 19D)

• Read with a focus question in mind and

infer to come up with an answer and

draw a conclusion (Fig. 19D)

• Use the facts to infer an answer to a

specific question (Fig. 19B, Fig. 19D)

• Explain how inferring helps me as a

reader (Fig. 19)

• Infer characters’ feelings and emotions

from descriptions, what they do or say,

and what others think about them (Fig.

19D)

• Use the context to infer the meaning of

unfamiliar words (2B/1F, 4F)

• Infer the answers to unanswered

questions (Fig. 19D)


reader (Fig. 19)

• Continue to infer characters’ feelings

and emotions from descriptions, what

they do or say, and what others think

about them (Fig. 19D)

• Understand the difference between

plot and theme (Fig. 19D, 3A/1C, 4K)

• Recognize that we look at words,

actions, events, ideas, and pictures in

the text to infer themes (Fig. 19D)

• Support my themes with evidence

from the text (3A/1C, 4K)


reader (Fig. 19)

Rea

din

g H

ab

its

(In

dep

end

ent

Rea

din

g)

(Dis

cuss

ing B

ook

s)

• Write responses to literary or expository

texts and provide evidence from the text

to demonstrate understanding

(18C/5F,G)

• Read independently for a sustained

period of time and paraphrase what the

reading was, maintaining meaning and

logical order (e.g., generate a reading log

or journal; participate in book talks)

(9A/4E,H,I)

• Recognize the genre of the text and use it

to form expectations (9A/4E,H,I)

• Write responses to literary or

expository texts and provide evidence

from the text to demonstrate





logical order (e.g., generate a reading

log or journal; participate in book

talks) (9A/4E,H,I)

• Recognize the genre of the text and use

it to form expectations (9A/4E,H,I)

• Write responses to literary or

expository texts and provide evidence

from the text to demonstrate





logical order (e.g., generate a reading

log or journal; participate in book

talks) (9A/4E,H,I)

• Recognize the genre of the text and

use it to form expectations

(9A/4E,H,I)

(TEKS/ELPS)




Revised 8/11 37

Target(s) for the Week: Make inferences about text and use textual evidence to support understanding; Read with a focus question in mind and infer to come up with an answer and draw a conclusion; Use the facts to infer an answer to a specific question; Explain how inferring helps me as a reader

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

1

Our

Questions

About

Climbing Mt.

Everest

Connect & Engage: We’re about to embark on a dangerous but exciting

journey…climbing Mt. Everest. T&T, what do you know about Mt.

Everest? I bet you have lots of questions about Mt. Everest. The author,

Steve Jenkins has done a wonderful job answering lots of questions in this

terrific book, The Top of the World. As I was reading this book, I wondered

what the most difficult part of the climb was. T&T, what do you think would

be the most difficult part of a climb up Mt. Everest? T listens in and has a

few Sts share. T invites Sts to ask other questions they are wondering about.

Great readers ask questions when they read. As students ask questions, T

jots them down on the Anchor Chart.

Model: Where are the most dangerous parts of the climb, and why are

there some places more dangerous than others? This is what I am most

wondering about so watch me and notice what I do. The first thing I’ll do is

look for the Table of Contents and see if I can find a page about dangers on

the mountain. Remember good readers use the text features to help them

when they are reading with a question in mind and inferring. Wow, there is

no Table of Contents. I guess next I’ll skim and scan the headings on each

page. The pictures help me a little bit, too. Here’s a page called

“Kathmandu” and another page called “Sherpas.” My BK tells me that

Kathmandu is a city and that sherpas are the native people that help

mountain climbers up the mountain, so I’ll have to keep looking. Here’s

“The Death Zone.” Sounds kind of dangerous – I’m inferring that I might

find out about the dangerous parts of the climb on this page. T reads the

page. I’m finding text clues to help answer my questions. I’m going to jot

this down on my sticky note: “ The “Death Zone” is really a dangerous

part of the climb because there is too little oxygen and without it people get

weaker and might even die. What did you notice me do today as I read with

my question in mind? Sts share their observations in T&T and then with

whole class. T supports Sts if any parts were missed.

Lesson recap: Good readers sometimes have a question they want

answered, so they read with that question in mind. They use the text

features and the text to help them infer if they are on the right track to

finding the answer to that question.

T&T: What do you

already know about Mt.

Everest?


would be the most difficult

part of a climb up Mt.

Everest?

Sts observe T as she reads

with question in mind.

T&T: What did you notice

the T doing as she read

with a question in mind?

Sts share

-Have you used

inferring to determine

any unfamiliar words

in your IR? What

strategies did you use?

-How did that help you

as a reader?

T observation and


T&T and share time.




Revised 8/11 38

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

2

Our

Questions

About Climbing

Mt. Everest

Connect & Engage: Yesterday we activated our schema about Mt. Everest

and shared some questions we wanted to have answered. We know good

readers use the text features and the text to help them infer where the answer

to the question might be located in the text. Let’s continue our quest for

answers in The Top of the World.

Guided: I’m still wondering if there are other dangerous parts of Mt.

Everest. Let’s work together to see what else we can find. T shows the book

on the document camera or hands out multiple copies to reading partners.

Let’s work together to see if we can find any additional information. T & Sts

look at the headings and illustrations for other dangerous places on Mt.

Everest and jot down their thinking as they find them. T has Sts notice what

they are doing when they read to answer a question. That’s right, first you

inferred, and then you checked the headings and illustrations to see if it

related to your question in some way. You combined your text clues with

your thinking and found evidence in the text. Finally, you put that

information in your own words on your think sheet. Did you have more than

one answer? Sometimes questions do have more than one answer.

Lesson recap: Good readers sometimes have a question they want

answered, so they read with that question in mind. They use the text features

and the text to help them infer if they are on the right track to finding the

answer to that question.

Students have sticky note

think sheets or sticky

notes to record their

thinking.

Sts notice the strategies

they are using to read to

answer a question.

Sts share

-Have you used

inferring to determine

any unfamiliar words in

your IR? What

strategies did you use?

-How did that help you

as a reader?

T observation and


T&T and share time.

3

When we read

to answer a

question…

(anchor chart

created at share

time)

Connect & Engage: We worked together to gather some answers to the

question we had in mind as we were reading The Top of the World. Good

readers use the text features and the text to help them infer where they might

read to find the answer to the question they have in mind. You all had many

questions we have not even gotten to, so today you will work in groups of 2

or 3, selects a question and see if it can be answered. You might even have

new questions as you read. If so jot those down and you can work to answer

those as well.

Collaborate: Sts work in groups of 3 or with partners to jot down questions

and then skim and scan to find the answers to their questions. Sts gather

together at the end of collaborative practice to share their thinking and to

create a new anchor chart with the strategies used to answer their questions.

T listens in and scaffolds Sts as needed. T facilitates the share time and

writes strategies Sts used to help them answer questions on a new anchor

chart.

Lesson recap: Fantastic job! You really know how to find the answers to

your questions. You looked for words in the headings, paid attention to the

illustrations, and used your BK and the text clues to come up with answer.

You even realized that some questions have more than one answer, and so

questions lead to more questions! This important strategy can be used when

you are reading NF in your IR.


Sts work in groups of 2-3

to read with a question in

mind, using the text

features and text to infer

possible places to read in

the text to find the

answer. Sts may have

more questions as they

read to add to their think

sheet.

Sts share

-What are the strategies

you used to find your

answers?

-What conclusions can

you draw about the text

after your work today?

T creates anchor chart

as Sts share strategies.

T observations and


collaborative practice

and share time.




Revised 8/11 39

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

4

Our Questions

About

________

Connect & Engage: This week we have been reading with a question in mind,

skimming and scanning and using inferring to figure out the answer to our

question. As good readers we know that we not only use the words to help us infer

the answer to our questions but the text features as well. We merge our learned

information with our own knowledge to infer the answer or draw a conclusion.

Today we will look at this article “______________” from Kids Discover to

practice this strategy some more.

Guided: T and Sts review the new strategies anchor chart they created at the end

of the lesson yesterday. T and Sts use the process from Day 1-2 to come up with

some questions they want answered after briefly looking over the article. Sts use

their own sticky note think sheet to record their questions and answers. T reminds

Sts to be sure the section they are reading from relates to their question and that

their answers use the information learned but are written in Sts own words. T

listens in among the T&T partners to support them as needed. T facilitates share

time.

Lesson recap: Great work students! Your questions are thoughtful and I see you

using the strategies we have here on the anchor chart. Good readers understand

the importance of inferring the answers to their questions and drawing

conclusions. Be sure you are trying these strategies in your IR and either marking

the place with a sticky note or writing it in your reading journal.

Sts have copy of the article

and sticky note think sheet.

T&T: Share what you are

finding in the text to

support your inference to

your question.

Sts share

-What were some of your

questions and answers?

-What strategies did you

use?

-What conclusion can

you draw?

-How does reading with

a question in mind help

you as a reader?

-How does inferring help

you as a reader?

T observation and


T&T and share time.

5

Connect & Engage: Many of you are enjoying the topic of this article so much

and still have some questions you want to answer so we will use the strategies we

have been practicing all week, but today you will continue on your own. If you

prefer, I have another article you can use instead. You will need to come up with

a question to have in mind as you read.

Independent: Sts work on own using yesterday’s article or a new article, reading

with a question in mind to infer the answer. T confers with Sts as they work. T

facilitates share time. Sts also answer TAKS like assessment questions on

inferring meaning of words; making inferences and drawing conclusions.

Lesson recap: As good readers you understand that many times we read with a

question in mind. You know how to use the text features to help you infer where

the answer might be found. Use these strategies in IR


continue yesterday’s article

or select new article and

read with a question in

mind. Sts use strategies to

infer the answer to their

question and notes this on

sticky note think sheet.

Sts share


questions and answers?

-What strategies did you

use?

-What conclusion can

you draw?

-How does reading with

a question in mind help

you as a reader?

-How does inferring help

you as a reader?

T observation and



share time.

Assessment:

Sts complete sticky note

think sheet.

Did Sts

-ask authentic questions?

-read to find the answers

to their questions through

inferring?

-discuss the strategies

used to answer their

questions?

MATERIALS: Days 1-3 Comprehension Toolkit by Harvey & Goudvis, Book 4 Lesson 14 “Read with a Question in Mind”

Suggested Lesson Text: Days 1-3 Top of the World: Climbing Mt. Everest by Steve Jenkins; Days 4-5 Kids Discover magazine article (found on-line) or article with NF features at

Sts independent level if they cannot read Kids Discover article. **Poetry examples: onomatopoeia - The Weary Blues by Langston Hughes; Pinball by Ralph Fletcher; alliteration – Turtle in July by Marilyn Singer; Aquatic Fashion by Joyce

Sidman (from Song of the Water Boatman)




Revised 8/11 40

Target(s) for the Week: Infer characters feelings and emotions from descriptions, what they do or say, and what others think of them; Use context clues to infer the meaning of

unfamiliar words; Infer the answers to unanswered questions; Explain how inferring helps me as a reader

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?



Reading Workshop.)


students know it?)

Graded/Ungraded

1

Character/

Inferences

Infer Meaning

of Words

(CTK book 4

pp. 71)

Connect & Engage: We have spent a great deal of time working in NF texts

to infer meaning of words, answer questions and draw conclusions. We will

now move to fiction text, applying these same kinds of strategies, but focusing

more on the characters and their feelings, emotions and actions. I have a

fantastic book to share with you called Encounter by Jane Yolen. It is a story

about Columbus and his discovery of a new land. T&T, what do you already

know about Columbus and the regions he discovered?

Model: Good readers just don’t use the text as they read; they use the cover

and the illustrations as well. This is especially helpful when the characters

are featured in the illustrations and the author has not said much in the text

about their feelings or emotions. So let’s start by looking at the cover of the

book. T asks question or makes a prediction. T reads first two pages. I am

inferring that the boy is worried or afraid of the strangers who are coming to

their island. The text said he ran to find the chief and begged him not to

welcome them. The boy must be pretty worried to wake up the chief. I am also

inferring that the chief does not think the boy’s dream and his request are

worthy of doing anything about. My BK tells me that in many cultures

children are to be seen and not heard. The chief even says to him “you are

but a child”. T charts these character inferences on the anchor chart. T reads

the next two pages. What do you think the author mean by the phrase “…for

they hid their bodies in colors, like parrots.”? Sts T&T as T listens in. T

selects a few Sts to share their thinking. T charts the phrase on the Infer

meaning of words chart. T models her inference about the strangers and

charts it. T reads one more page. T makes inference about Taino boy, the

chief, and/or the stranger's feelings/emotions. T makes inference about the

words “…but the skin was moon to my sun.” T invites Sts to infer meaning of

phrase “…like the barking of the yellow dog.” T records inferences on charts.

Lesson recap: Good readers know that in order to really understand the

meaning of a story, it is helpful to infer the characters feelings and emotions.

Good readers also stop to infer words or phrases that are not familiar.

T&T: Activate your

schema about Columbus

and the regions he

discovered.

T&T: What do you infer

is the meaning of the

phrase I just read to you?

What helps you to think

that?

Sts share

-What did you discover

as you read with a

question in mind? Did

you use text features

along with the clues in

the text to help you

infer an answer?

T observation and


Sts T&T and share

time.




Revised 8/11 41

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

2

Character/

Inferences

Infer Meaning

of Words

(CTK book 4

pp. 71)

Connect & Engage: Yesterday we…Today we will continue our story

Encounter by Jane Yolen as you join in to share your questions and

inferences about the characters feelings, emotions, actions and what others

think of them, as well as inferring the meaning of unfamiliar words or

phrases.

Guided: T & Sts read and work through the next 6 pages of text to infer

character feelings, emotions and actions. T reminds Sts to use the

illustrations as well as the text clues to help infer the character

feelings/emotions/actions, questions and the meaning of unfamiliar words

or phrases. T invites Sts to T&T about their thinking as she listens in and

selects Sts to share, recording their thinking on the anchor charts. Sts

record their inferences on the 2 sided think sheet that resembles the anchor

charts.

Lesson recap: I am amazed at your thinking about our book Encounter. As

good readers you know the importance of asking questions and making

inferences to answer them. You understand that when words or phrase are

unfamiliar, the reader must use the text clues and illustration to figure

them out before reading on. The characters are important to the story so

when the author does not tell us what they are feeling or intending, we

must infer.

Sts record thinking on a

2- sided think sheet that

resembles the anchor

charts.

T&T: What are you

inferring? What

unfamiliar words or

phrases have you found?

Sts share

-What did you

discover as you read

with a question in

mind? Did you use text

features along with the

clues in the text to help

you infer an answer?


notes from Sts T&T and

share time.

3

Character/

Inferences

Infer Meaning

of Words

(CTK book 4

pp. 71)

Connect & Engage: Yesterday we…Today we will finish our book. T&T

for a moment about what good readers like you need to do as we read.

Guided: T and Sts work through the end of the book. Sts record their

character and word meaning inferences on their think sheets. T invites Sts

to T&T about their thinking and what is helping them to infer that. T

scaffolds Sts if they are struggling.

Lesson recap: Nice job readers! You have been working hard to infer the

meaning of this story. You know that good readers do this to help them

better understand the meaning of the story. Tomorrow we will spend some

time further discussing the characters and our inferences about them.




charts.

T&T: What strategies do

good readers use? (ask

questions, infer answers,

infer meaning of

words/phrases, infer

character

feelings/actions)

T&T: What are your

questions and inferences?

Sts share

-How did the

illustrations help you

with your inferences?


notes from Sts T&T and

share time.




Revised 8/11 42

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

4

Character

/Inferences

Connect & Engage: Today we will spend some time going back over the

inferences we made about the characters and their feelings/actions. As

readers, the characters are important to our story and we must understand

their feelings, emotions, actions and even how others see them.

Collaborate: T reviews the anchor chart of characters/inferences and

invites Sts to share any they have on their think sheet not yet shared. T and

Sts discuss each character and how inferring the characters, feelings,

emotions and actions helped Sts understand the deeper meaning of the

story. T rereads last page of the story. T&T, What is your inference of this

part of the story where it says “…may it be a warning to all the children

and all the people in every land.”? What is the Taino boy wanting us as

reader to walk away thinking?

Lesson recap: Good readers understand the importance of inferring as

they read. They use the clues from the text, including the illustrations to

figure out ideas, answers to questions and unfamiliar words. They also

infer characters feelings, emotions and actions all to help them deepen the

meaning of the story.




charts.


Sts use their

character/inference think

sheet to share in the

discussion of their

inferences about the

characters feelings,

emotions and actions and

how these inferences

helped deepen the

meaning of the story.

Sts share

-What have you learned

about inferring

character feelings,

emotions and actions?

-What is your inference

of the last page of the

story where it says

“…may it be a warning

to all the children and

all the people in every

land?”

-What conclusions have

you drawn?

T observation and


collaborative discussion

and share time.

5

Connect & Engage: Today you will continue your work as good readers

by applying the strategy of inferring character feelings, emotions and

actions as you read a story called “Coach”.

Independent Practice: T provides Sts with a copy of the story and the

Character/Inference think sheet. T will confer with Sts as they work to infer

the meaning of characters feelings, emotions and actions in the story. T

shares with Sts the difference in the authentic questions we ask about

character feelings, emotions and actions and those asked by question

makers on the TAKS test. T shares some of the TAKS question stems used

on the test. Sts will complete TAKS like assessment questions on character

feelings.

Lesson recap: Inferring the feelings, emotions and actions of the

characters is an important part of reading fiction text. When we

understand the characters, we bring our understanding of the story to a

deeper level. As you read fiction text in IR, be sure you are inferring the

feelings, emotions and actions of the characters in your books.

Independent Practice: Sts read story and infer

character feelings,

emotions and actions. Sts

use the

Character/Inference think

sheet to record their

thinking.

Sts share

-How does inferring


T observation and



share time.

Assessment:

Sts completed think sheet

and MC TAKS type

questions.

Did Sts

-infer the meaning of

unfamiliar words

-use the text clues to infer

character feelings,

emotions and actions

MATERIALS: Lesson adapted from Startegies That Work, pp. 139-142. Suggested Lesson text * Encounter by Jane Yolen or any children’s literature book that lends itself to character feelings, emotions and actions that must be inferred.

Independent Practice text **”Coach” Interactive Read Alouds by Linda Hoyt, pp. 211 or other independent level stories that lend it self to character feelings, emotions and actions that must be

inferred.




Revised 8/11 43

Target(s) for the Week: Infer characters feelings and emotions from descriptions, what they do or say, and what others think of them; Understand the difference between plot

and theme; Recognize that we look at words, actions, events, ideas and pictures in the text to infer themes; Support my themes with evidence from the

text; Explain how inferring helps me as a reader

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

1

Character/

Inference

chart from

Encounter

Connect & Engage: Last week we read Encounter by Jane Yolen, inferring

the feelings, emotions and the actions of the characters. We also inferred

answers to the questions we had and the words and phrases that were

unfamiliar. Today we will take a look at Encounter again, this time thinking

about the plot and theme of the story. We have studied plot, the events of

the story from the introductory action, through the rising action to the

falling action and conclusion of the story. The plot is what happens in the

story. The theme of the story is not listed by the author…”this story is about

hope…” themes must be inferred. They are the underlying ideas, issues and

lessons that give the story depth and meaning. The themes are the bigger

ideas. We feel the theme in our gut when we respond with different

emotions to the story. Readers use the same reading equation to infer theme

as they do to infer word meaning or answers to their questions. Readers

merge the clues in the text with their BK. Often there are many themes for

the reader to infer rather than just one main idea. So to try this out, let’s

think about our story Encounter.

Model: Let’s reread the story and think about the inferences we made

about the characters. T reads the story, T then models her thinking about

the big ideas. I think one of the themes of this story is that sometimes

children do have something to say that is important and adults should

listen. Over and over in the story, the boy tries to share his dream and his

fear of the strangers but no one will listen. The other theme I keep coming

back to is at the end of our story. We talked about it last week. The last

words of the story “…May it be a warning to all the children and all the

people in every land.” I think the theme the author wanted us to infer is

don’t be so trusting of strangers who present you with gifts and want to

trade for something. You may be trading your very heritage, never to get it

back. Through the years even though Columbus was gone, his country took

over the islands and the people slowly lost all of their native culture. T&T

what are some themes or big ideas you have inferred from our book

Encounter. Be sure you can back your thinking with something from the

text. T listens in and selects a few Sts to share their thinking.

Lesson recap: Good readers understand the difference between the plot,

what happens in the story, and the theme. Those big ideas about the story

that must be inferred by the reader. You did some inferring about the

themes of this story.

T&T: What are some

themes or big ideas are

inferring about Encounter.




Revised 8/11 44

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

2

Evidence

From Text/

Themes

(CTK Book 4

pp. 73)

Connect & Engage: Now that we have begun to understand some about

the themes or big ideas of a story, let’s read one of my favorite books An

Angel for Solomon Singer by Cynthia Rylant.

Remember that the plot is what happens in the story and the themes are the

big ideas that must be inferred by the reader.

Model: While I read, watch what I am doing to infer themes. I’ll carefully

read the words and pay close attention to the pictures searching for clues

that help me infer themes. When I find some evidence that supports a

theme, I’ll record it on this chart. We can find evidence for themes in

words, pictures, actions, events and even the ideas in the text. T explains

how she will use the anchor chart to keep track of the evidence (words,

actions, pictures, events and ideas) and the themes that goes with it. T reads

the first three pages of text. This sounds sad to me. Solomon lives in a place

where he cannot have the things he loves most. Remember how I said

sometimes we feel themes in our gut, well I am feeling a real sense of

loneliness and sadness on the part of Solomon. Sometimes as we read, we

get an idea for the theme and then we need to go back to the text to support

it with evidence. So when I read about all the things he did not have- a

balcony, a porch, a fireplace, picture window, a pet, even colorful walls-

this evidence supports my theme idea of loneliness and sadness. T writes

this on the anchor chart. Other times, I look closely at the words and ideas

in the story to infer the theme. Here is says he wanders the streets wishing

he were back in Indiana. The theme that comes to mind for me is

restlessness. He was lonely and sad at the place he lived because he had

nothing he longed for, so he wandered the streets wishing for his home

state because he was restless. T adds this thinking to the chart. T&T, what

did you see me doing as I inferred some themes of our story? T listens in

and has Sts share, recapping the ways the reader can identify theme.

Lesson recap: Today you learned some ways good readers work to infer

the themes of a story. Good readers use the evidence in the text- words,

actions, pictures, events and ideas and merge it with the BK to infer a

theme.

Sts observe the teacher as

she models how to infer

themes.

T&T: What did you see

the T doing as she

inferred themes in the

book?

Sts share

-What are some if the

inferences you are

making about the


emotions and actions as

you read your IR fiction

books?

T observations and


T&T and share time.




Revised 8/11 45

D

A

Y

Anchor

Chart(s)

Explicit Instruction/Modeling

Minilesson Focus


Student Outcomes)

Guided and/or

Collaborative Practice

What will my students

be doing?

Sharing Focus

(Opportunity to reteach

at close of Shared

Reading and/or

Reading Workshop.)

Evidence of Learning

(How will I know if my

students know it?)

