Just Kidding… Is That a Hoax? Speaking & Listening to Learn and to Demonstrate Learning Grade 5 ELA

Duration: 10 Days

Unit Purpose:

Students in grade 5 are involved in increased expectations for independent research. Through their research and through constant exposure to various media sources, it is likely that grade 5 students will encounter misleading or blatantly false information. Just Kidding … Is It a Hoax? provides students an opportunity to learn about hoaxes, both past and current. Skills to recognize false information are applied to both print and online sources. Students learn to “DRAW my own conclusion” as to whether information is true by checking the Date of the source or website, the Reliability of the information, whether the information is presented with Accuracy, and Who wrote the story. Multiple opportunities for meaningful application of speaking and listening skills are embedded throughout the unit including an expert conversation to deepen learning.

Organization of the Unit:

The unit provides a balanced approach to Reading, Foundational Skills, Writing, Speaking & Listening, and Language instruction. Although daily lesson plans indicate specific segments for each strand of the standards, targeted ELA & Literacy CCSS are integrated throughout the unit to allow for application that is built around a topic worthy of study. A framework for 3rd – 5th Grades Literacy (appendix) was utilized when designing instruction for the Literacy Block. The framework reflects a continuous 130 minute block; however, it would be possible to separate the segments across one day to allow for students’ needs and school scheduling and still maintain integration of the CCSS. Furthermore, it should be noted that the times allotted in the Literacy Framework are not intended to be rigid mandates but rather a reminder to maintain a balanced literacy diet. Occasional adjustments are made to the basic framework times and segments, as needed (e.g., extended writing, guest speakers, fluency performances).

The Literacy Framework includes segments for: • A daily warm-up (Do Now) to give students an opportunity to reflect on prior learning • Fluency practice two or three days per week • Phonics or Vocabulary practice two or three days per week • Daily application of Reading instruction along with Speaking & Listening to process and demonstrate learning • Daily application of Writing instruction along with Speaking & Listening to process and demonstrate learning • Weekly (minimum) assignment to the Teacher-Led small group instruction based on students’ strengths and needs 1

• 4 days per week Student Choice of Literacy Stations to foster independent proficiency with CCSS for reading, foundational skills, and writing. A pocket chart is used for students to place their selection card (their name on an index card) to indicate the station they want to work in for the day. Classroom rituals and routines are in place that allow students to select stations throughout the first 100 minutes of the Literacy Block. Stations are coded for three categories Blue, Red, and Green. o Blue - Stations related to building reading comprehension, stamina, and enjoyment are Independent Reading, Partner Reading, Research, and Listening to Reading. Note: Recorded books should be above what the student can read on his own to allow him to hear vocabulary and structures he would not encounter in his independent reading thus increasing the likelihood he can decode and understand similar words and structures in future reading. o Red - Writing o Green - Fluency practice and Word Work.

Over the course of a week, each student selects 2 Blue, 1 Red, and 1 Green station. The teacher-led small group is the 5th day of the student’s rotation. Because successful implementation of the Literacy Stations is dependent upon students’ self-efficacy, pre-teaching rituals and routines and processes for self-assessment to determine needs is crucial.

The overall Essential Question for the unit is “How can a consumer of information avoid being duped?” Throughout the unit, students will encounter daily Learning Targets that address the Essential Question. The closing of the 130-minute Literacy Block is a student reflection around how new learning gained in the lesson answers the Essential Question.

Pre-Assessment to Determine Targeted Standards:

The targets for the unit, identified as I can statements, are appropriate for the class as identified by the class profile. An example of a class profile is included in the appendix.

Record assessment data for each student on the class profile that is: • used to guide future whole group mini-lessons • used to guide future small-group instruction • used to guide conferring • used to guide areas for future accountability among students

During student/teacher conferring found in Work Time for Reading and Writing, attend to students’ individual areas of strength and need. During the Literacy Station time, the teacher-led group is a flexible group formed based on students’ common need (struggling - including SWD & ELL, on target, and advanced).

Targeted Standards: (Those standards that will be explicitly taught and assessed for the unit) Reading, Reading Foundational, Writing, Speaking & Listening, Language

ELA5RI1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. ELA5RI6: Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. ELA5RI8: Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). ELA5RI10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4 – 5 text complexity band independently and proficiently. ELA5RF3: Know and apply grade-level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. ELA5W2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented. ELA5W5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1 – 3 up to and including grade 5 on pages 28 and 29.) ELA5SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. ELA5SL3: Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. ELA5L6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

Supporting Standards:

ELA5RI2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. ELA5RI4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. 3

ELA5RI7: Draw on information from multiple print or digital sources, demonstrating the ability to locate and answer a question or solve a problem efficiently. ELA5RI9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. ELA5RF4: Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. ELA5W7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. ELA5W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. ELA5L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. d. Use underlining, quotation marks, or italics to indicate titles of works.