Graded/Ungraded

3

Evidence

From Text/

Themes

(CTK Book 4

pp. 73)

Connect & Engage: Yesterday you watched me as I began to infer some

themes from our book An Angel for Solomon Singer by Cynthia Rylant.

Today we will work together to infer more themes as we read on in the text.

Let’s review what we have so far. T reviews anchor chart with Sts.

Guided: So as I begin to read again today, remember that readers

sometimes identify a theme because they just feel it in their gut and then

they support it with text evidence or readers can read and find text evidence

and from that identify the theme. T & Sts work through the some of the text

(5-6 pages); stopping every few pages to let Sts T&T about some themes

they are inferring and the text evidence that supports them. T listens in and

selects Sts to share their theme. T records the evidence and themes on the

anchor chart. Remind Sts that the text evidence is not just the words but the

actions of the character and the illustrations in the book. T and Sts review

the anchor chart noting the kinds of themes they have inferred.

Lesson recap: You are doing the work of good readers by using the

evidence in the story – including the illustrations and characters

thoughts/actions to infer the themes of our story.

T&T: What theme are

you inferring? What

evidence supports your

thinking?

Sts share

-What are some if the

inferences you are

making about the


emotions and actions as

you read your IR fiction

books?

T observations and


T&T and share time.

4

Evidence From

Text/

Themes

(CTK Book 4

pp. 73)

Connect & Engage: Yesterday we…today we will finish inferring the

themes of this book. You have done a great job merging the text evidence

with your background knowledge to infer some themes for An Angel for

Solomon Singer.

Guided: T & Sts work to infer themes through the end of the book. T uses

process from Day 3. Sts record their own themes and evidence. T poses a

lingering question to Sts after they finish reading the text. Before we wrap

things up, I have a lingering question, why do you think _________? T

facilitates a discussion of the inferences of this question at share time.

Lesson recap: Good readers use the words, actions, events and ideas of

the story to help them infer the themes. Understanding the themes in the

story brings a deeper meaning to the text. Good readers also understand

that plot is what happens in the story, the events, and sometimes we can

infer a theme from them.

Sts record their themes

and evidence on a think

sheet that resembles the

anchor chart (CTK Book

4 pp. 73).

T&T: What theme are

you inferring? What

evidence supports your

thinking?

Sts share

- What do you infer the

answer to this lingering

question is…Why do

you think_________?

T observations and


T&T and share time.


with themes and text

evidence.




Revised 8/11 46

D

A

Y

Anchor

Chart(s)


Minilesson Focus


Student Outcomes)

Guided and/or



be doing?

Sharing Focus


at close of Shared

Reading and/or Reading

Workshop.)



students know it?)

Graded/Ungraded

5

Connect & Engage: You have done a wonderful job using text evidence to

infer themes. You came up with themes I hadn’t even thought of and you

supported them with text evidence.

Independent: Now we are going to take it a step further and write a one-

page response to the narrative. We aren’t going to simply write a

summary. We need to respond in a way that shows how we merge our

thinking with the information. Responses need to be about your thinking as

well as the writer’s thinking. Happy writing! T confers with Sts as they

work on their written response. T facilitates share time discussion on how

inferring themes helps them as readers.

Lesson recap: Inferring themes in a story will only help to deepen your

understanding of books that you read. As you read your IR books, notice

the themes the author wants you to infer. Mark them with a sticky note or

write them in your reading journal or on a text evidence/theme think sheet.

I will make those available for you to use.


Sts use a think sheet to

write a response that

merges Sts thinking with

the information from the

story.

Sts share

-What is the difference

between plot and

theme?

-Why is it important to

infer the themes of a

story?

-How does inferring


T observations and



share time.

Assessment

Sts written response about

the story

-Sts response shows

his/her thinking merged

with the information from

the text and the author’s

thinking.

MATERIALS: Comprehension Toolkit by Harvey & Goudvis, Book 4 Lesson 15 Wrap Your Mind Around the Big Ideas

Suggested Lesson Text: * An Angel for Solomon Singer by Cynthia Rylant; Cheyenne Again by Eve Bunting; Teammates by Peter Gollenbock; The Other Side by Jacqueline

Woodson; Faithful Elephants by Yukio Tsuchiya or other books the have multiple themes for Sts to infer.

5th



Revised 10/11 47


Comprehension Strategy: Inferring

Week 14

11/28-12/2

Week 15

12/5-12/9

Week 16

12/12-12/16

Get

tin

g t

he

Mea

nin

g

(In

tera

cti

ve

Rea

d A

lou

d)

(Sh

are

d R

ead

ing)

• Make inferences about text and use textual

evidence to support understanding (Fig.

19D)

• Explain the effect of a historical event or

movement on the theme of a work of

literature (3C/4J)

• Make inferences about text and use textual

evidence to support understanding (Fig.

19D)

• Compare and contrast the themes or moral

lessons of several works of fiction from

various cultures (3A/1C, 4K)

• Describe the phenomena explained in

origin myths from various cultures (3B/4J)

• Make inferences about text and use

textual evidence to support understanding

(Fig. 19D)

• Analyze the similarities and differences

between an original text and its dramatic

adaptation (5A/4J)

Rea

din

g H

ab

its

(In

dep

end

ent

Rea

din

g)

(Dis

cuss

ing B

ook

s)


texts and provide evidence from the text to


• Read independently for a sustained period

of time and paraphrase what the reading

was, maintaining meaning and logical

order (e.g., generate a reading log or

journal; participate in book talks)

(9A/4E,H,I)




texts and provide evidence from the text to







(9A/4E,H,I)




texts and provide evidence from the text

to demonstrate understanding (18C/5F,G)






(9A/4E,H,I)



(TEKS/ELPS)




Revised 10/11 48

Target(s) for the Week: Make inferences about text and use textual evidence to support understanding; Explain the effect of a historical event or movement on the theme of a work of literature.

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

1

Definition

chart

Plot:

Theme:

Inferring

Themes

Evidence

from the

Text

Themes

Connect & Engage: Last week we began to study themes within a

text. Themes are the underlying ideas, issues and lessons that give

the story depth and meaning. We generate themes from characters,

historic events and time periods. Themes are what we feel in our gut:

when we respond with anger, joy, fear or guilt we are likely reacting

to the themes in the story. Remember that there are multiple themes

within one story. This week we will focus our thinking on a piece of

historical fiction called Pink and Say by Patricia Polacco.

Model: Before we begin to read our book, T&T with a partner about

the difference between plot and theme. T listens in and then verifies

definitions before beginning to read the book. We are going to use

inferential thinking to uncover the bigger ideas in this historical

fiction text. While I read watch what I am doing to infer themes. T

begins to read the text. T models how to search for evidence with a

theme in mind – (statement stem might include): Remember how I

said sometimes we feel themes in our gut? Well I feel an underlying

sense of _________ as I read this. So I am thinking that ______

could be a theme in the story. T also models how sometimes we

meet evidence that reveals a theme – (statement stem might include):

All of these text clues are evidence for a theme of ________. After T

has modeled the inferring of themes, Sts T&T about this. T recaps

Sts observations. I carefully read the words and paid close attention

to the pictures, searching for clues that helped me infer themes in the

story or I used my gut feeling about a possible theme and then

looked for evidence.

Lesson recap: Today you learned some ways good readers work to

infer the themes of a story. Good readers use the evidence in the text-

words, actions, pictures, events and ideas and merge it with the BK

to infer a theme. They can also use their gut feeling to identify a

theme and then look in the text for evidence that support their theme.

T&T: What is the

difference between plot

and theme?

Sts observe the T as the

text is read and themes

are inferred.

T&T: What did you

notice me doing as I

worked to infer themes?

Sts share

-How does inferring


How are you

tracking this

thinking in your IR

books?

T observations and


T&T and share time.




Revised 10/11 49

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?

Sharing Focus (Opportunity to reteach

at close of Shared

Reading and/or

Reading Workshop.)

Evidence of Learning (How will I know if my students know it?)

Graded/Ungraded

2 t

hru

4

Connect & Engage: Yesterday we… Today we will…

continue (Day 2-3) / finish (Day 4) our story as you use your

think sheets to record your inferences on the themes and the

text evidence that supports them.

Guided: T and Sts read a few more pages of the text and work

together to identify themes and the text evidence that supports

their thinking. Sts chart their thinking on a think sheet and T

will chart group discussion/thinking on the class anchor chart.

Sometimes the evidence in the text is ideas we write down and

other times it is words right out of the text, a direct quote.

Look at your think sheets for examples of ideas and direct

quotes. Sts share. Day 2 -4 will use the same process as the T

& Sts work through the text to identify themes and the

evidence that supports it. T reads about ¼ of text each day,

finishing the book on Day 4.

Possible themes include: friendship; love; inequality; self-love

and acceptance; respect for others; courage

Lesson recap: You are doing the work of good readers by

using the evidence in the story – including the illustrations

and characters thoughts/actions to infer the themes of our

story.

T&T: What themes are

you noticing in the text?

What evidence is helping

you to think that?

Is your evidence an idea

or a direct quote from the

text?

Sts Share

-What are some

of the themes you

are inferring in

your IR books?

T observations and anecdotal notes

of Sts T&T and share time.

Sts completed think sheets with

themes and text evidence.




Revised 10/11 50

D

A

Y

Anchor

Chart(s)


Minilesson Focus


Student Outcomes)

Guided and/or



be doing?

Sharing Focus


at close of Shared


Workshop.)


(How will I know if my students

know it?)

Graded/Ungraded

5

When we

read to

answer a

question…

(anchor chart

created at

share time)

Connect & Engage: Yesterday we…Today we will discuss the

effect of this historical event on themes from our book Pink

and Say by Patricia Polacco.

Guided: T and Sts review the anchor chart for the themes

inferred in the text. Thinking about the themes we just shared,

let’s look at the Civil War – the historical event in our story –

and think about its effects on our themes. For example, the

effect of the Civil War emphasizes the sacrifices made by many

people in that time, not just the soldiers. The Civil War was not

the only fight for equality. Later there was the Civil Rights

Movement that also sought and won equality for all people. So

the Civil War had an effect on the theme of inequality we

identified in this book. Let’s think of another effect this

historical event has on the themes of the story. T & Sts can

hold a whole class discussion or Sts can be placed in groups of

3-4 to hold discussions while T circulates the room and listens

into their discussions. T facilitates the sharing focus as the end

of the lesson.

Lesson Recap: Inferring themes in a story will only help to

deepen your understanding of books that you read. In

historical fiction, we can see the effects a particular event or

movement has on those themes. As you are reading your IR

books, keep track of the themes you infer. Try at least one

historical fiction text.

Guided/Collaborativ

e Practice: Sts participate in a

whole class

discussion facilitated

by T or work in

collaborative groups

to identify the effects

the Civil War had on

the themes identified

in the story.

Sts share

-What theme do you

think was most

important? What

effect did this

historical event have

on that theme?


notes of Sts T&T and share time.

Sts completed think sheets with

themes and text evidence.

MATERIALS: Comprehension Toolkit by Harvey & Goudvis, Book 4 Lesson 15 Wrap Your Mind Around the Big Ideas

Suggested Lesson Text: * Pink and Say by Patricia Polacco or other historical fiction text such as Home of the Brave by Allen Say




Revised 10/11 51

Target(s) for the Week: Make inferences about text and use textual evidence to support understanding; Compare and contrast the themes or moral lessons of several works of

fiction from various cultures; Describe the phenomena explained in origin myths from various cultures

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?



Reading Workshop.)


students know it?)

Graded/Ungraded

1

&

2

3 Column

Chart

Title/

Origin or

Culture/

Moral lesson

(or create

own anchor

chart)

Connect & Engage: We have been looking at the themes within a text.

The bigger idea that is not stated by the author but inferred by good

readers. There are also works of fiction that contain a moral lesson.

This week, we will spend some time reading these types of stories and

infer the lesson/moral the story is trying to teach.

Model: T introduces and begins to read the lesson text*. As the author

gives clues to the reader about the moral or lesson, T identifies this for

Sts. I notice in the text that the author says _______. This along with

my schema helps me to think _______.

Guide: T and Sts work through the fiction piece, recording the

information on the anchor chart to use later for comparison of the

moral lessons across text. T has Sts T&T about the moral lesson. T

facilitates discussion about the moral lesson to ensure Sts can identify

and understand the moral lesson. T and Sts read works from various

cultures on Days 1 & 2. T and Sts will want to read 3-4 fiction pieces

during these two days in order to have several works to compare.

Lesson recap: Sometimes author use their work to share a moral

lesson to their story. This moral lesson is not always stated explicitly

by the author. Good readers must use the text clues and their schema

to infer the moral lesson of the story.

Sts track their thinking

on a think sheet that

matches the anchor

chart.

T&T: What do you

think the moral lesson

is? What helps you to

think that?

Sts share

-What are some

themes you are

noticing in your IR

books?

T observation and

anecdotal notes on

Sts T&T and

responses in sharing

focus.

Sts responses on

think sheet

3

3 Column

Chart

Title/

Origin or

Culture/

Moral lesson

(or create

own anchor

chart

Connect & Engage: We have been reading fiction text and identifying

the moral lesson intended by the author. Today we will compare and

contrast these moral lessons.

Guide: T & Sts discuss each story and the identified moral lesson. T

invites Sts to T&T about the similarities and differences in the moral

lessons. T can use Venn or other graphic organizer to compare &

contrast the moral lessons or use a coding system on the existing

anchor chart.

Lesson recap: Good readers are able to infer moral lessons intended

by the author. They are also able to compare one text’s moral lesson

against another to notice similarities and differences.

T&T: Which of these

moral lessons are alike?

Which moral lessons

are different? What

helps you to think this?

Sts share

-What are some

themes you are

noticing in your IR

books?

T observation and

anecdotal notes on

Sts T&T and


focus.

Sts responses on

think sheet




Revised 10/11 52

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

4

Connect & Engage: We have learned to infer the moral lesson intended by

the author and to compare the similarities and differences of several moral

lessons. For the remainder of the week we will explore the phenomena

explained in origin myths. We will read myths that tell how a group of

people or a place was originated/created and describe the event that

explains something in nature.

Model: T selects an origin myth and reads it aloud to Sts. T thinks aloud

about what the myth is about: describing the how the people or place

originated based on the myth and also describing the event (phenomena)

that occurs in nature.

Guide: T selects a second origin myth and invites Sts to T&T after the

myth is read to describe how the people or place originated and to describe

the event that occurs.

Lesson recap: Good readers understand that origin myths tell how a group

of people or a place was created. They are able to describe the event that

occurs in nature to bring about the creation.

T&T: Describe the

event (phenomena) in

nature that is

explained in the origin

myth.

Sts share

-What are some

themes you are

noticing in your IR

books?

T observation and


T&T’ whole group

discussion and


focus.

5

Connect & Engage: You have done a great job this week thinking about

moral lesson in fiction text and the phenomena in nature explained in

myths. Today you will get a chance to read a myth and describe the event

that occurs in nature that brings about the creation of the people or place.

Independent: T provides Sts with myth and think sheet to record their

description of the event that occurs (phenomena) in the myth.

T will circulate the room; stopping to conference with Sts. T will facilitate

the sharing focus where Sts share their thinking.

Lesson recap: Nice work this week thinking about the moral lesson in

fiction text and comparing the similarities and differences with other moral

lessons. Good readers compare texts to better understand the meaning. They

can also describe the event that occurs in a myth that tell how the people or

place of that myth originated or were created. As you read these genres in

IR, it is your job as a reader to notice and identify or infer these things.

Independent

Practice: Sts will read

the myth and describe

the phenomena

described in the myth.

Sts should be prepared

to share their

description with the

whole group.

Sts

Share

-their description of

the event that

occurred in the myth

to bring about the

creation of the people

or place in the myth.

T observation and


Sts conferences and

sharing focus

discussion.

MATERIALS: Day 1-2: Suggested Lesson Text Ideas: Fables by Arnold Lobel (in English and Spanish); Tales from the Enchanted World by Amabel Williams-Ellis; Yo, Aesop!: get a load of

these fables by Paul Rosenthal; Hoots & toots & hairy brutes: Squib the Owl Saves the Day or ; Hoots & toots & hairy brutes: the continuing adventures of Squib by Larry Shles; McElderry Book of

Aesop’s Fables by Michael Morpurgo; Tale of the Golden Cockerel by Patricia Tracy Lowe or other stories that contain a moral lesson that needs some inferring from Sts.

Day 4: Suggested Lesson Text Ideas : Pandora’s Box by Lisl Weil; http://www.cs.williams.edu/~lindsey/myths/myths_13.html (Australian Aborigine Creation Myth);

http://www.cs.williams.edu/~lindsey/myths/myths_12.html (Iroquois Creation Myth); Texas Journeys Student Magazine for 5th Grade Unit 6, lesson 30 pp. 64-65 Journey to Cuzco: The origin of the

Inca

Day 5: Independent Practice: Choose one of the internet myths listed above or the myth from the Texas Journeys 5th Grade magazine or Interactive Read Aloud Grades 4-5 by Hoyt, pp. 254-256 “How

the Crow Got Its Color: A traditional Lakota Tale or other T selected myth at Sts reading level.



Humble ISD 2011-2012 5th Grade

53

Iroquois Creation Myth

Long before the world was created there was an island, floating in the sky, upon which the Sky People lived. They lived

quietly and happily. No one ever died or was born or experienced sadness. However one day one of the Sky Women

realized she was going to give birth to twins. She told her husband, who flew into a rage. In the center of the island there

was a tree which gave light to the entire island since the sun hadn't been created yet. He tore up this tree, creating a huge

hole in the middle of the island. Curiously, the woman peered into the hole. Far below she could see the waters that

covered the earth. At that moment her husband pushed her. She fell through the hole, tumbling towards the waters below.

Water animals already existed on the earth, so far below the floating island two birds saw the Sky Woman fall. Just before

she reached the waters they caught her on their backs and brought her to the other animals. Determined to help the woman

they dove into the water to get mud from the bottom of the seas. One after another the animals tried and failed. Finally,

Little Toad tried and when he reappeared his mouth was full of mud. The animals took it and spread it on the back of Big

Turtle. The mud began to grow and grow and grow until it became the size of North America.

Then the woman stepped onto the land. She sprinkled dust into the air and created stars. Then she created the moon and

sun.

The Sky Woman gave birth to twin sons. She named one Sapling. He grew to be kind and gentle. She named the other

Flint and his heart was as cold as his name. They grew quickly and began filling the earth with their creations.

Sapling created what is good. He made animals that are useful to humans. He made rivers that went two ways and into

these he put fish without bones. He made plants that people could eat easily. If he was able to do all the work himself

there would be no suffering.

Flint destroyed much of Sapling's work and created all that is bad. He made the rivers flow only in one direction. He put

bones in fish and thorns on berry bushes. He created winter, but Sapling gave it life so that it could move to give way to

Spring. He created monsters which his brother drove beneath the Earth.

Eventually Sapling and Flint decided to fight till one conquered the other. Neither was able to win at first, but finally Flint

was beaten. Because he was a god Flint could not die, so he was forced to live on Big Turtle's back. Occasionally his

anger is felt in the form of a volcano.

The Iroquois people hold a great respect for all animals. This is mirrored in their creation myth by the role the animals

play. Without the animals' help the Sky Woman may have sunk to the bottom of the sea and earth may not have been

created.




54

Australian Aborigine Creation Myth

There was a time when everything was still. All the spirits of the earth were asleep - or almost all. The great

Father of All Spirits was the only one awake. Gently he awoke the Sun Mother. As she opened her eyes a warm

ray of light spread out towards the sleeping earth. The Father of All Spirits said to the Sun Mother,

"Mother, I have work for you. Go down to the Earth and awake the sleeping spirits. Give them forms."

The Sun Mother glided down to Earth, which was bare at the time and began to walk in all directions and

everywhere she walked plants grew. After returning to the field where she had begun her work the Mother

rested, well pleased with herself. The Father of All Spirits came and saw her work, but instructed her to go into

the caves and wake the spirits.

This time she ventured into the dark caves on the mountainsides. The bright light that radiated from her awoke

the spirits and after she left insects of all kinds flew out of the caves. The Sun Mother sat down and watched the

glorious sight of her insects mingling with her flowers. However once again the Father urged her on.

The Mother ventured into a very deep cave, spreading her light around her. Her heat melted the ice and the

rivers and streams of the world were created. Then she created fish and small snakes, lizards and frogs. Next she

awoke the spirits of the birds and animals and they burst into the sunshine in a glorious array of colors. Seeing

the Father of All Spirits was pleased with the Sun Mother's work.

She called all her creatures to her and instructed them to enjoy the wealth of the earth and to live peacefully

with one another. Then she rose into the sky and became the sun.




55

The living creatures watched the Sun in awe as she crept across the sky, towards the west. However when she

finally sunk beneath the horizon they were panic-stricken, thinking she had deserted them. All night they stood

frozen in their places, thinking that the end of time had come. After what seemed to them like a lifetime the Sun

Mother peeked her head above the horizon in the East. The earth's children learned to expect her coming and

going and were no longer afraid.

At first the children lived together peacefully, but eventually envy crept into their hearts. They began to argue.

The Sun Mother was forced to come down from her home in the sky to mediate their bickering. She gave each

creature the power to change their form to whatever they chose. However she was not pleased with the end

result. The rats she had made had changed into bats; there were giant lizards and fish with blue tongues and feet.

However the oddest of the new animals was an animal with a bill like a duck, teeth for chewing, a tail like a

beavers and the ability to lay egg. It was called the platypus.

The Sun Mother looked down upon the Earth and thought to herself that she must create new creatures less the

Father of All Spirits be angered by what she now saw. She gave birth to two children. The god was the Morning

Star and the goddess was the moon. Two children were born to them and these she sent to Earth. They became

our ancestors. She made them superior to the animals because they had part of her mind and would never want

to change their shape.




Revised 10/11 56

Compare and Contrast of Moral Lessons in Fiction from Various Cultures

Book Title Origin or Culture Moral Lesson




Revised 10/11 57

Target(s) for the Week: Make inferences about text and use textual evidence to support understanding; Analyze the similarities and differences between an original text and its

dramatic adaptation

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

1

Connect & Engage: Many books are adapted to be used as a play. The

person who adapts the original text so that it will work as a play must

really think about the best way to adapt the story. As good readers, you

know that most dramatic works are done mainly with dialogue. The writer

must use the dialogue to share all that is important from the original work.

This week we will spend time reading an original text and then the

dramatic adaptation of that work. We will compare the similarities and

differences in the two pieces.

Model: T&T, what do you already know about Harriet Tubman? T reads a

selected text on Harriet Tubman*. T models an inference she makes in the

text.

Guide: T continues to read the selection. Sts may jot inferences, questions

or connections on a sticky note think sheet. T gives Sts opportunities to

T&T about the story and their inferences, questions, mental images or

connections.

Lesson recap: Good readers use all their strategies as they read. They

know that not all their questions will be answered in the text so they infer

possible ones. They know that the illustrations do not capture all the

images, so they make more in their mind. They also have connections to

themselves, other text and the world as they read. Great work!

Sts may use a sticky note

think sheet to jot their

inferences and the text clues

that helped them.

T&T: What do you know

about Harriet Tubman?

T&T: Share your thinking

about the story so far.

What inferences are you

making? What questions do

you have? Any mental

images you see? Share any

inferences you have made to

answer your questions.

Sts share

-What themes are you

noticing in your IR

books?

-If you are reading a

historical fiction book,

have you been able to

determine the effects of

the historical event on

the themes in the book?

T observation and


T&T and share time.


sheets

2

Venn Diagram

or T-Chart

Connect & Engage: Yesterday we read a text about Harriet Tubman called

________ by _______. Today we will take a look at the dramatic

adaptation, also known as Reader’s Theatre. Let’s take a look at this

dramatic adaptation.

Model: T uses document camera to project a copy of the text. Sts may have

their own copy. T reminds Sts that they must use the dialogue (and stage

directions if those are included) to help them infer the meaning in Reader’s

Theatre. The Reader’s Theatre or dramatic adaptation we are reading

today is called “Journey to Freedom”. Take a minute to look over the text.

Now, T&T with a partner about what you notice about this text. T listens in

and selects Sts to share what they noticed. T may model I noticed that it is

all speaking parts and that rather than have characters, there are “voices”.

I wonder why? Sts share and T supports as needed. T and Sts read through

the text, making inferences, asking questions, creating mental images and

making connections. Sts may use a sticky note think sheet or write directly

on their copy of the play.

Lesson Recap: Good readers use the clues from the dialogue in Reader’s

Theatre to help them infer what is happening in the story.

Sts may have a copy of the

text.

T&T: What do you notice

about this text?

Sts share

-What themes are you

noticing in your IR

books?

-If you are reading a

historical fiction book,

have you been able to

determine the effects of

the historical event on

the themes in the book?

T observation and


T&T and share time.


sheets




Revised 10/11 58

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

3

Connect & Engage:

Guided: T & Sts use a Venn Diagram or T Chart to look at the original text

and the dramatic adaptation to determine similarities and differences in the

text. Sts may have their own copy of the graphic organizer used to compare

these texts.

Lesson recap: Nice work analyzing the similarities and differences

between the original text and the dramatic adaptation. Good readers use

this information to help them gain a deeper meaning of what they are

reading.

Sts have copy of the

graphic organizer used to

compare the texts, filling

it in as the class discusses

the comparisons.

Sts share

- What are some of the

similarities in the texts?

-What are some of the

differences in the texts?

-How has this process


T observation and


T&T and share time.

4

T & Sts will repeat the lesson process from Day 1 & 2 using another

**original text and dramatic adaptation of it. T & Sts will read both the

original text and the dramatic adaptation on Day 4. Sts will use these texts

for independent practice on Day 5.

See Day 1 & 2 See Day 1 & 2 See Day 1 & 2

5

Connect & Engage: We are going to use the texts we read yesterday on

**Rosa Parks and work together in groups to analyze the similarities and

differences between the original text and the dramatic adaptation.

Collaborate: T places Sts in groups to analyze the texts, T moves from

group to group to listen in and participate in conversation to support Sts

thinking. T facilitates the sharing focus time when Sts come together in the

whole group to share the similarities and differences they have determined

from the texts.

Lesson recap: Good readers use their schema and text clues to make

inferences in all kinds of texts. They notice the structure of the text and use

that information to help them as they read. They also use all the strategies

they have learned to help them gain a deeper meaning of what they are

reading. I hope you will take the opportunity to read more dramatic

adaptations/Reader’s Theatre/plays in your IR time, as well as myths and

fables. Good readers read a variety of genres.

Collaborative Practice: Sts work in groups of 3-4.

Sts have a copy of the

original text and the

dramatic adaptation along

with a graphic organizer

to note similarities and

differences in the texts.

Sts share


similarities in the texts?


differences in the texts?

-How has this process


T observation and


collaborative practice.

Sts completed graphic

organizers.

MATERIALS: Day 1 Suggested Lesson Text: T may choose a text selection on Harriet Tubman that is of interest level for Grades 3 and up. Destiny Catalog has many titles as

well as the social studies Time for Kids book series title Harriet Tubman: a woman of courage

Day 2 Suggested Lesson Text: Interactive Read Aloud Grade 4-5 by Linda Hoyt, pp. 224-226 “Journey to Freedom” Readers Theatre; or other Reader’s Theatre or dramatic

adaptation of Harriet Tubman

Day 4 **Suggested Lesson Text: Interactive Read Aloud Grades 4-5 by Linda Hoyt, pp. 265 “Rosa Parks” (original text) and pp. 266-268 (dramatic adaptation)

T may select other texts for Day 4 but it must be at Sts independent reading level as it will be used again on Day 5 for Independent Practice.

5th



11/11 59


Comprehension Strategy: Determining Important Information

Week 17

1/3-1/6

Week 18

1/9-1/13

Week 19

1/17-1/20

Get

tin

g t

he

Mea

nin

g

(In

tera

ctiv

e R

ead

Alo

ud

)

(Sh

are

d R

ead

ing)

•• Record authentic information and ideas (24C/2E,

4G)

• Respond to information with questions, interpretations, and feelings (Fig. 19C)

• Analyze how the organizational pattern of a text

(e.g., cause-effect, compare and contrast,

sequential order, logical order, classification

schemes) influences the relationships among the

ideas (11C/4K)

• Identify the literary language and devices used in

biographies and autobiographies, including how

authors present major events in a person’s life

(7A/1H, 4J,K) • Explain how determining importance helps me as a

reader (Fig. 19C)

• Merge thinking, questions, and responses with the

information from the text, to better understand

and determine what to remember (Fig. 19C) • Distinguish interesting details from important

ideas ( Fig. 19C)

• Use multiple text features and graphics to gain an

overview of the contents of text and to locate

information (11D/4D)

• Interpret factual or quantitative information

presented in maps, charts, illustrations, graphs,

timelines, tables, and diagrams (13B/4D,F,I)

• Analyze how the organizational pattern of a text

(e.g., cause-effect, compare and contrast,

sequential order, logical order, classification schemes) influences the relationships among the

ideas (11C/4k)

• Explain how determining importance helps me as a

reader (Fig. 19C)

• Identify the author’s viewpoint, or position and

explain the basic relationships among ideas (e.g.,

parallelism, comparison, causality) in the argument (12A/4J)

• Draw conclusions from the information presented

by an author and evaluate how well the author’s

purpose was achieved (10A/4J,K)

• Recognize exaggerated, contradictory, or

misleading statements in text (12B/4K)

• Explain how determining importance helps me as a

reader (Fig. 19C)

Rea

din

g H

ab

its

(In

dep

end

ent

Rea

din

g)

(Dis

cuss

ing B

ook

s)

• Represent text information in different ways

such as charts, graphs, story maps, notes and

labels (18C/5F,G)

• Respond to text various texts in ways (oral

and written) that reflect my understanding

and interpretation (18C/5F,G)





in book talks) (9A/4E,H,I)



• Represent text information in different ways

such as charts, graphs, story maps, notes and

labels (18C/5F,G)








in book talks) (9A/4E,H,I)



• Represent text information in different

ways such as charts, graphs, story maps,

notes and labels (18C/5F,G)






was, maintaining meaning and logical order


participate in book talks) (9A/4E,H,I)



(TEKS/ELPS)

5th



11/11 60

Week 20

1/23-1/27

Week 21

1/30-2/3

Get

tin

g t

he

Mea

nin

g

(In

tera

ctiv

e R

ead

Alo

ud

)

(Sh

are

d R

ead

ing)

•• Merge thinking, questions, and responses with the information

from the text, to better understand and determine what to

remember (Fig. 19C)

•• Use important information from the text to determine the

broad concept (themes) or topic (main ideas) and how these

ideas are supported with details (11D/4D)

•• Recognize that there is sometimes a difference between what

the reader thinks is important and what the author is trying to

convey (12A/4J)

•• Sift and sort information to answer questions and focus on

bigger ideas, issues and concepts (Fig. 19B, D)

•• Produce a main idea from an expository or mixed selection that

will focus on either a single paragraph, a series of paragraphs

or the entire selection (11A/4G,I)

•• Use text features from expository text to help determine

main idea (13B, 11D/4D,F,I, 4D)

•• Use information from the text and my own knowledge to

determine inferred main idea (Fig. 19D)

•• Explain how determining importance helps me as a reader (Fig.

19D)

• Merge thinking, questions, and responses with the information from

the text, to better understand and determine what to remember

(Fig. 19C)

• Use important information from the text to determine the broad

concept (themes) or topic (main ideas) and how these ideas are

supported with details (11D/4D)

• Produce a main idea from an expository or mixed selection that will

focus on either a single paragraph, a series of paragraphs or the

entire selection ( 11A4G,I)

• Explain how determining importance helps me as a reader (Fig. 19D)

Rea

din

g H

ab

its

(In

dep

end

ent

Rea

din

g)

(Dis

cuss

ing B

ook

s)

• Respond to text various texts in ways (oral and written) that

reflect my understanding and interpretation (18C/5F,G)

• Read independently for a sustained period of time and

paraphrase what the reading was, maintaining meaning and

logical order (e.g., generate a reading log or journal;

participate in book talks) (9A/4E,H,I)

• Recognize the genre of the text and use it to form

expectations (9A/4E,H,I)

• Write responses to literary or expository texts and provide

evidence from the text to demonstrate understanding (18C/5F.G)

• Read independently for a sustained period of time and paraphrase

what the reading was, maintaining meaning and logical order (e.g.,

generate a reading log or journal; participate in book talks)

(9A/4E,H,I)

• Recognize the genre of the text and use it to form expectations

(9A/4E,H,I)




11/11 61

Target(s) for the Week: Record authentic information and ideas; Respond to information with questions, interpretations, and feelings; Analyze how the organizational pattern of a text (e.g., cause-effect, compare and contrast, sequential order, logical order, classification schemes) influences the relationships among the ideas; Identify the literary language and devices used in biographies and autobiographies, including how authors present major events in a person’s life; Explain how determining importance helps me as a reader

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

1

FQR chart

Facts/

Questions/

Responses

Connect & Engage: Last week in our study of original text and dramatic

adaptations, we analyzed the similarities and differences in the texts. The texts

we used were biographies of Harriet Tubman and Rosa Parks. When we think

of a biography we think of a book about a real person’s life. Today we’ll begin

to read a biography about a symbol – Lady Liberty. The book is called *Lady

Liberty -A Biography by Doreen Rappaport. I hope you find this book to be as

interesting and inspiring as I have. As we read this biography this week, we will

be using an FQR chart to record the facts we find, the questions we have and

our responses to the information – thoughts, connections, reactions, inferences

and so on. The other important things we will be looking at are identifying the

literary language and devices used in this biography and how the author

presents the major events of a person’s life (in this case, the major events of

Lady Liberty’s life). And finally, we will look at the way the text is organized

and why.

Model: Let’s get started by looking at the cover of the book. The author and the

illustrator have chosen to use a painting and not a photograph. What mood is

portrayed by the cover of this book? T&T to your partner about your thinking.

Sts share a few ideas and then T previews the book, looking at the text and the

pictures. T may wish to project the book pages on the document camera for Sts

or pass the book around so Sts see how the pages are set up. T&T - Why do you

think the author has set up the book like this? Each page lists a different person

and their job title and it looks like what is written is in first person. T listens in

to Sts and selects a few to share. T begins to read the book, starting with the

inside cover, in order to front load Sts on how this particular biography is set

up. T reads the account from the first page in the text then models. A fact that I

have learned is that 120 years ago, Doreen Rappaport’s grandfather came to

America on a boat where he saw the Statue of Liberty. I wonder if people

expected to be so emotional about seeing her. I have observed similar reactions

when people have seen other monuments or statues in Washington, D.C. T

records her thinking in the appropriate sections of the anchor chart, explaining it

to Sts. T reads the next page and continues to model stating the facts she learned

and the questions and responses she has. T records on anchor chart.

Lesson recap: Good readers pay attention to information and think about the

questions and responses they have when they read. Tomorrow we’ll continue

our text and begin to look at the way the text is organized and how it

effects/influences the ideas; and listen for literary language or devices used by

the author.

T&T: What mood is

portrayed by the cover of

this book?

T&T: Why has the author

set up the book like this?

Sts share

-What are some themes

you are noticing in your

IR books?

T observation and


T&T and the share time.




11/11 62

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?


at close of Shared

Reading and/or

Reading Workshop.)


Graded/Ungraded

2

Connect & Engage: We have just gotten started in this beautiful biography

called Lady Liberty -A Biography by Doreen Rappaport. I introduced to you

the FQR chart to record the facts we find, the questions we have and our

responses to the information – thoughts, connections, reactions, inferences

and so on. I also mentioned to you at the end of our lesson yesterday that we

will begin to look at the way the text is organized and how it

effects/influences the ideas; and listen for literary language or devices used

by the author. Literary devices are things like personification, metaphor and

simile, onomatopoeia and allegory (a symbolic representation). Let me show

you.

Model: Yesterday when we read the account by Edouard De LaBoulaye, I

noticed that he refers to America as a “dear friend”. America is a place not

a person. When the author gives human like qualities to an object or animal,

it is known as personification. This literary device along with many others

were discussed and used on our Writing Unit of Study in Poetry. As we

continue to read our book this week, listen for other literary devices. We will

continue to use our FQR chart. T reads another account in the biography. It

took Marie Simon, Bartholdi’s assistant months to finish the model of just

the right arm and torch (fact). That is a long time and I would guess the

tools they used were not anywhere near the technical tools and design

models we have today (response). I wonder how many months it took to do

all the parts of the Statue of Liberty. (Question).

Guide: You have your own FQR sheet so that you can jot the facts,

questions and responses you have as I read more our book. T and Sts read

and discuss the facts, questions and responses from several more accounts in

the book. T also reminds Sts to look for literary devices. Did anyone notice

a literary device used by the author in the account of Gustave Eiffel?

(personification: “skin being riveted onto her skeleton”). Has anyone

noticed the way this text is organized? As you are studying in writing right

now, authors have many ways in which to organize their text that include

cause-effect, compare and contrast, sequential order, logical order,

classification schemes. T&T, how might this text be organized and what

effect does that have on this biography? T listens in and selects Sts to share

or shares own thinking. The order of this biography is sequential, as most

biographies are organized. This helps the reader connect the events of a

person’s life, in this case Lady Liberty’s life, over a period of time, generally

from birth to death. Or the events of a certain period of their life may just be

highlighted. Either way it is usually a sequential order.

Lesson recap: You are doing a great job of recording authentic information

and ideas, along with your questions and responses. You are beginning to

notice the author’s use of literacy devices and we have thought about the

way the author has organized this text and how it helps us see the

relationship among the ideas of our book Lady Liberty – A Biography.

T&T: Have you heard authors

use personification before?

Where? How did it help you

with the meaning of the text?

Sts record their facts, questions

and responses on their own

FQR.

T&T: What facts, questions,

and responses have you

recorded on your think sheet?

T&T: What literacy device did

you notice the author use?

T&T: How might this text be

organized and what effect does

that have on this biography?

Sts share

-How does

determining

importance help me

as a reader?

T observation and anecdotal notes on Sts


Sts FQR sheets




11/11 63

D

A

Y

Anchor

Chart(s)


Minilesson Focus


Student Outcomes)

Guided and/or

Collaborative

Practice


be doing?

Sharing Focus

(Opportunity to reteach at


and/or Reading

Workshop.)


(How will I know if my students know

it?)

Graded/Ungraded

3

&

4

Connect & Engage: Yesterday we…Today we will continue to record and

discuss our facts, questions and responses about Lady Liberty – A

Biography and look for the use of those literary devices used by the author

in this biography.

Guide: T and Sts read about 3 accounts/day on Days 3-4 so that the book

is finished on Day 4. T and Sts use the lesson process from Days 1-2,

recording and discussing facts, questions and responses; looking for

organizational patterns in the text (cause & effect, comparison etc.); and

identifying literary devices used by the author. (NOTE: some literary

device examples in this text ---personification is used in the account by

Emma Lazarus; onomatopoeia is used in the account by Jose Marti; and

allegory (a symbolic representation is used on the 2nd page of the account

by Auguste Bartholdi at the end of the book).

(Day 4) The author uses allegory, a symbolic representation, in the part

that says “Every part of her shouts freedom”. Let me read this page again

and you see if you can find other places the author has used allegory or

symbolic representation.

Lesson recap: Good readers know that recording authentic information &

ideas then responding to it with questions and interpretations or feelings

helps determine what is important. Authors organize text in various ways

and as readers we need to understand why the author organized the text as

they did so that we see how it influences the relationship of the ideas in the

text. We learned biography is usually in sequential or chronological order

so that the events of a person’s life unfold. The literary devices used by an

author also help the reader. These devices help to create a mental image

for the reader. You have done some thoughtful work this week!

Sts record their facts,


on their own FQR.

T&T: What facts,

questions, and responses

have you recorded on

your think sheet?

T&T: What literacy

device did you notice the

author use?

T&T: What other

examples of symbolic

representation did you

notice?

Sts share

-How does determining

importance help me as a

reader?

T observation and anecdotal notes on Sts


Sts FQR sheets

5

Connect & Engage: Today we are going to revisit the biography we read

last week on **“Rosa Parks”. We know as good readers in order to

determine important information; we must record the facts (information)

and respond to them with questions, interpretations and feelings.

Independent: Today you will take some time to read this biography and

use your FQR to record the facts, questions and responses you have, just

like we did this week in our lesson text Lady Liberty – A Biography. T may

choose to use the guided reading biography titles or other biography at Sts

independent level. T confers with individual students as they work. T

facilitates the sharing focus discussion.

Lesson recap: Good readers stop to record facts, questions and responses

as they read non-fiction texts like biographies. They know this will help

them to determine and understand important information. You have done a

great job with your thinking today.

Independent Practice: Sts have a copy of the

biography and an FQR

think sheet to record

their facts, questions and

responses to the

biography.

Sts share


facts, questions and responses

to the text you just read?

T observation and anecdotal notes on the Sts

independent practice and share time.

Sts completed FQR from the biography text.

Sts can

-merge thinking, questions and responses

with the information (FQR)

MATERIALS: Days 1-4: Lesson adapted from Interactive Read Alouds Grades 4-5 by Hoyt, “Biography” genre lesson pp. 263; The Comprehension Toolkit by Harvey and Goudvis, Book 5 Determining

Importance, Lesson 16 & Lesson 17; *Suggested Lesson Text: Lady Liberty A Biography by Doreen Rappaport ; other suggested texts are listed in Guide to Interactive Read Alouds Grade 4-5 by Hoyt, pp. 56;

Texas Journeys Unit 3, Lesson 14 “James Forten”

Day 5: **Independent Practice Text: “Rosa Parks” from Interactive Read Alouds Grades 4-5, pp. 265 (also used in Unit 5 Week 16) or Texas Journeys Guided Reading biography titles The Oneidas, The

Extraordinary Life of Thomas Peters; A Nobel French Patriot




11/11 64

Target(s) for the Week: Merge thinking, questions, and responses with the information from the text, to better understand and determine what to remember; Distinguish

interesting details from important ideas; Use multiple text features and graphics to gain on overview of the contexts of text and to locate information;

Interpret factual or quantitative information presented in maps, charts, illustrations, graphs, timelines, tables and diagrams; Analyze how the

organizational pattern of a text (e.g. cause-effect, compare and contrast, sequential order, logical order, classification schemes) influences the

relationship among the ideas; Explain how determining importance helps me as a reader

D

A

Y

Anchor

Chart(s)


Minilesson Focus


Student Outcomes)

Guided and/or



be doing?

Sharing Focus



and/or Reading

Workshop.)



students know it?)

Graded/Ungraded

1

3 Column

Chart

Important

Information/

Interesting

Details/

My Thinking

(CTK Book 5

pp. 70)

Connect & Engage: Last week we gathered facts, asked questions and made

responses to the text Lady Liberty – A Biography by Doreen Rappaport. This

week we will learn how to merge out thinking with information from the text to

help us better understand and determine what is important to remember. We will

learn to distinguish between interesting details and the important ideas.

Model: T introduces the anchor chart to Sts. We will want to remember the

important things about our topic, so we’ll write these in the first column. We can

add interesting details that really engage us in the second column labeled

“Interesting Details”. And remember, your responses, questions and opinions

about what we’re learning are important, so don’t forget to write these down in

our third column, “My Thinking”. T introduces and begins to read a portion of the

*lesson text. This text is about a very important time in our history… T&T about

what you already know about this time in our history. T projects the text on the

document camera so Sts can watch as previews the text looking at the text

features included. T begins to read and underline information that is important.

(Note; T underlines both important information and some interesting details to

later show Sts how readers sift and sort to determine what is important). T models

stopping at the end of each paragraph, especially if there are no subheadings to

signal a change in topic information. Now thinking about my anchor chart and

what I have just read, I am going back to what I marked in the text as important.

T reads what is underlined. I am thinking that this __________ is the important

information and this _______ is an interesting detail. Interesting details may add

to our understanding and keep us engaged, but may not be essential. T models

looking at text features to help with gathering important information. I noticed

this text has (sub headings, a map, a graph etc.) I want to take a closer look at

this because it may contain information that will help me. I know from reading

other NF that text features contain important information or ideas. This _______

(text feature) is helping me to understand _______. T continues to work through

a portion of the text, reading and underlining important information and

interesting details. T models how to sift through the underlined information to

distinguish what is an important piece of information and what is an interesting

detail. T includes her questions and responses as she works through the text and

records those on the anchor chart as well.

Lesson Recap: Good readers must learn to distinguish between the important

information and the interesting details in NF text. Good readers use the text

features to help them get an overview of the text and to locate important

information.


know about this important

time in our history?

Sts share

-How does noting facts,


when reading NF help

you as a reader?

T observation and


T&T and share time.




11/11 65

D

A

Y

Anchor

Chart(s) Explicit Instruction/Modeling

Minilesson Focus


Student Outcomes)

Guided and/or



be doing?

Sharing Focus


at close of Shared


Workshop.)



students know it?)

Graded/Ungraded

2

&

3

3 Column

Chart

Important

Information/

Interesting

Details/

My Thinking

(CTK Book

5 pp. 70)

Connect & Engage: Yesterday we began our narrative NF text called

*________________. We have been learning to distinguish between

the important ideas and the interesting details. We have been looking

carefully at the non-fiction text features to help us locate and interpret

factual information. Today you will have your own think sheet to

record your thinking as we continue to work with this article.

Guide: Let’s try reading another paragraph and think about what

information is most important. Remember the ______ (text feature)

can help us understand what we are reading. T reads as Sts follow

along and underlines the important information and interesting details.

Sts periodically stop to T&T about the information they have

underlined. T listens in. Who has some information they want to

share? As you share your information, tell us whether you think it

belongs in the “Important Information” column or the “Interesting

Details” column. I’ll write your thoughts on our anchor chart and you

can write it on your copy of this chart. Sts share their information.

Where would you put the information you shared? T encourages Sts to

also share their questions, interpretations and opinions. That’s an

interesting question, I’ll write it in the “My Thinking” column. T&T

about the information you want to write down on your chart.

T will follow this lesson process for Day 2 & 3 working through the

article.

Lesson recap: You have done some great work sifting through the

information to distinguish between the important information and the

interesting details. (End of Day 3: We will work on this again

tomorrow in collaborative groups.)


article that they will

follow along on as the

T reads. Sts underline

interesting information

and interesting details.

Sts have a smaller copy

of the anchor chart to

record the information.

Sts share

-What is the

difference between

important

information and

interesting details

-How does

distinguishing the

important

information and

interesting details in a

NF text help you as a

reader?

T observation and

anecdotal notes on

Sts T&T and share

time.

Sts. article and think

sheet.




11/11 66

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or

Collaborative


be doing?





students know it?)

Graded/Ungraded

4

3 Column

Chart

Important

Information/

Interesting

Details/

My

Thinking

(CTK Book

5 pp. 70)

Connect & Engage: Yesterday we…Today we will finish our text by working in

collaborative groups to share our thinking. T&T with a partner about what we

have done this week to sift and sort important information from interesting

details. T listens in and recaps: That’s right; we read our text noting important

information. We review what we’ve marked and ask ourselves where it goes on

our think sheet. Remember that interesting details may add to our understanding

and keep us engage but may not be essential. That information goes in a different

column. Don’t forget the “My Thinking” column. Good readers always have

questions, interpretations and opinions about what they read. It helps them merge

their thinking with the information and expand their thinking about the topic.

Collaborate: You have done a great job so far this week, are you ready to try this

on your own? T reads the last section places Sts in collaborative groups and

moves around the room as Sts re-read more of the article and share their thinking.

Sts discuss information they have found and determine if it is important

information or an interesting detail and record it on their think sheet. T facilitates

Sts share time discussion about their thinking.

Lesson recap: Great work readers! You are showing a good understanding of

how to distinguish between important information and interesting details as you

read NF. Good readers like you know that their own questions, interpretations

and opinions are important too, because when we merge that thinking with the

information in the text it can expand their thinking about the topic.


article.

Sts have a think sheet to

record important ideas

and interesting details

along with their

thinking.

T&T: What have we

done to sift and sort

important information

from interesting details?

Sts share

-Who has some

information they want to

share? Be sure to tell us

if your information is

important information

or an interesting detail.

-What questions,

interpretations or

opinions do you have?

T observation and


collaborative practice

and share time.

Sts. article and think

sheet.

5

Connect & Engage: You have a great job determining the important information

and interesting details on our topic of ___________. Today you will get a chance

to do your own thinking with another article on the same topic. T&T about how

we distinguish between interesting details and important information. T reviews

with Sts the same information from Connect & Engage on Day 4.

Independent Practice: The article you will read on your own today is called

“Riding for Freedom”. It is about the Revolutionary War about a young girl who

rode around the countryside warning citizens of the British’s plan to attack. You

will read this article and record your thinking sorting out the important

information from the interesting details. Don’t forget to include your options,

questions and interpretations in the “My Thinking” column. T moves around the

room to confer with and support Sts.

T&T: How do readers

distinguish between

interesting details and

important information?

Sts share

-How does determining

importance help me as a

reader?

T observation and


independent practice.

Sts article and completed

think sheet.

Sts can

-distinguish interesting

details from important

information

-record important

information

MATERIALS: Comprehension Toolkit by Harvey & Goudvis, Book 5 Determining Importance, Lesson 19; “One If by Land, Two If by Sea” lesson text; Other Suggested

Lesson Text: Texas Journeys Unit 6, Lesson 15, pp. 376-388 “We Were There Too”; Roanoke: The Lost Colony by Jane Yolen or other text that contains important ideas,

interesting details and text features such as maps, charts, illustrations, photographs, captions, graphs, timelines, tables and diagrams.

Day 5: Suggested Independent Practice Lesson Text: Toolkit Texts Grade 4-5, “Riding for Freedom” pp. 56-57 or “Queen Alliquippa, Seneca Leader” pp. 26




11/11 67

Target(s) for the Week: Identify the author’s point of view or position, and explain the basic relationships among ideas (e.g. parallelism, comparison, causality) in the argument;

Draw conclusions from the information presented by an author and evaluate how well the author’s purpose was achieved; Recognize exaggerated,

contradictory, or misleading statements in text; Explain how determining importance helps me as a reader

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

1

2 Column

chart

Author’s

Viewpoint

evidence

Connect & Engage: If I asked all of you if recess should be banned in 5th

grade, most of you would have an opinion about that. So T&T for a moment

about that. T listens in to Sts. For those who do not enjoy recess, they may

be in favor of the ban of recess. For others who like the break in the day

and love to be outdoors, they would not agree with this idea. The opinion

we have about an issue is called the viewpoint. Sometimes in elections, we

hear politicians state they have a position about a certain issue. That just

means they have an opinion or a viewpoint about that topic. Many times

authors have a viewpoint or a position about the topics they write about.

The author’s viewpoint is the way an author looks at a topic or the ideas

being discussed. In the newspaper, those writer’s usually write opinion

editorials (op eds). We are going to practice identifying the author’s

viewpoint and explain the relationship of the ideas the author has with their

argument. We will do this by identifying words and phrases that show an

author’s strong feelings for or against an issue.

Model: The topic of the article we are going to read today is about

corporal punishment. For those of you not familiar with corporal

punishment, I have a short article I will read to you to provide some BK. T

shares the article “Use of paddle losing favor among schools.” T&T, what

are you thinking about corporal punishment? What is your viewpoint? T

listens in and selects Sts to share their thinking. Now, the article I have

selected for us to study author’s viewpoint is called “Corporal punishment

makes impression” by Tom Larimer who is a staff writer for the Daily

News Journal in Murfreesboro, TN. As I read the article, we will stop to

think about the words and phrases that show us the author’s strong

feelings/viewpoint. Let’s get started. Just reading the title, I cannot yet tell

this author’s viewpoint. T reads the first 3 paragraphs of the article.

Looking back over what I have read so far, I think his viewpoint is that

corporal punishment works because he uses phrases like “but none that

drives the point home so succinctly”. What are you thinking? T&T with a

partner about it. Any words or phrases that support your thinking? T

listens in and selects Sts to share their thinking and any evidence that

supports the author’s viewpoint. T records information on the anchor chart.

Lesson recap: Good readers can identify the author’s viewpoint or

position by using words and phrases in the text that show the author’s

strong feelings on the issue. Tomorrow we will continue to identify author’s

viewpoint as we read the rest of our article.

T&T: Should recess be

banned in 5th

grade?

T&T: What is your thinking

on corporal punishment?


the author’s viewpoint is?

Sts share


themes or big ideas you

are inferring in the IR

book you are reading?

T observation and


T&T and share time.




11/11 68

D

A

Y

Anchor


Minilesson Focus


Student Outcomes)

Guided and/or



be doing?

Sharing Focus


at close of Shared


Workshop.)



students know it?)

Graded/Ungraded

2

2 Column

chart

Author’s

Viewpoint

evidence

Connect & Engage: Yesterday we gained some BK on the topic of

corporal punishment. We shared our own viewpoints on corporal

punishment and then began our article by Tom Larimer called “Corporal

punishment makes impression”. T&T to remind your partner your

viewpoint on corporal punishment. As we continue to read today, we will

be working to identify Mr. Larimer’s viewpoint and to look at they way he

uses organizational patterns such as cause & effect, comparison or

parallelism to present his ideas in the article.

Guide: (Note: T can provide copies of article for each St or project the

article using the document camera so all Sts can see the text) T and Sts

continue to read the article, stopping at the end of about every three

paragraphs to T&T about the author’s viewpoint and any words or phrases

that show his strong feelings on the issue. T and Sts can work through the

text to paragraph ending “though it had some stings to the swats”. Sts

record their thinking on their think sheet. Has anyone noticed the

organizational patterns the author has in place to show us the relationships

between his ideas? I noticed that in paragraphs 7 & 8 Mr. Larimer uses

cause and effect. Because he chose to “test the boundaries with the new

teacher”, “it didn’t take long for him to have me in front of the class,

paddle in hand” The cause was that he misbehaved and the effect was that

he got paddled. T&T, did you notice any other place where the author used

cause & effect or may be comparison? T listens in and has Sts share

thinking. (Cause & Effect used again in paragraphs 10 & 11.)

Lesson recap: Your thinking has been right on! You are using words and

phrases in the text that show the author’s strong feelings to support his

viewpoint. You are also able to explain how he is using organizational

patterns like cause & effect to show a relationship between his ideas. Great

work!

Sts can have a copy of the

article to follow along.

Sts have a think sheet that

matches the anchor chart.

T&T: Remind your partner

about your viewpoint on our

topic.

T&T: Has the author’s

viewpoint changed or

remained the same? What

words or phrases show his

strong feelings on this

issue?

T&T: Where else did the

author use text structures

like cause & effect or

comparison to show the

relationship between his

ideas?

Sts share


themes or big ideas you

are inferring in the IR

book you are reading?

T observation and


T&T and share time.

Sts think sheets




11/11 69

D

A

Y

Anchor

Chart(s)


(Teacher Behaviors and Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

3

Conclusions

Connect & Engage: Yesterday we…Today we will finish our article continuing to

identify the author’s viewpoint (has it changed) and the words and phrase that show

his feelings about the issue. We will also look to see if the author uses any more

organizational patterns to show the relationship between his ideas. Once we have

completed that, I want us to take some time to draw conclusions from the information

the author presented and decide how well his purpose was achieved.

Guide: T & Sts read through chunks of the article stopping to T&T and discuss the use

of words and phrases by the author to support his viewpoint. Sts record their thinking.

Now that we have finished this article, T&T one more time. Has your viewpoint

changed on corporal punishment? What conclusions can we draw from the information

presented by the author, T&T. (e. g. even though he did not like corporal punishment

as a kid, it is an option to help modify students’ behavior) T listens in and then

facilitates a discussion with Sts on the conclusions they were able to draw. T can chart

conclusion. What was the author’s purpose in writing this article? Do you think the

author achieved his purpose? Think back to the title of his article “Corporal

punishment makes impression”. T and Sts engage in discussion about this question.

Lesson recap: This was an interesting article and I have to say I was a bit surprised

by the author’s viewport, though I can see why he might think this way. As good

readers, it is your job to identify the viewpoint of the author, using words and phrases

in the text that show their strong feelings towards the topic or issue. Authors use

organizational patterns to help them show relationships between their ideas. Good

readers recognize these organizational patterns and can explain this. You have done a

great job. I encourage you to read the editorial section of the newspaper. This is a

great place to find articles that have author’s viewpoint and identifying an author’s

view point helps us to determine what is important.

Sts can have a copy of the

article to follow along.

Sts have a think sheet that

matches the anchor chart.

T&T: see Day 2

T&T: What is the

author’s viewpoint on

corporal punishment?

T&T: What conclusions

can we draw from the

information presented by

the author?

Sts share

-What conclusions can

you draw from the

information presented by

the author?

-What was the author’s

purpose in writing this

article?

-Did the author achieve

his purpose?

-How does identifying

the author’s viewpoint


T observation and


T&T and share time.

Sts think sheets

4

Connect & Engage: You showed the stuff of good readers by identifying author’s

viewpoint in the article on corporal punishment. Today you will read an article on

your own to determine the author’s viewpoint and purpose.

Independent: The article you will be reading today is called “Running: Sport or Way

of Life?” Just like we did for the last 3 days, you will look for words or phrases the

support the author’s viewpoint in the article. Look for organizational patterns that help

show a relationship between the ideas in the article. You will also note any conclusions

you have drawn and determine the author’s purpose and if it was achieved. T moves

around the room as Sts work. T facilitates discussion for the sharing focus.

Lesson recap: You are demonstrating again what thoughtful readers you are. Hearing

your conversation today helped me to know that you understand how to identify the

author’s viewpoint and the evidence that supports that viewpoint. You were able to

draw some conclusions and determine if the author’s purpose was achieved. Nice

work!



article and a new copy of

the think sheet used this

week with sections for

conclusions, author’s

purpose and was it

achieved.

Sts share


viewpoint?

-What evidence helped

you with this?

-Did the author use any

organizational patterns?

-What conclusion did

you draw, if any?


purpose and was it

achieved?

T observation and



share time.

Sts think sheets from

Independent Practice.

Sts can

-identify the author’s

viewpoint

-identify organizational

patterns in the text

(cause/effect etc)

-state whether author’s

purpose was achieved.




11/11 70

D

A

Y

Anchor

Chart(s)


(Teacher Behaviors and Student Outcomes)

Guided and/or


be doing?



and/or Reading

Workshop.)


students know it?)

Graded/Ungraded

5

Connect & Engage: T may open with a note on the board or a copy of an

advertisement that is exaggerated, contradictory or misleading. I am so

glad you are all noticing my posting/advertisement. What are you thinking

about it, T&T. T listens in and selects Sts to share. Many of you said it

seemed_____ or _____. Today we are going to take a look at some texts

that have exaggerated, contradictory or misleading statements in them.

Advertisers do this to try to get you to buy their products. Politicians do

this to get your vote. Authors use statements like this when they are trying

to persuade us. As readers we must recognize these kinds of statements in

the texts we read. Let’s define each of the terms. T and Sts create definition

chart for exaggerated, contradictory or misleading (Texas Journeys Unit 2,

lesson 7 T106)

Model/Guide: Let’s take a look at this text called “Vote For Me!” T uses

document camera to zoom in on the poster only. T reads the poster aloud to

Sts and invites them to T&T about what they just heard/saw. T has Sts

share their noticings. Which category does the statement fall under,

exaggerated, contradictory or misleading? What do you think is the

motivation behind the statement? You are right; the author is trying to

persuade us in some way. Now let’s look at another poster. Do you see

anything here that seems exaggerated, contradictory or misleading? T &

Sts look at other texts that contain these kinds of statements or Sts may

work with partners.

Lesson recap: Good readers recognize the some statements in texts can be

exaggerated, contradictory or misleading. Authors use these statements to

try to persuade a reader’s thinking. As you read your IR reading texts,

recognize when an author uses one of these types of statements.

T&T: What do you

think about the

note/advertisement?

T&T: What are you

noticing about the

statements on this

poster?

Sts share

-What kind of

statements did you

recognize in the text

you were reading?

-Why does the author

use these kinds of

statements?

T observation and


Sts T&T and share

time

MATERIALS: Day 1-3: Suggested Lesson Text: http://www.corpun.com/uss00101.htm#6465 “Use of paddle losing favor among schools” (to provide BK to Sts);

http://www.corpun.com/uss00103.htm#6654 “Corporal punishment makes an impression” (article for lesson)

Day 4: Suggested Independent Practice Text: http://www.superteacherworksheets.com/reading-comp/4th-running.pdf “Running: Sport of Way of Life?”

Day 5: Suggested Lesson Text ideas: Texas Journeys Unit 1, Lesson 3, pp. 87 (T181); 88 (T182); other text that contains exaggerated, contradictory or misleading statements.




11/11 71

Target(s) for the Week: Use text features from expository text to help determine main idea; Use information from the text and my own knowledge to determine inferred main idea;

Merge thinking, questions, and responses with the information from the text, to better understand and determine what to remember; Use important

information from the text to determine the broad concept (themes) or topic (main ideas) and how these ideas are supported with details; Produce a main idea

from an expository or mixed selection that will focus on either a single paragraph, a series of paragraphs or the entire selection; Recognize that there is

sometimes a difference between what the reader thinks is important what the author is trying to convey; Sift and sort information to answer questions and

focus on bigger ideas, issues and concepts; Explain how determining importance helps me as a reader

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

1

Lesson recap: Today we began

reading

interrupted

Journey Saving

the Endangered

Sea Turtles. We

learned as

readers it is

important to

separate the

interesting

isolated details

from the ones

that support our

topic idea.

Connect & Engage: This week we are going to read a great article that I found in

our *Texas Journeys anthology. This article is divided into sections, introduced by

inferential subheads. Scan the sections and see if you can get an idea of what each

section might be about. You have to use what you know to help you infer the

meaning of these subheads. After you have briefly skimmed through the article,

T&T about what the sections may be about. Share any thinking or questions you

have about sea turtles as well. We have been working on sifting and sorting the

important information from the interesting details when we read non-fiction. The

details are so interesting that we have trouble separating them from bigger ideas

and that actually distract us from the understanding. We need to separate those

interesting, isolated details from the ones that support the idea and build our

knowledge about a topic. As readers, we can think about and combine the

supporting details to better understand the bigger topic. Let’s look at the anchor

chart we will use. T explains chart emphasizing that responses are important

because it helps the reader better understand the topic.

Model: As I read this article, I’m going to model how I separate the main idea from

the supporting details. As I model my thinking and write down the main idea,

details, and responses on the chart, you can do the same on your form. Afterward

you will have a chance to try it. First I’ll read the title. T reads the title and then

makes inference. I’m thinking from the title that this article is about how the

migration journey of sea turtles is somehow interrupted and it is putting them in

jeopardy. So, it is likely that each section will have some information related to our

topic. Now, I’ll read the first section. T reads subhead and infers what section will

be about. T read first 2 paragraphs and stops to model. This is so interesting. What

do you think? Anyone have any ideas? T&T to each other. I’m thinking the main

idea of this section is that turtles end up stranded because their migration is

interrupted. A supporting detail is that turtles on the beach are cold and stunned

and seem dead. I will write these details in the Detail column. Did you notice that I

don’t write sentences, but just a few words in the Detail column that relate to the

main idea? We need to keep this short so that when we go back and take a look at

the form, we can quickly recall and understand the information. T reads the next

page and adds supporting details to the anchor chart. Sts add to their forms. Not all

details are included (not the interesting ones), only those that support our main

idea.

Lesson recap: Today we began reading Interrupted Journey Saving the

Endangered Sea Turtles. We learned as readers it is important to separate the

interesting isolated details from the ones that support our topic idea.

T&T: What can you infer from

the subheadings in this article?

What might each

section be about?

Sts have a copy of the 3

column think sheet to record

their own thinking.

T&T: What do you think about

what you just heard?

.

Sts share

-What did we infer our

main idea of the first

section of the article might

be?

-What were some of the

supporting details?


notes on Sts T&T and share

time.




11/11 72

D

A

Y



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

2

3 column chart

Topic (Main Idea)

(Supporting)Detail

Response

(CTK Book 5, pp.

71)

Connect & Engage: Yesterday we used the title and inferential

subheads to help us infer what our article would be about. We

were able to determine the broad concept of the article. T&T

about what we determined the broad concept of this article is.

You are right the broad concept is that the migration of sea

turtles is getting interrupted and the supporting details are that

somehow the turtles are getting stranded, they need emergency

help and once they get help they can be released back into the

sea. Today, we are going to continue reading and looking for

topic (main) ideas and supporting details.

Guide: T and Sts finish the first section (Stranded) of the article.

Listen as I read the next paragraph. Listen for details that relate

to the bigger idea. Now that you’ve heard those two paragraphs,

T&T about what those paragraphs were about. Was the topic

(main) idea still_______? If so, did you notice any details that

give us more information? Jot them down in the “Detail” column

and don’t forget to add your responses. T listens in as Sts T&T

and invites selected Sts to share. What did you discover? T

finishes the first section. T and Sts move on to next subhead

(Emergency) We inferred this section is about ______ based on

the subheading. T writes on the “Topic” column of anchor chart.

Let’s read a few paragraphs and see if can locate details that

support our topic idea. Remember that some details are

interesting but do not help support the bigger idea. Also be sure

to use the text features like these great close-ups to help you with

the main idea and supporting details. T and Sts read, T&T and

share their thinking. Sts record their details on their think sheet.

Lesson recap: Good readers know that they must use text

features of NF text to help them determine the main idea and

supporting details. They also think about the information in the

text to identify details that support the main idea topic for that

section of the text. You are doing some great work!

T&T: What is the broad

concept of this article?

What details did we find

to support this?


column think sheet to

record their own

thinking.

T&T: Is our main idea

still_______? What were

the supporting details in

this section?

T&T: What supporting

details have you

discovered in this

section?

Sts share

-What did we infer

our main idea of the

first section of the

article might be?

-What were some of

the supporting

details?

-What are some of

the responses you

have had?

T observation and


T&T and share time.

Sts think sheets




11/11 73

D

A

Y



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

3

&

4

Continue anchor

chart

T and Sts use lesson process from Day 2 to work through the text

on Day 3 & Day 4. Be sure to draw Sts attention to the map on

pp. 159 to help them to determine main idea and supporting

details of the topic.

Now that we have completed our article, let’s review our chart

and think about the information we have recorded. What do you

think is the main idea of the entire selection? T&T about this and

then we will share. T listens in and then facilitates the Sts

discussion during the sharing focus. I want to go back to my

question I had on the first day, “Why did the turtle end up here?”

We have more information now so let’s think about what

information we learned that helps me answer this question about

this bigger idea or issue. What questions do you have that we can

think about now that we have more information?

Lesson recap: You have done some very thoughtful thinking

about the main idea and supporting details of each section of the

article we read. You were also able to determine the main idea of

the entire selection. Good readers need to be able to sift through

the interesting details from the supporting details so that they can

bigger idea of the topic.


column think sheet to

record their own

thinking.


still_______? What were

the supporting details in

this section?

T&T: What supporting

details have you

discovered in this

section?

(Day 4) T&T: What is

main idea of the entire

selection?

(Day 4) T&T: What

information helps us to

answer my question

about the issue of why

the turtles ended up

here?

(Day 4) T&T: What

questions do you have

that we can answer now

that we have sorted

through our information?

Day 3

Sts share

-What did we infer



article might be?

-What were some of

the supporting

details?

-What are some of

the responses you

have had?

Day 4

Sts share

-What is the main

idea of the entire

selection?

-What questions did

you have about the

bigger ideas or

issues of this article?

T observation and


T&T and share time.

Sts think sheets




11/11 74

D

A

Y



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

5

Connect & Engage: All week we have been reading an article

about endangered sea turtles and determining the main idea and

supporting details. You have learned that while some details are

interesting and keep us engaged, they might distract us from the

bigger idea (main idea) of the text. You also merged your thinking

with the text and to expand your thinking about our topic. Today we

will work with partners on a new article using the same strategies

that we have been practicing to determine the main idea and

supporting details of each section of the article and then come up

with an overall main idea of the selection.

Collaborate: The article we are going to read today is called

**”____________”. You and your partner will read the article to

determine main idea and supporting details of each section of the

article and then collaborate with another set of partners that chose

the same article to produce a main idea for the entire selection. T

moves around room to confer with Sts as they read, sift and sort to

determine main idea and details. T facilitates the sharing focus,

having Sts share examples of their main idea/supporting details and

then the overall main idea of the selection read. The collaborative

practice may go into independent reading time. T can hold the

sharing focus at the end of independent reading.

Lesson recap: You are doing the work of good readers. You are

using text features to help determine main idea and details. You are

sorting through the information to separate the interesting details

from those that support the main idea and you are able to produce a

main idea about the entire selection and for the subheadings. As you

read your IR non-fiction, look for the main idea and supporting

details. As good readers we know that by doing this we can

determine what is important in the topic we are reading about. You

will be asked over and over again in the years to come to pick out

the most important information.

Sts have their own copy

of article and a new 3

column think sheet.

Collaborative Practice: Sts choose an article and

with their partner read it

and then determine main

idea for each section and

the supporting details.

Work with another group

to produce main idea of

entire article. Sts will

share their information.

Sts share

-What did you

determine were the

main ideas of the

subheadings of your

topic article?

-What were the

supporting details?

-Were you able to

produce a main idea

for the entire

selection? What is

that main idea?

T observation and


Sts collaborative

practice and share time.

Sts completed think

sheets with main ideas

and supporting details.

Sts can

-merge thinking,


with the information

read

-separate interesting

details from bigger

ideas and important

information

-produces a main idea

for the entire reading

selection

MATERIALS: Day 1-4: Comprehension Toolkit by Harvey & Goudvis, Book 5 Determine Importance, Lesson 21; Lesson Text “Big Talkers” (Sts may have read in Grade 3

or 4) or Suggested Lesson Text: *Texas Journeys Unit 2, Lesson 6, pp. 150-161 “ Interrupted Journey: Saving the Endangered Sea Turtles”; Texas Journeys Unit 1, Lesson 2, pp.

46-58 “ Blasting Off to Space Academy”

Day 5 Suggested Collaborative Practice Text: Texas Journeys Unit 2, Lesson 8, pp. 215-216 (T180-182) “National Parks of the West”; Texas Journeys Unit 1, Lesson 2, pp. 60-63

(T106-109) “Profile of a Space Walker”; Texas Journeys Unit 1, Lesson 5, pp. 134-137 (T324-327) “Profile of a Space Walker”;




11/11 75

Target(s) for the Week: Merge thinking, questions, and responses with the information from the text, to better understand and determine what to remember; Use important

information from the text to determine the broad concept (themes) or topic (main ideas) and how these ideas are supported with details; Produce a main

idea from an expository or mixed selection that will focus on either a single paragraph, a series of paragraphs or the entire selection; Explain how

determining importance helps me as a reader

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

1

3 column chart

Topic (Main Idea)

(Supporting)Detail

Response

(CTK Book 5, pp.

71)

Connect & Engage: Last week we began practice the strategy of determining

important information by using text clues and features to help us determine the

main idea and supporting details. This week we are going to read another great

article that I found in our *Texas Journeys anthology. This article, like the last

one, is divided into sections, introduced by inferential subheads. Scan the sections

and see if you can get an idea of what each section might be about. You have to

use what you know to help you infer the meaning of these subheads. After you have

briefly skimmed through the article, T&T about what the sections may be about.

Share any thinking or questions you have about _______ as well. We have been

working on sifting and sorting the important information from the interesting

details when we read nonfiction. Remember that we need to separate those

interesting, isolated details from the ones that support the idea and build our

knowledge about a topic. As readers, we can think about and combine the

supporting details to better understand the bigger topic. T reviews the anchor

chart emphasizing that responses are important because it helps the reader better

understand the topic.

Model: To begin the article, I’m going to briefly model how I separate the main

idea from the supporting details. As I model my thinking and write down the main

idea, details, and responses on the chart, you can do the same on your form.

Afterward you will have a chance to try it. First I’ll read the title. T reads the title

and then makes inference. I’m thinking from the title that this article is about

__________. So, like last week, we can expect that each section will have some

information related to our topic. Now, I’ll read the first section. T reads subhead

and infers what section will be about. T read first few paragraphs and stops to

model. This is so interesting. What do you think? Anyone have any ideas? T&T to

each other. I’m thinking the main idea of this section is ________. A supporting

detail is that _______. I will write this detail in the Detail column. Don’t forget

that we don’t write sentences, but just a few words in the Detail column that relate

to the main idea. We need to keep this short so that when we go back and take a

look at the form, we can quickly recall and understand the information.

Guide: T reads the next page and invites Sts to T&T about the supporting details

that could be added to the anchor chart. Sts add to their forms. Remember not all

details are included (not the interesting ones), only those that support our main

idea.

Lesson recap: Today we began reading __________. We learned as readers it is

important to separate the interesting isolated details from the ones that support

our topic idea.

T&T: What can you infer from

the subheadings in this article?

What might each

section be about?



their own thinking.


about what you just heard?

.

Sts share

-What did we infer our

main idea of the first

section of the article

might be?

-What were some of the

supporting details?


notes on Sts T&T and share

time.




11/11 76

D

A

Y



Student Outcomes)



be doing?



and/or Reading

Workshop.)

Evidence of

Learning (How will I know if my

students know it?)

Graded/Ungraded

2

3 column chart

Topic (Main

Idea)

(Supporting)Detail

Response

(CTK Book 5, pp.

71)

Connect & Engage: Yesterday we used the title and inferential subheads to

help us infer what our article would be about. We were able to determine the

broad concept of the article. T&T about what we determined the broad

concept of this article is. You are right the broad concept is that _______

and the supporting details are that somehow _______, _______, &

________ Today, we are going to continue reading and looking for topic

(main) ideas and supporting details.

Guide: T and Sts continue to read the article. Listen as I read the next

paragraph. Listen for details that relate to the bigger idea. Now that you’ve

heard those paragraphs, T&T about what those paragraphs were about. Was

the topic (main) idea still_______? If so, did you notice any details that give

us more information? Jot them down in the “Detail” column and don’t forget

to add your responses. T listens in as Sts T&T and invites selected Sts to

share. What did you discover? When T and Sts move on to next subhead…

We inferred this section is about ______ based on the subheading. T writes

on the “Topic” column of anchor chart. Let’s read a few paragraphs and see

if can locate details that support our topic idea. Remember that some details

are interesting but do not help support the bigger idea. Also be sure to use

the text features like _______ to help you with the main idea and supporting

details. T and Sts read, T&T and share their thinking. Sts record their details

on their think sheet.

Lesson recap: Good readers know that they must use text features of NF text

to help them determine the main idea and supporting details. They also think

about the information in the text to identify details that support the main idea

topic for that section of the text. You are doing some great work!

T&T: What is the broad

concept of this article? What

details did we find to support

this?



their own thinking.


still_______? What were the

supporting details in this

section?

T&T: What supporting details

have you discovered in this

section?

Sts share

-What did we infer



article might be?

-What were some of

the supporting

details?

-What are some of

the responses you

have had?

3 column chart

Topic (Main Idea)

(Supporting)Detail

Response

(CTK Book 5, pp. 71)

3

3 column chart

Topic (Main Idea)

(Supporting)Detail

Response

(CTK Book 5, pp.

71)

Note: T & Sts finish the article today using process from Day 2.

Now that we have completed our article, let’s review our chart and think

about the information we have recorded. What do you think is the main idea

of the entire selection? T&T about this and then we will share. T listens in

and then facilitates the Sts discussion during the sharing focus.

Lesson recap: You have done some very thoughtful thinking about the main

idea and supporting details of each section of the article we read. You were

also able to determine the main idea of the entire selection. Be sure to be

thinking about the main idea and supporting details as you read your IR

books. Be sure to note in your reading journal the main idea and supporting

details of a NF text you are reading.



their own thinking.


still_______? What were the

supporting details in this

section?

T&T: What supporting details

have you discovered in this

section?

T&T: What is main idea of the

entire selection?

T&T: What information helps

us to answer my question

about the issue of why the

turtles ended up here?

Sts share

-What is the main

idea of the entire

selection?

-What questions did

you have about the

bigger ideas or issues

of this article?

T observation and

anecdotal notes on

Sts T&T and share

time.

Sts think sheets




11/11 77

D

A

Y



Student Outcomes)



be doing?



and/or Reading

Workshop.)

Evidence of


students know it?)

Graded/Ungraded

4

&

5

Connect & Engage: For more than a week now we have been

working to determine important information in NF text that includes

the main idea and supporting details. Today you will get a chance to

read an article and sift and sort through the text to determine the

supporting details and main idea of the selection.

Independent: The article you will be reading is called “The

Laughing Hyena”. The article has a graphic organizer web you will

use to record the supporting details and main idea of the text. I will be

coming by to confer with some of you as you work. T confers with Sts

and facilitates the sharing focus.

Lesson recap: You are doing the work of good readers. You are using

text features to help determine main idea and details. You are sorting

through the information to separate the interesting details from those

that support the main idea and you are able to produce a main idea

about the entire selection .As you read your IR non-fiction, look for

the main idea and supporting details. As good readers we know that

by doing this we can determine what is important in the text we are

reading. Throughout your years in school and college, you will be

asked over and over again to pick out the most important information


read the article and record

the main idea and

supporting details in the

graphic organizer.

Sts share

-What were some

of the supporting

details?

-What was the

main idea?

-How does

determining

importance help

you as a reader?

T observation and

anecdotal notes

from Sts

independent

practice

conferences and

share time.

Sts completed main

idea and details

think sheet.

Sts can

-separate

interesting details

from bigger ideas

and important

information

-produces a main

idea for the entire

reading selection

MATERIALS: NOTE- Because learning outcomes are the same in Weeks 20 & 21, T may select the texts she did not use in Week 20 and use them in Week 21 for

Days 1-3.

Day 1-3: Comprehension Toolkit by Harvey & Goudvis, Book 5 Determine Importance, Lesson 21; Lesson Text “Big Talkers” (Sts may have read in Grade 3 or 4) or Suggested

Lesson Text: *Texas Journeys Unit 2, Lesson 6, pp. 150-161 “ Interrupted Journey: Saving the Endangered Sea Turtles”; Texas Journeys Unit 1, Lesson 2, pp. 46-58 “ Blasting Off

to Space Academy”

Day 4-5 Suggested Independent Practice Text: Texas Journeys Unit 2, Lesson 10, pp. T310 Projectable 10.2 “Big Cats and Small Cats”; Unit 2 Lesson, Lesson 10, Grab–n-Go

(student) Practice Book pp. 109 (T311)

5th



1/12 78

Testing As A Genre

Demystify the test to students – explain why tests are used, how tests are constructed, how the results will be used and who creates them. Discuss

the specific requirements of the testing situation; no talking, timed exercises, different sections of the test and how we are going to prepare for the

tests.

• Allow students to share their concerns about the test. Have students brainstorm what they remember about the tests and clarify any

misconceptions. Make a chart about what they remember.

• Ask students what strategies they use, keeping in mind the challenges with self-reporting data, students saying they use strategies that they

don’t.

• Readers read differently when taking tests:

• Have students immerse themselves in actual reading passage examples and discuss what they are finding in there.

• What elements, structures and literary devices are used to create these passages?

• Investigate the language used in the passage and the questions

• Make charts of terms used in the questions, question vocabulary

• Discuss words used in directions; define, compare, contrast, explain, describe, evaluate, list, identify, summarize, interpret, review, prove,

analyze, always, never, main, central, usually, conclude, resolves, conflict, etc.

• Discuss the importance of carefully reading the questions, underlining the important parts.

• Have students develop a "scavenger-hunt" mentality when reviewing the questions and the passages, looking for particular things.

(Adapted from Unit of Study: The Inauthentic Passage Genre by Frank Serafini)

Additional Resources Needed (Access Via ELAR Department Website/Teacher Resources/Grade Level/RWS Additional Resources): • Graphic Organizer (GO) Resource Document – Grade 5: As you review/prepare your lessons for Interactive Read Aloud, incorporate

suggested GO lessons, as appropriate. If your students need additional instruction on GO, separate from Interactive Read Aloud lesson, refer

to the materials section on the GO Resource Document for assessment passages that include different types of GO.

• Vocabulary – Small Group Lesson Activities – Grades 3-5

5th



1/12 79


Comprehension Strategy: Synthesize/Summary (Author’s Purpose, Organization, Graphic Organizers)

Week 22

2/6-2/10

Week 23

2/13-2/17

Week 24

2/21-2/24

Week 25

2/27-3/2

Get

tin

g t

he

Mea

nin

g

• Synthesize big ideas and issues from

a collection of facts (11E/1H, 4J)

• Stop and think to synthesize the

information as I go (11E/1H, 4J)

• Distinguish between the gist and my

personal response to the information

(11E/1H, 4J)

• Put the information into my own

words to demonstrate understanding

(11E/1H, 4J)

• Revise misconceptions when

confronted with new evidence and

information (11E/1H, 4J)

• Summarize and paraphrase texts in

ways that maintain meaning and

logical order within a text

(11A/4G,I)

• Explain how summarizing and

synthesizing information helps me as

a reader (Fig. 19E, 11A,E/1H,

4J,G,I)

• Determine the elements/critical

attributes of a good summary (Fig.

19E 11A/4G,I)

• Differentiate between good and bad

summaries (Someone else’s work)

(Fig. 19E, 11A/4,G,I)

• Use information from the text and

my own knowledge to determine

important information and write text

summaries (Fig. 19E, 11A/4,G,I)

• Summarize the main ideas and

supporting details in a text in ways

that maintain meaning and logical

order (Fig. 19E, 11A/4,G,I)

• Explain how the organizational

patterns influence the relationships

among the ideas (11C/4K)

• Become familiar with author’s

purpose and how it is assessed and

various organizational patterns that

are assessed (10A/4J,K)

• Draw conclusions from the

information presented by an author

and evaluate how well the author’s

purpose was achieved (10A/4J,K)

• Identify and explain the meaning of

common idioms, adages, and other

sayings (2C/1C)

• Use context to determine or clarify

the meaning of unfamiliar or

multiple meaning words (2B/1F, 4F)

• Evaluate the impact of sensory

details, imagery, and figurative

language in literary text (8A/4J)

• Compare and contrast the themes or

moral lessons of several works of

fiction from various cultures

(3A/1C, 4K)

Rea

din

g H

ab

its

• Respond to reading in a way that

leads to new insights and original

thinking (18C/5F,G)

• Respond to various texts in ways

(oral and written) that reflect my

understanding and interpretation and

can be supported with relevant

aspects of the text (18C/5F,G)

• Read for a sustained period of time

and paraphrase what the reading

was, maintaining meaning and

logical order (e.g., generate a

reading log or journal; participate in




thinking (18C/5F,G)














thinking (18C/5F,G)














thinking (18C/5F,G)












(TEKS/ELPS)

Weeks 26-27 Reteach/Review based on individual student data




1/12 80

Target(s) for the Week: Synthesize big ideas and issues from a collection of facts; stop and think to synthesize the information as I go; distinguish between the gist and my personal response to the information; revise misconceptions when confronted with new evidence and information; put the information into my own words to demonstrate understanding; summarize and paraphrase texts in ways that maintain meaning and logical order within a text; explain how summarizing and synthesizing information helps me as a reader

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or

Collaborative


be doing?



Reading Workshop.)

Evidence of

Learning (How will I know

if my students

know it?)

Graded/Ungraded

1

Synthesizing

and Reading

for the Gist

2 columns

Gist/

Thinking

Connect & Engage: Now that we have spent time determining important information while we read, we

are going to focus on ways to summarize and synthesize the information as we read. When we

summarize, we concentrate on the information in the text. We try to pick out the most important

information, put that information into our own words and keep it brief. Synthesizing is a little different.

Explain what it means to synthesize information and read for the gist. It is really tough to remember all

of what we read. When good readers read nonfiction, they read for “the gist”-the most essential

information, the bigger ideas. To do this, they have to synthesize the information. When we synthesize

we pare down the information, eliminate some of the less important details, and come up with the bigger

picture. Share a familiar example (The 3 Pigs, Billy Goats Gruff, etc.) and show how to think through it

to get the gist. If I was going to synthesize____ (title) I wouldn’t have to tell every detail or repeat all the

action and events such as… (Give a very detailed account). That is too much information-we just want

the gist. I can get rid of the details…, those are just details. The gist recounts important information and

gives us a bigger picture, sometimes even the lesson or the moral of the story. So the gist of ____ story

might sound something like this, “A girl wandered into an empty house and caused a lot mischief. When

the owners, a family of bears, found her, she learned the hard way not to go into a stranger’s house

when no one is home”. Sts T& T about the difference between those two descriptions. Sts share out their

thinking. When we read for the gist, we need to add our thinking to the information. Synthesizing is a

strategy that helps us change our thinking as we read. When we synthesize, we combine our thinking

with the information to come up with a big idea to get the gist. Your thinking matters when you read.

Introduce Sts to the article “The Many Faces of Masks” then ask Sts to preview the article. Sts T&T

about any BK or questions they have. Sts share out. Introduce the anchor chart.

Model: Demonstrate how to sift through the information, deleting the ancillary details to arrive at the

gist-the main message. “The Many Faces of Masks” is divided into sections with subheadings. We see

them over and over again in nonfiction; standard subheads, question subhead, and inferential subhead.

Read the first section headed with the inferential subhead “Looking Good.” I’m going back and read it

slowly, thinking about how I might make this shorter by deleting some details and the bigger ideas, the

gist/main message. Explain how to get the gist is to delete details that don’t support the bigger idea. I’m

thinking that the part about the paint, although interesting, is not an important detail…. Think aloud

through the rest of the section, what is important. Make a bulleted list (not the anchor chart) of the

bigger ideas (*Goodness *Hard Work *Fierce Creature *Indonesia)-and I’m going to delete the details

that don’t support the bigger ideas. Now I’ll use the list to write the gist in the first column of the anchor

chart, including big ideas and leaving out less important details. When I synthesize the information, I

need to pare it down to the gist, the most important ideas. (Gist-The barong ket, a fierce looking

creature of the Indonesia theater, represents goodness and hard work). In the second column write your

thinking. (Thinking-Surprised this frightening creature stands for goodness.

Lesson recap: Today we started reading a new article, “The Many Faces of Masks.” We are slowing

down and thinking about the text, separating the less important details from the bigger ideas to get the

gist/big idea/main message. We wrote the gist and our added our own thinking to the anchor chart.

T&T: Talk about the

difference between

those two descriptions.

T&T: Have you ever

read something that

changed your thinking?

Talk about that for a

minute.

T&T: Talk to your

partner about any

background knowledge

or questions you have.

Share main

message/idea/important

information from independent

reading

T observations

and anecdotal

notes during

T&T, share time,

and independent

practice.




1/12 81

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?


at close of Shared

Reading and/or

Reading Workshop.)


Graded/Ungraded

2

Synthesizing

and Reading

for the Gist

2 columns

Gist/Thinking

Connect & Engage: Yesterday… Ask Sts to T&T and discuss the

article so far.

Guide: Engage kids by talking through how we arrive at the gist

and respond with our thinking. Let’s try the next part together.

Read the next two paragraphs. After reading, ask student to T&T

and see if they can come up with the gist. Remind them to delete

less important details and pare down the information into a shorter

form. Listen in to their conversations. What are some of the ideas

that we should include in the gist? Sts share their thinking.

Scaffold Sts answers. So we’ll include the long time they’ve been

around, how they change, and how we look and feel. But we’ll

delete the___details. Together come up with the gist. (For about

15,000 years masks have been used for many different reasons).

Sts T&T. What do you think? Did we include the most important

information but not say too much? Turn to each other and talk

about that. Ask Sts to write the gist down on a Post-it marked

Gist. If you think you have a better idea of the gist, jot that down.

But you are free to use this summary if you think it captures the

gist. One of the most important aspects of synthesizing information

is that when we come across new information, we often think

differently from that point on. New information changes our

thinking. It might spur a question, give us a different perspective,

or make us infer something. I wondered why the barong ket looked

so fierce and still represented goodness. Take a moment to notice

your inner conversation. What are you thinking as you reflect on

the content of these two paragraphs? Ask Sts to jot their thoughts

on a second Post-it headed Thinking. Sts write and share out a

variety of responses, which include connections, questions, new

learning, and inferences. Model your own thinking (Ancient

cultures used masks more than modern ones. Write it under

Thinking on the anchor chart.

Lesson recap: When we synthesize, we combine our thinking with

the information to come with a big idea. When we synthesize

information we don’t have to include all of the details. We need to

pare it down to the most important one. When we write for the

gist, I try to collapse all of the writing in the text into a shorter

form but still include the bigger, most important ideas.

T&T: Talk to your partner

and see if you can come up

with the gist and be ready to

share to share your thinking.

T&T: Talk with your

partner.

What do you think? Did we

include the most important

information but not say too

much?

Sts share their

thoughts about the

bigger ideas or

questions they had

during their

independent

reading.

Confer to assess Sts’ understandings

and resolve misconceptions.

Did your Sts:

• respond to the information with

questions, connections, and

inferences that expand their

thinking?

• synthesize the facts to consider

larger questions, issues, and ideas?

• make their thinking visible and

learn from each other as they

shared responses, questions, and

ideas?




1/12 82

D

A

Y

Anchor Chart(s) Explicit Instruction/Modeling

Minilesson Focus


Student Outcomes)

Guided and/or

Collaborative

Practice

What will my

students

be doing?

Sharing Focus


at close of Shared


Workshop.)



know it?)

Graded/Ungraded

3

2-Column Chart

Synthesizing and

Reading for the

Gist

Gist/ Thinking

Connect & Engage: Yesterday… quickly review the

strategy for getting the gist/big idea.

Collaborate: Give directions for jigsawing in small

groups. Put Sts into groups of four. Each group chooses

a remaining section to read and respond to. Talk to each

other, synthesize the information, and then decide on the

gist. Once you have agreed, one member of the can

record it on a Post-it for the whole group. After writing

the gist, you will each get to write your thinking on your

own Post-it since you may all have different responses.

When it is time to share, each group will share one

Post-it representing your collaboration on a section of

the article, and other Post-its representing individual

thinking. You can place your Post-its on the large

anchor chart under the appropriate columns. Once they

finish their section, they can read any of the other

section. Groups spread out and read their section first,

talking about the gist, writing it down, and then talking

about and recording their own thinking on additional

Post-its. Listen in on their thinking. Each group shares

out the gist of the section they read, and individuals

share their thinking in the second column. As they share

the gist and thinking, they place their Post-its in the

appropriate column on the chart-producing a strong

visual record of all of their thinking. For independent

work, ask Sts to reread the article and write the

gist/summary of the whole article, jotting down the

big/main ideas and some important supporting details.

Lesson recap: This week we have worked on slowing

down and thinking about the text, separating the less

important details from the bigger/main ideas to get the

gist and summarizing the main idea/main message in a

few words.

T&T: What do

you know about

this topic?

Sts share their thinking

from their

collaborative work

with partners.


notes during T&T, share time,

and independent practice.

When reviewing Post-its to

assess synthesizing and getting

the gist, look for:

• a brief summary-getting to

the point without many

words

• merged thinking-reaction,

connection, question,

inferences etc.

• a demonstration of separating

details from the gist

• accuracy




1/12 83

D

A

Y

Anchor Chart(s) Explicit Instruction/Modeling

Minilesson Focus


Student Outcomes)

Guided and/or

Collaborative

Practice

What will my

students

be doing?

Sharing Focus


at close of Shared


Workshop.)



know it?)

Graded/Ungraded

4

&

5

Day 5 Chart

What we Learned

about Summarizing

and Synthesizing

Connect & Engage: Review synthesizing and getting the “gist.”

Explain that readers use a variety of strategies to synthesize.

Model/Guided: Explain that Sts are going to write down their

thinking as well as story events as the T reads. T&T: Ask Sts to

list the comprehension strategies they have studied. Reiterate that

these strategies could help them make sense of the text. (Notes of

their questions, predictions, important ideas, and visual images

will be of more use to them than mere content notes as they try to

synthesize the material). Introduce a fiction text. (Example used

for this lesson is An Angel for Solomon Singer by Cynthia

Rylant). This is the story of a sad, lonely old man who lives in a

New York boarding house and laments his station in life. Things

change when he wanders into a twenty-four-hour café and sees a

friendly waiter with a smiling face. T reads aloud, stopping and

taking notes and then sharing thinking/writing with the Sts. Pause

intermittently to allow them to jot down some notes and complete

their thoughts. When Sts finish their note taking, they write

responses in their journals based on their notes, their memories of

the story, and their thinking. These notes and responses should

show how thinking evolves as kids read. As they derive more

information from the story, they begin to synthesize it into the

bigger picture. Sts share the “gist” or the main message of the

story; how the Westway Café changes Solomon Singer’s life.

Write a short summary of the story. T&T: Did we include the

most important information?

Lesson recap: When we synthesize the information to get the gist,

we need to remember to sift through all the details to come up

with the big picture. Readers use multiple strategies when they

synthesize. * Create a quick chart to capture what was learned

about summarizing and synthesizing. Model first (when I’m

trying synthesize information, I have to stop and think about the

bits of information as I read to come up with the big picture.)

While the T writes on the chart, ask Sts to T&T about something

they have learned about synthesizing information they need to

think about when they read. Add to anchor chart.

T&T: Together list the

comprehension

strategies we have

studied.

T&T: Did we include

the most important

information?

T&T: Talk about

something you have

learned about

synthesizing

information you need

to think about when

you read.

Sts share the “gist” of the

story.

Did your Sts:

• slow down and think about the text,

separating the ancillary details from

the bigger ideas to get the gist?

• summarize the big picture in a few

words?

• distinguish between text information

and their thinking, to engage more

fully with the text and better

understand the material?

**Assessment Checklist

MATERIALS: Day 1-3 Suggested Lesson Text: “The Many Faces of Masks”-National Geographic for Kids article-Comprehension Toolkit Source Book of Short Text pg. 80-

83. Lesson adapted from Comprehension Toolkit Book 6 Lesson 24 pg 24.

Day 4-5 Suggested Lesson Text: An Angel for Solomon Singer by Cynthia Rylant. Lesson adapted from Strategies That Work pg. 188-189.

*Day 5 Comprehension Toolkit Book 6 pg 60. ** Assessment Checklist- Comprehension Toolkit Book 6 pg 61.

http://magma.nationalgeographic.com/ngexplorer/teachers/ “Geonews: Drowning in Plastic”




1/12 84

Target(s) for the Week: Determine the elements/critical attributes of a good summary; differentiate between good and bad summaries; use information from the text and my

own knowledge to determine important information and write text summaries; summarize the main ideas and supporting details in a text in ways that

maintain meaning and logical order; Explain how summarizing and synthesizing information helps me as a reader

D

A

Y

Anchor

Chart(s)


Minilesson Focus


Student Outcomes)

Guided and/or



be doing?

Sharing Focus



and/or Reading

Workshop.)



students know it?)

Graded/Ungraded

1

Def of

Summary

Add Guidelines

for Summaries

During this week, Sts will need to read or re-read passages before the lessons.

Consider this when planning lessons. Most of the articles recommended are from the

DBA. These articles need to be incorporated into independent reading before the

explicit lessons.

The suggested article is Mae Jemison from the DBA passage. Sts re-read the passage

before the lesson during independent reading. Introduce the article and expectation

before Sts read. Ask Sts to identify the genre and characteristics. Ts will need

*Guidelines for Summaries (Resource).

Connect & Engage: Define a summary/how it helps us as a reader (anchor chart). To

summarize is to put into your own words a shortened version of written or spoken

material, stating the main points and leaving out everything that is not essential.

Summarizing is more than retelling; it involves analyzing information, distinguishing

important from unimportant elements and translating large chunks of information into

a few short cohesive sentences. Fiction and nonfiction texts, media, conversations,

meetings, and events can all be summarized.

Model: T displays a good summary (correct answer) from Mae Jemison article. T

talks thru it w/students (main idea, supported by important info (gist) and a concluding

sentence. Show text evidence (where the statements came from). Introduce

Guidelines for Summaries. Compare it with the summary (correct answer). Display

other answer choices and discuss why they aren’t a good summary.

Lesson recap: To summarize is to put into your own words a shortened version of

written or spoken material, stating the main points and leaving out everything that is

not essential. A good summary…

Students re-read article Mae

Jemison

Sts can share the “gist” of

their independent reading.

Observation of St

responses

2

Def of

Summary

Guidelines for

Summaries

Sts reread the passage Bonesy and Isabel before the lesson during independent

reading. Introduce the article and expectation before Sts read. Ask Sts to identify the

genre and characteristics.

Connect and Engage: Yesterday we learned…Go over Summary Guidelines

Model/Guided Practice: Create with students Main Idea statement from Bonesy and

Isabel article. T talks thru the summary with Sts; the main idea, supported by

important info (gist) and a concluding sentence. Show text evidence (where the

statements came from). Together with the class, write a summary for the article.

Lesson recap: Summarizing is more than retelling; it involves analyzing information,

distinguishing important from unimportant elements and translating large chunks of

information into a few short cohesive sentences. While sentences in a summary are in

the same sequence as the details from the text, it is not retelling the beginning, middle

and end. The summary is going to include the main idea/message and supporting

critical details.

Students re-read Bonesy and

Isabel during independent

reading.

Sts can share the “gist” of

their independent reading

Observation of St

responses




1/12 85

D

A

Y

Anchor

Chart(s)



Student Outcomes)



be doing?





students know it?)

Graded/Ungraded

3

Def of

Summary

Guidelines

for

Summaries

Connect & Engage: Explain to Sts that today they will be

summarizing another article and a poem on their own. Have

Sts T&T about the key elements of a good summary.

Collaborate: Sts collaborate with partner or group to

summarize the article Virgil. Sts re-read the article (Virgil)

then collaborate with partner or group to summarize. Sts share

with whole group and defend answers. They must be able to

state the main idea (why) and critical supporting details.

Repeat with the poem Eraser and School Clock (DBA)

Lesson recap: When summarizing a text, include the main

idea, supported by important info (gist) and a concluding

sentence.

(Virgil) (Eraser and School

Clock) Sts collaborate with

partner or group to

summarize.

Share with whole group- be

ready to defend answers.

T&T: Share with each other

the key elements of a good

summary.

T&T: Did you include the

main idea and the most

important information?

Sts share their

thinking from their

collaborative work

with partners.

Sts summary of the

article

4

Def of

Summary

Guidelines

for

Summaries

Each St will need a copy of the **Cloze procedure for

summaries-resource. Students should read the passage before

the lesson during independent reading. Introduce the article

and expectation before Sts read. Ask Sts to identify the genre

and characteristics.

Connect & Engage: Sts complete the Cloze procedure for

Guidelines for Summaries, filling in the blanks then checking

from the Guidelines for Summaries.

Model/Guided Practice: Discuss with Sts that readers can

summarize not only the entire story/article etc. read, but they

may be asked to summarize a section of the text (or a scene

from a play.) Sts will summarize Scene 2 from The Bird with

the Broken Wing. Ask Sts to identify the genre and

characteristics.

After Sts have reread scene 2, display the summary question

and answers. Ask Sts to T&T about which sentence best

summarizes Scene 2 and explain why. Sts share out and

defend their answers. Choose a section from another article

previously read and ask Sts to T&T about the summary from

that section. Sts share out and defend their answers. Together

write a summary for that section. Share the idea/sentence stem

Lesson recap: Reiterate that they can summarize a section of

a piece they have read (scene, paragraph…) and they will be

looking for the main idea.

Students fill in missing words

for Guidelines for Summary.


summary of Scene 2?


summary of the scene,

section or paragraph?

Sts can share a

summary of their

independent reading

Sts summary

responses

Cloze for Guidelines

for Summaries




1/12 86

D

A

Y

Anchor

Chart(s)



Student Outcomes)



be doing?


at close of Shared


Workshop.)


students know it?)

Graded/Ungraded

5

Day 5 Chart

What we

Learned

about

Summarizing

and

Synthesizing

(from

previous

week)

Connect & Engage: Introduce new text. Ask Sts to identify

the genre and characteristics.

Collaborate: Introduce new text. Sts read through the

piece then collaborate with partner to choose correct answer.

Share out.

Lesson recap: Ask Sts to T&T: Is there anything we need

to add to our Summarizing and Synthesizing anchor chart

from last week? Review how synthesizing and summarizing

helps us a reader.

T&T: Is there anything else

we can add to our

Summarizing and

Synthesizing anchor chart

from last week?

Did your Sts:

• slow down and

think about the

text, separating

the ancillary

details from the

bigger ideas to

get the gist?

• summarize the

big picture in a

few words?

• Include the main

idea and

important details

***Summarizing

Rubric

MATERIALS: Day 1 Suggested Lesson Text: article Mae Jemison (DBA) *Guidelines for Summaries (Resource)

Day 2: Suggested Lesson Text: article) Bonesy and Isabel (DBA)

Day 3: Suggested Lesson Text: article Virgil (DBA) Eraser and School Clock (DBA)

Day 4: Suggested Lesson Text: The Bird with the Broken Wing (DBA) **Cloze for Guidelines for Summaries (Resource)

Day 5; Suggested Lesson Text: (Suggestions) Short article from previous CBA, Comprehension Toolkit Short Texts or the gold Journeys Texas Assessment Preparation Book Pg.

57-59- Julia’s Talent andThe Magpie’s Nest (available online through Think Central) may be used-***Summarizing Rubric (Resource)

The following articles located in Texas Assessment Preparation Texas Journeys-Texas Write Source St workbook consumables have a summarizing question:

Abigal Adams pg. 15, How Anansi Got His Stories pg. 41 and How Stories Came to the World pg. 45 - (summary of both selections), Story of Louis Braille pg. 53, Baseball pg. 74




1/12 87

Guidelines for Writing a Summary (Use your own words!)

1. The sentence is a

statement of the story, article, selection, or passage.

2. Not every is included in the summary.

3. If the is included in the summary,

the detail must be and the

main idea.

4. in the summary are in the same

as the details from the text.

5. The sentence of the summary may be a:

• or a restating of the main idea.

OR

• Statement about the result or of the text




1/12 88

Guidelines for Writing a Summary (Use your own words!)

1. The beginning sentence is a main idea statement of the story,

article, selection, or passage.

2. Not every detail is included in the summary.

3. If the detail is included in the summary, the detail must be

important and support the main idea.

4. Sentences in the summary are in the same sequence as the

details from the text.

5. The ending sentence of the summary may be a:

• Conclusion or a restating of the main idea.

OR

• Statement about the result or ending of the text




1/12 89

Summarization Rubric

Summary

Elements

Developing

1

Notable

2

Exemplary

3 The beginning

sentence of the

summary is the

main/big idea of

the story.

Summary does not

include a main idea.

Main idea is

included, but is

poorly written or

not written in your

own words.

Main idea is not

only well written,

but written in your

own words.

The summary

provides details

that are important

and support the

main/big idea.

Details are not

included in the

summary.

Details are

included in the

summary but do

not support the

main idea.

Details provided

are important and

support the main

idea.

Summary is brief

and is in the same

sequence as the

story.

Summary is too

long and contains

unimportant details

and not in sequence

of the story.

Summary is in

sequence of the

story. The

summary is brief

OR contains

important

information, but

not both.

Summary is brief,

contains important

information and is

in sequence of the

story.

The ending

sentence of the

summary is a

conclusion,

restating the main

idea or a

statement about

the result or

ending of the text.

The ending

sentence is just

another detail of

the story.

An ending sentence

is provided in the

summary but it is

not a conclusion,

restating the main

idea or a

statement about

the result or

ending of the text.

The ending

sentence is not

only well written,

but written in your

own words and

concludes the

summary.

Complete

sentences are used

and summary is

free of

grammatical

errors.

Summary is not

written in complete

sentences and

contains

grammatical errors

Complete

sentences are used

or summary is free

of grammatical

errors, but not

both.

Complete

sentences are used

and summary is

free of

grammatical errors

Total Points Possible: 15 points Score: Points




1/12 90

Target(s) for the Week: Becoming familiar with author’s purpose and how it is assessed and various organizational patterns that are assessed

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

1

&

2

Author’s

Purpose

Examples of

question types

Key

Words/Ask a

Key Question

(Example)

To persuade:

Is this passage

meant to

persuade or

convince

readers to do

something?

(*See Resource Author’s Purpose)

Connect and Engage: Authors write for different purposes, or reasons.

Some reasons that authors write are to entertain, to explain, to inform, or

to persuade. It is up to the reader to figure out the author’s purpose.

Model/Guided: 1) (See Resource Author’s Purpose_- Purpose words:

Read through and help Sts become familiar with the examples of questions

that indicate this is a question about author’s purpose. (See Resource

Author’s Purpose-Recognize the item type.) 2) (See Resource Author’s

Purpose) -Explain that after they have determined that the test question is

asking the author’s purpose, Sts then think about the text type (news article,

fiction story etc.). For example, fact-based newspaper articles (text type)

should be associated with the purpose to inform; advertisements and

editorials (text type) should be associated with the purpose to persuade;

instructional manuals should be associated with the purpose to explain or

list steps, realistic fiction associated with the purpose to entertain, to tell a

story about, etc. (Help Sts understand that to entertain does not mean the

selection has to make them laugh or feel good. As a purpose it essentially

means to tell a story.) Begin by having anchor examples: Fact based news

articles-inform, advertisements & editorials-persuade, instructional-explain

or list, etc. (Try to use familiar text; past CBA/DBA passages, Texas

Assessment Preparation articles Sts have read, articles from reading

instruction etc.) 3) (See Resource Author’s Purpose Ask Key Questions):

Next, explain to Sts how they can think through the answer choices on the

assessment by posing a question about the key word in each option. (In

order for students to be able to pose helpful questions, they need to have a

good understanding of purpose words and text types.) Think aloud how

posing a question about the key words will help think through choices.

Display and discuss the Author’s Purpose key questions on an anchor chart.

With Sts, read through different examples, and then use the key questions

and work together to figure out the author’s purpose. (See Resource

Author’s Purpose-Key words/Ask a key question.)

Guided/Collaborative: Return to previously read articles to decide on the

author’s purpose. Be sure to include different genres. Give Sts

opportunities to reread passages and work together to decide on author’s

purpose. (Include passages Sts re-read for summarizing.) Sts share out.

Work together to prove answers.

Lesson Recap: Reiterate the relationship between text type and author’s

purpose. Review the key words/key questions.

Student copy of Author’s

Purpose Strategies

T&T: Decide author’s

purpose

T&T: Sts collaborate to

identify the key words/ask

the key questions to decide

author’s purpose.

Sts can summarize their

reading from

Independent reading

Observation of St

responses




1/12 91

D

A

Y

Anchor


Minilesson Focus


Student Outcomes)

Guided and/or



be doing?

Sharing Focus


at close of Shared


Workshop.)



students know it?)

Graded/Ungraded

3

&

4

Author’s

Organization

Examples of

question types

Key Words/Ask

a Key Question

Connect and Engage: Discuss how authors use different organizational patterns.

**Author’s Organization Resource.

Model/Guided: 1) Purpose words: Read through and help Sts become familiar

with the examples of questions that indicate this is a question about author’s

organization. (See Resource Author’s Organization-Recognize the item type.) 2)

Using familiar passages, (use passages worked with in previous lessons) model then

work together to ask key questions based on the key words in the test

question/answers. 3) Ask Key Questions: Next, Explain to Sts how they can think

through the answer choices on the assessment by posing a question about the key

word in each option. Think aloud how posing a question about the key words will

help think through choices. Introduce the Key Questions/Organizational Patterns

anchor chart (copy from Author’s Organization Resource). Discuss the Author’s

Organization key questions (Are two things being compared? etc). Return to

previously read texts and discuss how the author organized the text. Look for

patterns with different text types. Think aloud asking the key questions to decide the

author’s organizational pattern. Use passages from previous lessons.

Model how posing a question about the key words will help think through choices.

Read passage and find correct answer by asking questions. Discuss how the

organizational pattern(s) influences the relationships among the ideas in the text.

Share out thinking. (See Resource Author’s Organization-Key words/Ask a key

question.)

Guided: Return to previously read articles to decide on how the author organized

the text. Include author’s purpose, if not used in the previous lessons. Be sure to

include different genres. Give Sts opportunities to reread passages and work

together. (Include passages Sts re-read for summarizing.) Sts share out. Work

together to prove answers.

Lesson Recap: Reiterate the different ways authors organize text and how that

influences the relationships among the ideas. Review the key questions.

Student copy of Author’s

Organization

T&T: Decide how the author

organized the text

Sts can summarize and

write author’s purpose

from their independent

reading.

Observation of St responses

5

Connect & Engage: Introduce a new*** (not used in previous lessons) test like

short text.

Collaborate: Sts read the text then collaborate with partner or group to write or

find summary, author’s purpose and how the text is organized. Sts

share their thinking. Sts defend their answers using the Key Questions. Scaffold Sts

responses.

Lesson Recap: Review the key points for summarizing, and finding the author’s

purpose and organizational patterns.

Students collaborate to

summarize, explain author’s

purpose and organization

Sts share summary,

author’s purpose or

organization from their

independent reading.

Students’ written responses.

MATERIALS: * Author’s Purpose Key Questions ** Author’s Organizational Patterns Key Questions

Day 1-5 Suggested Lesson Text: CBA/DBA/Journeys Test Preparation passages Sts have read before

Day 5 Suggestion*** The Play’s the Thing Pg. 65-Bette Nesmith Graham Pg. 66-Buttermilk Biscuits Pg. 67 (These are very short pieces on author’s purpose from the gold Texas

Assessment Preparation Book that can be accessed online through Think Central)

Texas Journeys and Texas Write Source-Texas Assessment Preparation: (St workbook consumables)-Something in the Elephant’s Silence Pg. 58 has questions on organization &

purpose that can be returned to if already used.




1/12 92

Author’s Purpose- 5th Grade

Strategies

Recognize the Item Type The word purpose indicates that this item tests an author’s purpose for writing. (What is the purpose of this passage?)

Alternate Versions of Purpose Items

• Why did the author most likely write the passage?

• The author probably wrote the passage to…

• In paragraph X, the author _______in order to_______.

• Why does the author include paragraphs X & Y?

• What is the purpose of the passage?

• Why does the author compare________ to ________?

• The purpose of both selections is to…

Answer choices are provided for one item to indicate what the options for purpose items generally look like.

What is the most likely reason the author wrote this story?

F To tell readers a story about...

G To share with readers a story about...

H To inform readers about...

J To persuade readers to...

Key Words/Ask a Key Question Think through the answer choices by posing a question about the key word in each answer option:

A. To persuade

Is this passage meant to persuade or convince readers to do something?

B. To inform

Is this passage meant to tell readers how to do something or share facts about something

important? To teach or explain?

C. To entertain

Is this passage meant to tell readers a story?

D. To describe

Is this passage meant to describe something important to readers? To show them?

By answering these questions, some purposes will be particularly easy to eliminate.

What kind of writing (article, advertisement, story) is it?

What is the selection about?

What is the author trying to make the reader feel, think, or do?

Features of the Reading Selection Examples Author’s Purpose

Tells about characters and events in their lives

May make the reader feel happy, scared, or sad

Play

Poem

Story

To entertain

Gives directions

Explains how something works

Explains why something happens

Directions

Instructions

Magazine article

Newspaper article

To explain

Gives facts Magazine article

Newspaper article

Report

Encyclopedia entry

To inform

Tries to get the reader to agree with the

author

Advertisement

Review

Letter to the editor

To persuade




1/12 93

Author’s Organization-5th Grade

Strategies

Recognize the Item Type The word organized tells students that this item tests author’s organization. Versions of author’s

organization items are listed below: (Something in the Elephants’ Silence pg. 58 Texas Journeys Texas Write Source Assessment Preparation Book-St

workbook consumables)

The author organizes paragraphs 2-3 by-- A. Describing how Kay Payne became interested in elephant communication B. Comparing humpback whales in Argentina to elephants in the United States C. Explaining why Kay Payne needed her own research project on animals D. Listing the various kinds of unusual noises made by elephants in the zoo

The information in this passage is mainly organized-- A. In order of importance

B. In the order in which events happen

C. By presenting a cause and then its effects

D. By comparing two or more things

How is this passage organized? A. It tells a story.

B. It gives a description of several places.

C. It uses a question-and-answer format.

D. It gives step-by-step instructions.

How are the first five paragraphs of the passage organized? A. A question is asked and then answered.

B. Two sides of an issue are presented.

C. Events are placed in the order they happened.

D. Events are listed from most important to least important.

Which of the following best describes how the passage is organized? A. Sequential order

B. Comparison and contrast

C. Cause and effect

Key Words/Ask a Key Question

The answer choices for author’s organization items contain key words that can formulated into basic

questions:

• By comparing: Are two things being compared? What two things are alike and different? Does the author compare characters, settings, events, or how things work? Present two sides of an issue? What is he comparing?

• By explaining why: Does the author try to help you understand or show what something is about? Is there a stated or implied cause? Are effects explored or described?

• By telling about: Does the author tell about the events in a story? (as they happen or in the order they occur) Is there a problem? What is the solution?

• Are there instructions for something?

Is there a numbered list or bullets?

• By describing: does the author describe something important to readers?

• By presenting questions and answers: Does the author title a section(s) with a question then answer

it?

By posing questions, some organizational patterns will be particularly easy to eliminate. Think through the

answer choices by posing a question about the key word in each answer option.




1/12 94

Target(s) for the Week: Identify the themes or moral lessons of several works of fiction from various cultures; identify and explain the meaning of common idioms, adages, and

other sayings, use context to determine or clarify the meaning of unfamiliar or multiple meaning words; evaluate the impact of figurative language in literary

text

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?





students know it?)

Graded/Ungraded

1

Common

Themes and

Examples

Connect & Engage: Create a display board in which a variety of themes are listed.

These themes could be: individualism, overcoming challenges, importance of

family, working together, being strong in times of difficulty, etc. (See Resource –

Themes-Common Themes and Examples).

Review that A theme is “take-away knowledge”--it is what the author wants the

reader to take away from the reading experience, to turn over in their mind, to

apply to one’s own life experiences. Themes often “sound” a certain way--

sometimes like good advice from one person to another.

Model: Often Sts need more explicit instruction about what a theme of a story is

and how the author helps readers arrive at that theme. Introduce the display

board/anchor chart of Common Themes and Examples. Discuss the meaning of

each theme, providing many real-life examples as needed to ensure that students

understand every theme. Return to previously read texts and work through the

themes together and list under the theme (or add a new theme) on the anchor chart.

(This should be ongoing and include Sts’ independent reading when applicable.)

An author does not state the theme directly. Readers have to look carefully to find

clues that help them to figure out the theme. These are some of the clues that will

help you identify the theme of a story.

Create a chart:

Title: May give clues about the theme

Characters

Actions and Plot

Lessons: What do the characters learn?

THEME

Lesson Recap: Remember that the theme is not a summary of the story or the

main idea but what the author wants the reader to take away, to turn over in their

mind, to apply to your own life experiences. Themes often “sound” a certain way

(show examples from the anchor chart/theme display board)--sometimes like good

advice from one person to another.

T&T: Sts may talk with

partners to share their

understanding of some of the

themes.

Sts can share a summary,

and or author’s purpose

and how their text is

organized.





1/12 95

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?



and/or Reading

Workshop.)

Evidence of

Learning (How will I know if

my students know it?)

Graded/Ungraded

2

Common

Themes and

Examples

Connect & Engage: Reiterate: An author does not state the theme directly. Readers have to look

carefully to find clues that help them to figure out the theme. Choose and discuss themes and

examples from the anchor chart not covered yesterday or add on to it. Explain to Sts that on an

assessment it will be important for them to be familiar with the common themes. In theme items on

assessments, you must figure out which theme fits the story from among several other themes. Sts

have to guard against being lulled into thinking that an answer choice is “close enough.” All options

will likely tempt Sts in some way (so as not to be far-fetched and easily dismissed), but only one

option will be closely connected to the passage and therefore correct. Create an anchor chart of

Common Themes and Examples. (Resource-Themes-Themes and Examples).

Model/Guided: Focus on key words and ask key questions. By focusing on key words in the

options, students can begin to determine which theme is the most applicable to the passage as a

whole: What is the theme of the play, The Bird and the Broken Wing? ( (DBA-Journeys Texas

Assessment Preparation)

A Friendships take time. (Ask key questions: Was this play about making friends? (Someone) make

a change? Is she frightened at first?

B It is important to work together. (Did they all work together? Did that accomplish anything?)

C (Correct answer) Kindness is rewarded. (Was there a kindness? What kind? Was there a reward?

What?)

D All creatures should respect nature. (Do the creatures respect nature? How? When?)

Because a theme of a narrative passage is usually related to the main character, Sts can form key

questions about how the main character relates to the key words. By underlining key words and

asking key questions, Sts should recognize that options A and B don’t come close when compared to

option C. To build a case for a theme is to collect events from the passage that specifically relate to

it. This strategy helps Sts bring a critical eye to each option; usually, St discover that there is far less

evidence to support an answer choice than they might think.

Lesson recap: By focusing on key words and key questions, you can build a case to collect events

from the passage that specifically relate to the theme. This will help you decide between answer

choices that are close.

Every time we read a book/text that we think fits into one of themes, we can add it to the theme

collection. Students can also submit books that they read during Independent Reading time that they

feel fit into one of the thematic categories.

Sts read article for tomorrow’s lesson during independent reading. *Too Many Choices

Students re-read article

The Bird with the Broken

Wing and use key

questions to figure out the

correct answer for theme.

Sts can share a

summary, and or

author’s purpose and

how their text is

organized.

Observation of St

responses

3

Connect & Engage: Yesterday…Review Today we are going to work together using the key

word/key question strategy on the article you read yesterday. Then you will have a chance to try

another very short article yourself.

Guided: Work through the theme from the article **Too Many Choices. Guide Sts to look for and

underline key words and ask key questions. Which answer has the most evidence?

Collaborate/Independent: Sts collaborate with partner or work independently to read **The Man,

The Boy, and the Donkey and answer the two questions. Walk Sts through the question/answers and

using the key work/key questions strategy. Discuss how both stories have similar themes.

Lesson recap: Reiterate with Sts what theme is and the difference in theme and plot.

Too Many Choices

Sts read the article work

through the theme together

The Man, The Boy, and the

Donkey

Sts read the article then work

through the theme together.

Sts share their thinking

from their collaborative

work with partners.

Observation of St

responses




1/12 96

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?



and/or Reading

Workshop.)

Evidence of

Learning (How will I know if

my students know it?)

Graded/Ungraded

4

Figurative

Language

Connect & Engage: What do you do when you read words or phrases that you don’t understand?

You can search for context clues-the words that help you determine the meanings of unknown words

and phrases. Sometimes, context clues appear in the same sentence as the unknown word or phrase.

They can also be in another sentence or paragraph. A context clue might:

• Have the same or almost the same meaning as an unknown word, ( a synonym)

• Have the opposite meaning of an unknown word, (an antonym).

• Explain, define, describe, or give examples of an unknown word.

Model: Using the following examples, guide Sts to use context clues to get to the meaning of the

phrases. Model how to use the context clues from the sentences before and after.

After I won the award, I was walking on air.

The context clue After I won the award helps you know that the expression means “very happy.”

Oliver stayed home because he was feeling under the weather.

The context clue Oliver stayed home tells you that Oliver was not feeling well enough to go out.

The expression under the weather means “to be sick.”

Figurative Language describes something or someone using vivid and unusual comparison. These

comparisons try to create images in the mind of the reader for impact, interest, and clarity. Some

examples of figurative language are idioms, similes, metaphors, alliteration, and personification.

Simile: uses the words “like” or “as to compare two ideas or things.

Emily walks as gracefully as a cat.

Metaphor: compares two ideas or things by equating them without using “like” or “as.”

The road was a black river.

Alliteration: the repetition of the same consonant sound at the beginning of several words in a

sentence.

Frieda found fresh flowers in the field.

Personification: an animal, object, or idea takes on the qualities or actions of a person.

The roses danced along the path.

Sts may be asked what literary technique the author uses-to identify it. Review all literary

techniques. Make a chart and review/show Sts how to ask key questions for each technique based on

what they know about the definition:

Metaphor: Is there a direct comparison?

Hyperbole: Is there an exaggeration?

Simile: Is there a comparison with like or as?

Personification: Is an animal, object, or idea taking on the qualities or actions of a person

The Bird with the Broken

Wing

T&T: Discuss with your

partner the context clues and

meaning of the phrase_____.

Observation of St

responses




1/12 97

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or

Collaborative


be doing?



Reading Workshop.)

Evidence of


students know it?)

Graded/Ungraded

4 c

on

tin

ued

Sts can have a difficult time recognizing figurative language items, other than in simile items in

which the words like or as are specific clues. Sts need multiple exposures to figurative

language items.

Create/begin an anchor chart.

Figurative Language Idioms Examples: An idiom is a type of figurative language.

smell a rat convinced that something is definitely wrong

gone to the dogs become run-down and in serious need of repair

something fishy going on strange and suspicious

let the cat out of the bag spoil a surprise-tell something that is supposed to

be a surprise/secret

for the birds totally uninteresting and meaningless

straight from the horse's

mouth

from a very reliable source

horse around aimlessly playing around

Guided: Have anchor examples: (Ex. Which of these is an example of personification?)

Consider making an anchor chart of Figurative Language examples as they are found in St

reading/lesson reading, etc. As Sts read/reread passages, identify/ explain/chart the different

examples of literary techniques.

Divide the anchor chart into 4 sections; Simile, Figurative Language/Metaphors,

Personification, Hyperbole

Examples: Simile: He smells like pine needles after a good rain. Figurative

Language/Metaphor: walking on air; time seemed to all but stand still,

Personification: We can hear the breeze whisper through the grass.

Hyperbole: “This means war,” I shout.

Sts identify the figurative language and use the strategies to identify the correct

meaning/answer.

Bonsey & Isabel (DBA): In paragraph 3, “rambles like a long story” means that the property

on Sunbury Road is-

In the following, Sts identify the figurative language and use context clues and key questions to

find/justify the correct answer.

The Bird with the Broken Wing (DBA) The author’s use of figurative language in paragraph 12

emphasized that—

Lesson recap: Figurative language is language that goes beyond its literal meaning. On an

assessment, you may be asked to identify what the author used, (simile, metaphor, etc.); you

may be asked what the figurative language phrase means. You can ask key questions and use

context clues to find the correct answer.




1/12 98

D

A

Y

Anchor

Chart(s)



Student Outcomes)

Guided and/or


be doing?


at close of Shared

Reading and/or

Reading Workshop.)


students know it?)

Graded/Ungraded

5

In the example below, “Monica felt a knot twist tightly in her stomach”) creates an image that is not meant

literally—Monica does not actually have a knot in her stomach. Figurative language has either a positive

or a negative feeling connected to it. For instance, the idioms (a phrase or expression that does not have

word-for-word translation.) in hot water and stabbed in the back convey negative meanings and Sts can

often figure this out without needing context clues.

Model/Guided Practice: As a starting point, Sts should be encouraged to decide if the use of figurative

language being tested has a positive or negative meaning, then they can quickly eliminate some answers.

The sentence “Monica felt a knot twist tightly in her stomach” means that she is-

A strong

B surprised

C confused

D worried

A knot twisting in one’s stomach would be quite uncomfortable, so the meaning is negative. Because

options A & B are feeling words associated with something positive, these are not likely good choices. Even

if you don’t know the meaning of the expression, you can then use context clues to figure it out. Guide Sts

to use the context clues from the sentences before and after.

“I’m going to fail the fourth grade,” she told her dad. Monica felt a knot twist tightly in her stomach. She

was almost in tears now. Two clear clues: Monica thinks she will fail, and she is about to cry lead us to

option D, “worried.” The other options—“strong,” “surprised,” and “confused—can’t be supported by

the context clues.

Explain that Sts can also use substitution to help them. Each answer choice can be substituted for the

figurative phrase:

A. “I’m going to fail the fourth grade,” she told her dad. Monica felt strong.

She was almost in tears now.

B “I’m going to fail the fourth grade,” she told her dad. Monica felt surprised.


C. I’m going to fail the fourth grade,” she told her dad. Monica felt confused.


D. I’m going to fail the fourth grade,” she told her dad. Monica felt worried.


Sts should be taught not to be too concerned when the response they think should be there (they may have

thought she was nervous or upset instead of worried) is different from the correct answer choice; they

should understand that their job is to choose the most reasonable option of the four presented.

Lesson recap: When you come across figurative language that you don’t understand in a passage,

remember to use context clues to determine the meaning. Reiterate the strategies (anchor chart) that Sts can

try such as context clues-substitution positive or negative feel, reason out the best answer, etc.

T&T: Use context clues

from the paragraph figure

out the meaning of ….

T&T: Substitute the word

in the answer for the

figurative language phrase


MATERIALS: Day 1 Suggested Lesson Text: Common Themes and Examples Resource

Day 2 Suggested Lesson Text: The Bird with the Broken Wing (DBA) (In preparation for Day 3 Sts read * (Gold) Journeys Texas Assessment Preparation Book (available online through Think

Central) Pg. 89-Too Many Choices

Day 3 Suggested Lesson Text: Journeys Texas Assessment Preparation Book Pg. 89-Too Many Choices-Pg. 90-91 The Man, the Boy, and the Donkey

Day 4 Suggested Lesson Text: Bonsey and Isabel, The Bird with the Broken Wing (DBA)

Day 5 Suggested Lesson Text: (Suggestions) Short text from previous CBA, DBAs, Familiar Comprehension Toolkit Short Texts or

Texas Assessment Preparation Texas Journeys Texas Write Source St workbook consumable: passages that have questions about theme and/or figurative language: theme: Paired Selections How

Anansi Got His Stories pg 41-42 and How Stories Came to the World pg 43-Which theme is found in both selections? The Story of Louis Braille pg 53-55- literary language-summary, Baseball pg.

74-75-literary language, Ernie Gondry Did the Laundry pg. 38- literary language, A Life of Adventure pg. 63 –theme




99

Themes

Strategies

Recognize the Item Type What is a theme of the passage?

A Making a change in your life can be frightening at first.

B Helping others is often rewarding.

C Don’t give up trying something that is hard for you.

D Families teach us about ourselves.

Sts should recognize from the word theme that this item assesses their ability to uncover an important theme in

the passage. Alternate versions of theme items are listed below:

• What lesson does (main character) learn?

• What message does the writer want readers to know?

• What is most likely the author’s message?

• In this story, the main character learns a lesson about___.

• What is the moral of this story? (specifically for fables)

Be Familiar with Themes Common Themes and Examples

Overcoming challenges Facing challenges can teach you about yourself. Challenges can often be overcome with hard work and patience.

Facing fears and failure Facing the unknown can teach us a great deal about ourselves. Everyone makes mistakes, so choose to learn from them.

Being an individual Stand up for what you believe in. Find what your talent is and share it with others.

Change Change is often difficult at first. Adjusting to something new takes time.

Being charitable Giving to others is often the best reward. Share with others what you have.

Acceptance Accept, don’t judge, those around you. Accept what you have and make the most of it.

Friendships Value your friendships. Friends can help you get through hard times.

Family Families love you no matter what. Families teach us about ourselves and our lives.

Never Give Up Don’t give up trying something that is hard for you. Don't Be Afraid to Try

New Things

Making a change in your life can be frightening at first.

Accept Others'

Differences

Believe in Yourself Be Happy With What

You Have

5th

Grade – Unit 9; Weeks 29-31*


3/12 100


Research and Media Literacy

Week 29

4/2-4/5

Week 30

4/10-4/13

Week 31

4/16-4/20

Getting the Meaning

(Interactive Read Aloud)

(Shared Reading)

• Brainstorm, consult with others, decide

upon a topic and formulate open-ended

questions to address the major research

topic. (23A/1E,3F,3G)

• Generate a research plan form gathering

relevant information(23B) about the major

research question

• Follow the research plan to collect

information from a range of print and

electronic resources and from experts

(24A/3F)

• Evaluate the relevance, validity, and

reliability of sources for the research

(25B/4J)

• Differentiate between primary and

secondary resources (24B)

• Follow the research plan to collect information

from a range of print and electronic resources and

from experts (24A/3F)

• Evaluate the relevance, validity, and reliability of

sources for the research (25B/4J)

• Differentiate between primary and secondary

resources (24B)

• Record data utilizing available technology to see

the relationship between ideas and convert

graphic/visual data into written notes

(24C/2E,4G)

• Identify the source of the notes and record

bibliographical information of those sources using

standard format (24D)

• Differentiate between paraphrasing and

plagiarism and identify the importance of citing

valid and reliable sources (24E)

• Refine major research question, if necessary,

guided by answers to a secondary set of questions

(25A/4F)

• Explain how messages conveyed in various forms

of media are presented differently (e.g.,

documentaries, online information, televised news)

(14A/2F,4K)

• Analyze various digital media venues for levels of

formality and informality (14D/4K)

• Compile important information from multiple

sources (26A/4J)

• Develop a topic sentence, summarize

findings, and use evidence to support

conclusions (26B/5F,5G)

• Use quotations to support ideas and an

appropriate form of documentation to

acknowledge sources (e.g. bibliography,

works cited) (26D)

• Present the findings of the research in a

consistent format (26C/5G)

• Identify the source of the notes and record

bibliographical information of those sources

using standard format (24D)

• Share the findings of the research

conducted with others (26B/5F,5G)

• Consider the difference in techniques used

in media (e.g., commercials, documentaries,

televised news) ((14B/1H,4K)

• Identify the point of view of media

presentations (14C/4K)

Reading Habits

(Independent Reading)

(Discussing Books)

• Read grade level text (DRA 50) with fluency

and comprehension (1A/4E,4H)

• Read grade level text (DRA 50) with fluency and

comprehension (1A/4E,4H)

• Read grade level text (DRA 50) with fluency

and comprehension (1A/4E,4H)

*NOTE: The Research Unit of Study Curriculum Map (Unit 9) timeframe has been chunked for three (3) weeks. Please note that based on your student/class needs, you may wish to extend the

research unit for an additional two (2) weeks.

(TEKS/ELPS)

5th



3/12 101

Research Unit of Study

Fifth grade students have real life questions and want real life answers. They want to know how the content they are studying in school is going to help them through life. They want to learn about topics that have a practical, immediate application to their world. Research affords these students just that…a chance to explore topics that affect them and the world they live in.

A Unit of Study in Research is the perfect opportunity for students to merge their curiosity with the comprehension strategies they have been learning all year during the Reading Workshop. When students can take what they have learned in modeled, guided, and collaborative practice and apply it to their own topic of interest, the generalization of comprehension strategies are solidified for them as a reader. Now there is an opportunity to pair that learning in reading with what students have learned about expository writing. As readers and writers, they will get the opportunity to dig deeper and explore a topic they are not an expert in so they can ask the authentic questions, research a variety of resources to find the answers and then write about it. You may wish to utilize both the reading and the writing workshop times as you engage students in their Unit of Study on Research. You may wish to use topics tied to curriculum such as Science or Social Studies. Time, connections, and content are decisions for the grade level/teacher.

About the Unit: The Unit of Study on Research is about the process, not the product. When students are engaged in a meaningful inquiry study process with others to think and work together, learning is more seamless. The unit is designed for students to work alone or in some cases with a partner. The teacher facilitates the inquiry process through explicit instruction/modeled lessons that move students through the stages of inquiry model – immersion, investigation, integration, and publication. The goal is teach the reader, not merely the reading; the communicator, not merely the communication; the researcher, not merely the research. When we focus on teaching strategies for reading, listening, viewing, communicating, collaborating, and researching, learners come away with lots of strategy knowledge for sure, but also a ton of content. Learning, understanding and remembering subject matter is a direct product of knowing how to think, work together, and wonder. (Harvey & Daniels; Comprehension & Collaboration)

*NOTE: The Research Unit of Study Curriculum Map (Unit 9) timeframe has been chunked for three (3) weeks. Please note that based on your student/class needs, you may wish to extend the research unit for an additional two (2) weeks.

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Definition of Terms

Immersion: Introduce the Inquiry Process; Brainstorm, consult with others, decide upon a topic, and formulate open-ended questions to address the major research topic; Generate a research plan for gathering relevant information about the major research question

Investigation: Follow the research plan to collect information from a range of print and electronic resources and from experts; Evaluate the relevance, validity, and reliability of sources for the research; Differentiate between primary and secondary resources; Record data utilizing available technology to see the relationship between ideas and convert graphic/visual data into written notes; Identify the source of the notes and record bibliographical information of those sources using standard format; Differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources; Refine major research question, if necessary, guided by answers to a secondary set of questions; Explain how messages conveyed in various forms of media are presented differently (e.g., documentaries, online information, televised news); Analyze various digital media venues for levels of formality and informality

Integration: Compile important information from multiple sources; Develop a topic sentence, summarize findings, and use evidence to support conclusions; Use quotations to support ideas and an appropriate form of documentation to acknowledge sources (e.g. bibliography, works cited); Present the findings of the research in a consistent format; Identify the source of the notes and record bibliographical information of those sources using standard format

Publication: Share the conclusions drawn with others; Consider the difference in techniques used in media (e.g., commercials, documentaries, televised news); Identify the point of view of media presentations

*NOTE: The Research Unit of Study Curriculum Map (Unit 9) timeframe has been chunked for three (3) weeks. Please note that based on your student/class needs, you may wish to extend the

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Understandings/Big Ideas of the Stages of Inquiry Essential Questions

Immersion: • Express their own curiosity

• Explore, experience, and learn about topics using texts, visuals, Internet, artifacts, etc

• Think about what they know and connect new information to background knowledge and experience

• Wonder and ask questions

• Read, listen, and view to build background knowledge • Respond with questions, connections and reactions

Immersion: • How will I generate research topics and then decide upon one?

• How will I formulate open-ended questions about my topic? • How will I generate a research plan for gathering relevant information about

major research questions?

Investigation: • Articulate thoughts and questions that stem from own

interests and experience

• Listen, talk, view and read to gain information

• Write, talk, and draw to think about information

• Develop questions; then read, listen and view to answer them

• Use text and visual features to gain information • Conduct “people” research: interviews, surveys,

questionnaires, focus groups

Investigation: • How will I follow the research plan to collect information from range of print

and electronic resources and from experts?

• How will I evaluate the relevance, validity, and reliability of sources for the research?

• How will I differentiate between primary and secondary resources?

• How will I record data utilizing available technology so I can see the relationships between ideas?

• How can I convert graphic/visual data into written notes?

• How will I identify the source of the notes and record bibliographical information of those sources using standard (MLA) format?

• How will I differentiate between paraphrasing and plagiarism?

• What is the importance of citing valid and reliable sources?

• How will I refine my major research question, if necessary, guided by answers to a secondary set of questions?

• How are messages conveyed in various forms of media presented differently? (e.g. documentaries, online information, televised news)

• What are the levels of formality and informality of various digital media venues?

Integration: • Engage in deeper reading and research using books,

articles, websites, videos, library visits

• Target key ideas and information

• Keep asking: So what? What about this really matters?

• Check resources and determine reliability • Synthesize information to build knowledge

Integration: • How will I compile important information from multiple sources?

• How will I develop a topic sentence, summarize my findings, and use evidence to support my conclusions about my research topic?

• How can I present the findings of my research in a consistent format?

• How will I use quotations to support my ideas and an appropriate form of documentation to acknowledge sources?

• How will I identify the source of the notes and record bibliographical information of those sources using standard format?

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Understandings/Big Ideas of the Stages of Inquiry Essential Questions

Publication: • Demonstrate learning and understanding in a variety

of ways: performances, posters, models, picture books, poetry, informational brochures

• Become teachers as they share their knowledge with others

• Articulate their learning process and how learning changes

• Reflect on their knowledge building and their cooperative process

• Pose and investigate new questions for further research

• Consider changes to their own beliefs or behavior • Take action through writing, speaking, community

work, advocacy

Publication: • How can I share the conclusions drawn from my research with others?

• What is the difference in techniques used in media? (e.g. commercials, documentaries, news)

• What is the point of view of media presentations?

Note: T and Sts will explore the media TEKS 14B & 14C after the research is complete or the T may wish to integrate into the publication step of the research process. Professional Text Make It Real by Linda Hoyt, Is That a Fact by Tony Stead, Non-Fiction Matters by Stephanie Harvey, Comprehension & Collaboration by Stephanie Harvey and Harvey Daniels Student Resources: Discovery Educational Streaming, EBSCOhost Research on Destiny, National Geographic for Kids, TIME for Kids, Animal Planet www.bioforkids.com, www.gardenofpraise.com, www.shortcutscomic.com, www.qwiki.com

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Immersion: Introduce the Inquiry Process; Brainstorm, consult with others, decide upon a topic, and formulate open-ended questions to address the major research topic; Generate a research plan for gathering relevant information about the major research question

Introducing the Inquiry Process to students: Inquiry process is the process one goes through when they do research on anything. Adults use this process when they buy a car, go to cast a vote, or choose health insurance. It is about the questions one asks and the way they find the answers to those questions. The inquiry process differs based on the questions asked. Some questions can be answered quickly while others require further research.

Model: T shares information about this unit of study on research. T explains that once Sts have selected a topic and question, they will learn how to research their question through the use of the Internet, books, brochures, articles, documentaries and interviewing experts etc. Sts will use the research information gathered to draw conclusions about their topic question and summarize the information to present to an audience. T & Sts co-construct an anchor chart outlining the research process (steps).

Guided: Sts & T co-construct an anchor chart that outlines the research process.

Choosing topics to investigate: We want Sts to have a genuine interest in the topics they choose. Research works best when Sts choose a topic they know something about, care about, want to learn more about and may want to share with someone. Writing down ideas gets the mind started on topics, questions and even more topics.

Model: T chooses three topics she knows, cares, wonders about and wants to learn and shares about. T then briefly tells the story behind each idea and elaborates on one using a *Free Focused Writing (writing spontaneously on a topic of choice from your background knowledge). T writes what is known about the topic as well as some questions discovered. T reads it when complete and shares things wondered about that may be suitable to research. (*Comprehension & Collaboration by Harvey & Daniels, pp. 137)

Guided: Sts choose three topics they know, care, wonder and want to learn about and list in notebook. Sts T&T with a partner about one topic and what most intrigues them about the topic. Independent: Sts complete a free focused write on one of the topics. Sts then share with a partner and write any questions that emerge from the sharing as a starting point for their research. Sts may do a Free Focused Writing on other topic choices if they cannot decide which topic to select.

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Immersion (cont)

Formulating Open–ended questions: Sts will need to ask authentic questions, those questions not answered quickly. Questions that require more than a yes or no answer allow opportunities to dig deeper. This is research.

Model: T models how to formulate open-ended questions that allow for further research vs. yes/no questions. (Comprehension Toolkit Book 3, Lesson 8 has information on asking authentic (implicit) questions. See lessons in Unit 2 Weeks 5-7 of the Interactive Read Aloud lesson plans). T models how to record these questions on the work plan (see lesson that follows).

Guided: Sts observe T formulate open-ended questions. Independent: Sts work on their own to formulate open-ended questions about their topic, creating a list of questions they may want to research. Sts record questions on work plan.

Making a work plan: Sts must learn to identify the tasks, prioritize the work, monitor their progress and make adjustments to their work. The work plan helps Sts stay the course with their small group inquiry.

Model: T introduces and talks Sts through the work plan as she models each phase of the inquiry process. This will be done within the lesson time there is more to add to the work plan. So as T models a step of research process, she will model how to place it on the work plan. Make It Real by Hoyt has several examples of work plans pp. 285; 293; 296-97 or T can create one based on needs of Sts or type of research done. Nonfiction Matters by Harvey also has a sample of a work plan/independent study contract pp. 215-216.

Guided: Sts have own copy of work plan as T models how to fill it out. Sts determine what goes in each section of their work plan and completes that section. As the research process progresses, Sts each fill out the work plan as it pertains to their topic. T confers with individuals as needed. T and Sts will revisit the plan for revision about mid-way through the inquiry process or sooner if needed.

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Investigation: Follow the research plan to collect information from a range of print and electronic resources and from experts; Evaluate the

relevance, validity, and reliability of sources for the research; Differentiate between primary and secondary resources; Record data utilizing available technology to see the relationship between ideas and convert graphic/visual data into written notes; Identify the source of the notes and record bibliographical information of those sources using standard format; Differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources; Refine major research question, if necessary, guided by answers to a secondary set of questions; Explain how messages conveyed in various forms of media are presented differently (e.g., documentaries, online information, televised news); Analyze various digital media venues for levels of formality and informality

• The investigation section of the research process contains many TEKS for 5th grade students. TEKS have been grouped together within the lessons where they seem to lend themselves to fitting together. These lessons may need to be chunked into smaller mini-lessons or more than one lesson per day (reading workshop and writing workshop).

Record data utilizing available technology and research notebooks: Independent inquiry (research) requires a place for Sts to record their thinking, questions, and notes related to their inquiry/research topic. Word processors are a great way to record data but this may not be available to all students every day. Sts will need an opportunity to record some data electronically. All Sts will need a notebook, preferably with a pocket. These can be made with loose leaf paper and a construction paper cover.

Model: T explains why researchers keep a notebook and shares own notebook. Ta can model how to record data electronically on a word processor. Further modeling with the notebook takes place as T models how to record information gathered from the resources.

Guided: Co-construct an anchor chart a list of things that are included in a research notebook (topics, project ideas, questions, interviews, diagrams, notes from research.

Collecting information from a range of print and electronic resources and from experts: Sts need to know it is important to take advantage of the widest range of resource in print and electronic form. Researchers read and compare many sources. Evaluate the relevance, validity and reliability of sources: Sts must learn not to assume a source is valid or reliable just because it is in print or electronic form. Sts must learn to evaluate the sources they want to gather data from and use in their research.

Model: T may invite the librarian to share with Sts the many resources available to them during their inquiry process. Modeling how to access both print and electronic resources. T stresses importance of only using what can be read and understood by the Sts. T or librarian will also want to model how to evaluate a source not just for its relevance but also for its validity and reliability, especially electronic resources (e.g., wikipedia vs. National Geographic Kids websites or looking at the dates of the resource, newer information may be more reliable)

Guided: T & Sts look through resources together to discuss and determine how it could be used, if it is understood etc. Is it a valid and reliable source? Is it relevant to the topic question/research? Practice with a variety of sources.

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Investigation (cont)

Differentiating between primary and secondary sources: Sts need one or two main sources that contain information about their major research question. They may use some secondary sources to pull further information.

Model: T or Librarian models how a researcher chooses a primary resource that contains the majority of the information needed to complete the research. (Sts don’t need 3 books on elephants for example, they need one that contains the majority of the info needed.) Model how secondary sources might be used to gather a little bit of information, interesting facts etc. The primary source can be a text or an electronic resource.

Independent: Sts begin to look for and select a primary resource for their research and a few secondary resources. T confers with Sts to be sure they have secured a primary resource for their research.

Explain how messages conveyed in various forms of media are presented differently; Analyze various digital media venues for levels of formality and informality: As Sts are exposed to various sources that can be used to collect information, they will need to begin to that different sources present their information differently and that many times the level of formality varies from sources to source. *Lesson may take 2 days dependent upon the number of different media sources available for Sts use and the amount of time allotted for the lesson.

Model: T or Librarian will also share that the messages within different forms of media (documentaries, online information and televised news) are conveyed differently. T/Librarian can point this out at different sources are previewed and discussed. The same can be done teaching Sts to analyze digital media for levels of formality. Some online websites and articles may be more formal or less formal than others.

Independent: Sts identify and explain media TEKS 14A & 14D after T or librarian models. Media TEKS on-going throughout investigation stage of the research process.

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Convert graphic/visual data into written notes: Sts have used text features like charts, diagrams and timelines throughout the units of study. Readers use text features to determine and gather important information. Sts need to interpret this data and put it into written notes. Sts will continue this process of converting graphic/visual data into written notes through out the remainder of the investigation and integration phases of the research unit. Differentiating between paraphrasing and plagiarism and citing sources: Sts need to put information learned into own words and not just copy what they read. Sts also need to give credit to the source that provided the information with each fact they collect. This should be done using standard format. *It may take 4-5 days to gather data dependent upon the amount of time spent gathering data each day. T may model lesson more than once if necessary or move on to next modeled lesson even though Sts are still gathering data.

Model: T models how to document in research notebook by looking at a graphic/visual text feature and converting it to written notes. T shows Sts difference between paraphrasing and plagiarism (see Unit 8 weeks 22-24). T also models how to identify the source of the notes (author, title, page number) and how to record the bibliographical information concerning those sources using standard format.

Independent: Sts find graphic/visual information in own primary or secondary resource to convert to written notes as it pertains to their research question and needed information. T checks on Sts to be sure they are citing their sources in their writers notebooks or in word processing if they are taking electronic notes.

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Refine the major research question, if necessary, guided by the answers to a secondary set of questions: Sts may start with a major research question, but as they research their question they may have a secondary set of questions that refines their major question.

Model: T models how sometimes as Sts research their question (What has caused the climate change in Antarctica?) they have a secondary set of questions that come up and this helps the Sts to refine their original major research question (What role does global warming play in the climate change?)

Guided: Sts observe this process modeled by T Independent: Sts determine if their own major research question needs to be refined because they have a secondary set of questions about the topic. T supports Sts as needed.

Follow and monitor the work plan: Sts need time to stop and reflect on the research work they are doing. They need to review the work plan, looking at their plan to determine if they are on course or need to alter their work plan. (This lesson may take place later in the research unit if Sts have not gotten far enough in the process to re-evaluate their work plan)

Model: T may use a St’s work plan to model this process for the whole class. T shares the St’s work plan and then asks St to read through their research notebooks and materials to answer some questions: How is my project going? Am I finding the information I need? Do I need help from someone? Will I be able to meet the work plan deadlines set? If there are problems what steps can I take to move ahead? T & Sts work through the questions. T models how to determine what is working well and what changes to the work plan need to be made.

Independent: Sts use their individual work plan applying this same process. T moves among Sts to support them as needed.

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Integration: Compile important information from multiple sources; Develop a topic sentence, summarize findings, and use evidence to support conclusions; Use quotations to support ideas and an appropriate form of documentation to acknowledge sources (e.g. bibliography, works cited); Present the findings of the research in a consistent format; Identify the source of the notes and record bibliographical information of those sources using standard format

Compile important information from multiple sources: Compiling research information is much like putting together a jigsaw puzzle. Sts must arrange the pieces of research gathered until it all fits together in a pattern they feel best represents heir research topic question.

Model: T models some possible options to compile research data. T can share various graphic organizers (e.g., web, 2-column chart (topic/detail) 3-column chart (facts/questions/responses), concept map, or an outline). T may share that some data may fit into more than one place within the organizer and that the decision belongs to the researcher. T and Sts may co-construct an anchor chart or list of ways to compile research.

Guided: Sts observe T as the various ways to compile data are modeled. Co-construct anchor chart listing options for compiling data. Independent: Sts look at own data and determine best option for compiling it and then get started. T supports Sts needing assistance.

Develop a topic sentence, summarize findings, and use evidence to support conclusions: Use quotations to support ideas and an appropriate form of documentation to acknowledge sources: Present the findings of the research in a consistent format: *Lesson work in the Integration step of the research process (lesson objectives listed above) may take 2-4 days for Sts to compile their information and write their summaries dependent upon how much time is allocated to research each day.

Model: T will model how to write a topic sentence and summary using the topic modeled throughout the research unit. T will show Sts how to include the conclusions they have drawn. (Comprehension Toolkit (CTK) Book 6, Lesson 26) T also includes how to support some ideas in the summary using quotations from a source and documenting (citing) the source. T may want provide a sample Sts can refer back to. T clearly shows Sts how to present their findings in a consistent format-organizing their data and notes, always citing sources for each piece of data collected, using quotations where needed and in creating the works cited page.

Guided: Sts participate with T as she writes the topic sentence and then a summary of the information. Sts look at own information to determine if their research includes quotes from any sources and makes a note of how to cite them.

Identify the source of the notes and record bibliographical information of those sources using standard format It is important to name the source when researching information. Sts need to learn how to use standard format to cite bibliographic information.

Model: T models how to create a works cited page using standard format (e.g. MLA handbook) T may want provide a sample Sts can refer back to.

Independent: Sts will all create a works cite page using standard format.

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Publication: Share the conclusions drawn with others; Consider the difference in techniques used in media (e.g., commercials, documentaries, televised news); Identify the point of view of media presentations

Share conclusions drawn from research with others: Sts find it exciting to share their new learning. They have researched and synthesized the information and have drawn conclusions about it. It is now time for them to present this information to others. *It may take Sts a day or two to publish, but this should not be the main focus of the research unit.

Model: T models various publication options reminding Sts of publication options from their Unit of Study in Expository (Explanatory)Writing. T may organize a presentation of research day(s) in order for Sts to share the conclusions they have drawn about their research topic questions. Nonfiction Matters by Harvey, Ch. 13

Guided: Sts observe options for publication Independent: Sts determine a method for publication and presentation to an audience. Sts publish their findings in fashion decided upon. Sts practice sharing their information prior to research presentations (optional)

Note: T and Sts will explore the media TEKS 14B & 14C after the research is complete or the T may wish to integrate into the publication step of the research process.

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HUMBLE ISD

5th Grade – Unit 10

Study Possibilities

♦ Picture Book Studies • Postmodern

• Analyzing Illustrations and

Text

♦ Author/Illustrator Study


5th

Grade - Unit 10 – Study Possibilities

Reading Postmodern Picture Books

Lessons adapted from Around the Reading Workshop in 180 Days and Lesson in Comprehension by Frank Serafini

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Postmodernism means that the authors and illustrators have broken away from traditional conventions to

attract the reader’s attention. These books have different perspectives and often don’t tell you what

happens in the end of the story. Postmodern picture books, with nonlinear structures, surrealistic images,

and self-referential text (the author wants us to know that we are reading a book and that it exists in a

different reality), challenge readers to interact with the written text, illustrations, and elements of design

and ask readers to play an active role in the construction of meaning during the reading process.

Lesson Focus: Sts learn to attend to textual and visual elements to construct meaning; negotiate meaning

within a social context; and learn to navigate postmodern texts.

Mode: Begin by thinking aloud to introduce Sts to the idea of navigating through postmodern or

nonlinear texts. The T reads and responds to the text on their own. Call Sts’ attention to features and

structures within the text.

Example: Day One: Good morning, Readers! How many of you have read any of these pictures books? (T lists a

few of the books from the postmodern picture book list or shows Sts copies of some of these titles). The

picture books are considered postmodern. Postmodernism means that the authors and illustrators have

broken away from traditional conventions to attract the reader’s attention. These books have different

perspectives and often don’t tell you what happens in the end of the story.

Let’s take a look at The Three Pigs (or T chooses another book from the list of titles) by David Wiesner

and you will see what I am talking about. The story starts out okay, but then the pigs get blown out of the

illustrations and into the white space of the book. Here, in one scene, the pig is looking directly at the

reader and saying that someone is out there.

This is what we call self- referentiality. What that means is the author wants us to know that we are

reading a book and that it exists in a different reality. I know that sounds confusing, but let’s continue

looking at this book and we will talk about it for awhile. What I want you to be able to do is keep your

mind open to new possibilities and try not to figure out what the book is about too quickly.

Guide: Day Two: Conduct a think-aloud with a different postmodern picture book, describing the interplay

between the text and the illustrations. Sts offer their own ideas as you read. After reading the text,

continue discussing the text, charting/adding ideas, (Impressions, Connections, Wonderings).

Possibilities:

• Attending to the Front Matter Authors and illustrators of postmodern picture books use every

part of the book to convey meaning. Notice how much information is presented in the front

matter, for example, the book jacket, the dedication, the title page, and the end pages.

• Inferring Use this opportunity to discuss, model, and practice with Sts inferential thinking and

ask them to substantiate their inferences with evidence from the text or personal experiences.

Day Three: Reread the book again. This time, use different-color markers to highlight the progression of

Sts’ thoughts. After reading, pass the book around or use the document camera and have Sts share their

observations of the illustrations with each other. Add the ideas the anchor chart.

Day Four: Introduce Sts to an invested discussion strategy called disrupting the text. (This lesson

strategy to analyze picture books can be used alone [see the lesson Disrupting the Text] or in the context

of this lesson on postmodern picture books.) The purpose of the strategy is to separate the text from the

illustrations to investigate each in turn.

• First, make a colored copy of each illustration from the book, removing the text.

• Then place the color copies of the illustrations up on a board in storyboard fashion.

• Ask Sts to make observations in their literature response logs.

• Sts can work in pairs and rotate around the illustrations.


5th


Reading Postmodern Picture Books



Day Five: Sts attend to the text only.

• Type the text on a couple sheets of paper and make copies for every St. Sts pair up and

investigate how the illustrations added to their interpretations.

Workshop Experiences:

• Invite Sts to:

� reread any book that has been read aloud

� research information about any text, author, or illustrator,

� record ideas

� read and discuss a different postmodern picture book independently, in pairs or in small

groups.

� try creating their own postmodern piece as a culminating project

Meet with small groups and individuals as they work their way through these texts, scaffolding their

reading practices.

Readers’ Theater

Read the book in a readers’ theater performance, using St volunteers who take the text home to practice

their voices. They use their voices and intonation to represent their interpretations of the text. Sts read

their parts as if they were the characters speaking.

Lesson Recap: At the end of each lesson/day, review with Sts what they are learning about postmodern

picture books. We developed a greater appreciation for the writing and artistic talents of these authors

and illustrators and took an in-depth look at the techniques and elements employed in creating

postmodern picture books.

Postmodern Children’s Picture Books Ahlberg, Janet, and Allan Ahlberg. 1986. The Jolly

Postman or Other People's Letters.

Banyai, Istvan. 1995. Zoom

Banyai, Istvan. 1995. Re-Zoom

Base, Graeme. (1996). The discovery of Dragons.

Browne, A. (1990). Changes. London: Julia MacRae

Browne, A. (1991). Willy’s Pictures

Browne, Anthony. 1977. A Walk in the Park.

Browne, Anthony. 1977. Through the Magic Mirror

Browne, Anthony. 1983. Gorilla

Browne, Anthony. 1986. Piggybook

Browne, A. (1992). Zoo

Browne, Anthony. 1997. The Tunnel

Browne. A. (1998). Voices in the Park

Burningham, John. 1978. Time to get out of the

Bath, Shirley

Child, Lauren. 2000. Beware of the Storybook Wolves

Child, Lauren. 2002. Who's Afraid of the Big Bad

Book?

Drescher, Henrik. 1983. Simon's Book

Garland, Michael. 1995. Dinner at Margritte's Books.

Gravett, Emily. 2006. Wolves

Jeffers, Oliver. 2006. The Incredible Book Eating Boy

Jonas, Ann. 1987. Reflections

Jonas, Ann. 1983. Round trip

Lendler, Ian. 2005. An Undone Fairy Tale

Macauley, D. (1987). Why the Chicken Crossed the Road

Macauley, D. (1990). Black and white

Macauley, D. (1995). Shortcut

McGuire, Richard. 1997. What's wrong with this book?

Muntean, Michaela. 2006. Do Not Open This Book!

Say, A. (2002). Home of the Brave and Stranger in the

Mirror

Scieszka, J. (1992). The stinky cheese man and other fairly

stupid tales

Sis, P. (1996). Starry messenger

Thompson, C. (1993). Looking for Atlantis

Van Allsburg, C. (1995). Bad day at Riverbend

Weisner, D. (1991). Tuesday. New York: Clarion.

Weisner, D. (2001). The Three Pigs

Willard, N. (1991). Pish, posh, said Hieronymus Bosch.

Wood, A. (1996). Bright and early Thursday Evening.


5th


Analyzing Illustrations and Text of Picture Books (Disrupting a Text)



Disrupting a text is separating the visual images and written text in a picture book and discussing these

two components separately. One way to do this is to type up the words of a picture book on a single sheet

of paper, retaining the original line breaks from the book but omitting the illustrations. The second way is to

make color copies of the visual images, or physically take a book apart, and display the images in

storyboard fashion on a wall in the classroom. Before disrupting a picture book, you will spend time talking

about the book in its entirety, reading it aloud and discussing it. Then take away the written text and discuss

what you notice in the illustrations alone, and then focus the attention on the written text alone.

Lesson Focus: Using select picture books, these lessons are designed to help readers experience a picture

book from a variety of perspectives. In order to help readers develop more sophisticated understandings

and interpretations of a picture book, we need to help them bring a variety of perspectives with which to

analyze the books we read and share. We want Sts to understand the interplay between text and

illustrations as well as the meaning associated with each separately. Sts learn that revisiting a book can

open up new discussions and that quality literature does not reveal itself in one reading. Quality literature

must be savored and thought about and discussed.

Model/Guide: First, we read and discuss the selected picture book over a few days, making discussion

charts and Sts making note of their own thinking. Second, take the illustrations of the selected picture

book and hang them on the wall in storyboard fashion. By presenting the illustrations in storyboard

fashion, and the text typed on a single sheet (disrupting the text), and as a complete picture book, Sts are

forced to analyze the elements in new ways. Finally, read the complete picture book again and discuss it.

Example: Good morning, Readers! We have been reading and discussing the book Voices in the Park,

by Anthony Browne (1998), for the past few days. We have noted many new things by reading through it a

few times. Well, today you have probably noticed the illustrations of the book are hanging behind me on

the wall. I have hung them in four rows to represent the four voices in the book. We are going to talk

about the illustrations for a couple of days and then we will look at the text without the illustrations to see

what else we can notice. T will first model by thinking aloud then encourage Sts to take over more of the

conversations (T&T) and adding their own discoveries, insights, analysis. Sts can record their thinking

on thinksheets or in journals.

Independent Practice: The object of these lessons is to help readers see picture books from a variety of

perspectives. As reading time occurs each day, use the discussions and the experiences from your whole-

group lessons to support the conversations you have with individual readers. By revisiting the same book

for a series of days, you are demonstrating to Sts the power of rereading a book to make new and more

extended interpretations.

Lesson Recap/Resources: Review with Sts their observations/analysis. Explain that we want Sts to learn

that revisiting a book can open up new discussions and that quality literature must be savored and thought

about and discussed. Disrupting various picture books helps readers approach texts from different

perspectives and notice things they might not see when reading the story as a whole. This isn’t

recommended for all picture books. Some wouldn’t warrant this type of visual analysis. The books listed

below lend themselves to being “disrupted”.

Where the Wild Things Are, by Maurice Sendak Voices in the Park, by Anthony Browne Black and White, by David Macauley (1990) Arrow to the Sun, by Geral McDermott The Watertower, by Gary Crew Rome Antics, by David Macauley Tuesday, by David Wiesner Zoom, by Istvan Banyai We Are All in the Dumps with Jack and Guy, by Maurice Sendak


5th


Author/Illustrator Study



Choose authors who have a large body of work in order to sustain the unit of study across a couple of

weeks and to ensure that there will be more books available than you can read aloud and share. You want

Sts to do some exploring of an author’s work on their own. There are numerous authors and illustrators

who have large bodies of work, including both chapter and picture books, which make excellent choices

for an author or illustrator study (Frank Serafini’s extensive booklists are available at

http://www.frankserafini.com/MainPages/booklists.html).

Lesson Focus: We want to draw readers’ attention to the writing styles and illustration techniques of

these famous and talented artists. We also want Sts to discover favorite authors and illustrators for

themselves. During author studies, we explore the types of writing these authors do, the genres they work

within, the illustration techniques the artists use, and ways their publications have evolved over the course

of their careers.

Model/Guide:

Example: Use a type of chart for supporting the discussions (Impressions, Connections, Wonderings).

This type of chart helps you keep track of the ideas across various texts read and discussed throughout a

unit of study. Impressions are things that we notice in a text. They focus on the text more that an

individual reader’s responses. Connections can be either literary-connecting to another book, movie, play,

poem, or image, or personal-connecting to one’s life and experiences. Wonders are questions that we are

left with during or after our readings. Use different color markers on the ICW chart to indicate the

different books read by the featured author or illustrator.

As an example: In an author/illustrator study focusing on the works of Chris Van Allsburg:

� Begin by collecting every one of his titles possible from the school or public library.

� Gather together any interviews, articles etc. available about Van Allsburg. This information

helps bring the authors and illustrators to life and gives us some insight into their personal life

and artistic preferences.

� Decide which books will be read aloud and which ones you will invite Sts to explore on their own.

� Select one particular title, possibly Jumanji or The Polar Express, as a cornerstone text.

� Spend time intensively studying this one example of the author-illustrator’s work before moving on

to other titles. The time spent with the cornerstone text will provide the foundation for the

exploration of subsequent texts. This provides an example of how to explore the cornerstones text.

� Invite Sts to go into depth with other texts on their own.

Independent:

� After T modeling and guided instruction on one cornerstone text, Sts may work independently or

with partners to go into depth with other texts.

� As a culminating experience for this particular unit of study, Sts might explore the illustration

techniques that Van Allsburg uses in his various books. Sts may try using pastels, charcoal, ink,

and crayon drawings and develop a greater appreciation of his work by trying to work in the

same media he chooses to work in.

Lesson Recap: You have explored (an author-illustrator) work, enjoyed reading and exploring his/her

texts, and made the books available for further exploration. Recap with Sts major insights they have

discovered into the works of a featured author.

humble isd 2011-2012 5th grade english language arts

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