Assessments to Measure Students’ Independent Proficiency:

A daily Do Now is maintained that allows for students’ self-assessment and formative assessment.

The Essential Question is answered through “I Can” learning targets. In the summative assessment students demonstrate their level of independent proficiency answering the Essential Question by utilizing skills and strategies acquired through the progression of learning targets.

Speaking & Listening is formally assessed during the expert conversation. Opportunities to monitor student proficiency in speaking & listening are embedded throughout the unit, e.g., small group conversations, Chalk Talk.

A writing prompt measures students’ proficiency with targeted writing and language standards including students’ ability to apply learned skills to similar, but unfamiliar, text.

Texts and purpose of texts (read-aloud, guided practice, independent practice, etc.): Title Text Type Lexile Purpose Fooled You: Fakes and Hoaxes Through the Years, Informational Teacher modeling, guided practice, collaborative 900L Pascoe, Elaine, Henry Holt and Company (2005). 87 pages practice, independent practice Common Octopus, National Geographic Informational Teacher Modeling http://animals.nationalgeographic.com/animals/invertebrates/co Online Article 1300L* (whole group) mmon-octopus/ Pacific Northwest Tree Octopus Literary Collaborative Practice http://zapatopi.net/treeoctopus/ Website Spoof 1480L* (small group & whole group) Because the intent is to notice the clearly incorrect information rather than comprehension, the Lexile level is not a significant factor. Spider Army on the Retreat from NSW Floodwaters, Informational B. Anderson, abc.net.au 3/8/2012 Online Article 1480L* Guided Practice http://www.abc.net.au/news/2012-03-08/spider-army-descends- (whole group) on-wagga-in-flood-escape/3877566 Hamster Drives a Truck, National Geographic Kids, Weird and Informational Random, Episode 11 Video Clip, 2:26 Guided Practice N/A http://kids.nationalgeographic.com/videos/weird--- minutes (small group) random/#hamster_drives_a_truck.mp4 Includes Captions Feline Reaction to Bearded Men, Improbable Research Literary Guided Practice http://www.improb.com/airchives/classical/cat/cat.html Research Article Spoof 1160L* (teacher-led small group) The Borrower and the Boy, Mary Norton/Aaron Shepard (Adapted Literary from The Borrowers) Readers Theater Script Fluency Reader’s Theater Edition #29 510L* Collaborative Practice http://www.aaronshep.com/rt/RTE29.html (small group) Real or Fake, About.com 50 Photographs N/A Guided Practice with Kahoot http://urbanlegends.about.com/library/bl_image_quiz.htm?lastQu Real or Fake? Quiz (https://getkahoot.com) estion=15&answers=0&submit=Answer+%3E%3E&ccount=13 (score at the end) (whole group) Original works created by journalism students 5 Articles 720L – Independent Practice - writing See request letter, appendix. (strange but true, or 1185L* Collaborative Practice – speaking & listening hoax) How to Spot an Urban Legend: Tips on Debunking Urban Myths, Informational Additional resources for students who may benefit Jonathon Stewart, About.com Video Clip, 2:25 N/A from a video clip of Jonathon Stewart explaining http://urbanlegends.about.com/video/How-to-Spot-an-Urban- minutes strategies for detecting an urban legend Legend.htm Transcript Included * The Lexile of these texts is approximate. It was determined using the Lexile Analyzer tool on Lexile.com. The on-target end-of-year Lexile range for the grade level: The grades 4 – 5 Text Complexity Band is 740L – 1010L. By the end of grade 5, students’ target is to read and comprehend at the high end of the grades 4 – 5 Text Complexity Band independently and proficiently. 5

Explicitly Taught Vocabulary: (Limit to 5 – 8 words per week that will be incorporated into students’ reading, speaking, and writing for this unit and throughout the school year.)

Words selected for direct instruction are Tier 2 (academic) vocabulary found in the extended text Fooled You: Fakes and Hoaxes Through the Years to provide students with multiple opportunities to encounter and use the words, both written and orally. Terms explicitly taught are pivotal to engaging in conversations and writings about the topic of detecting a hoax. The format utilized for explicit vocabulary instruction throughout the fifth grade year will follow 6 Steps (Building Background Knowledge for Academic Achievement, Debra Pickering and Robert Marzano): 1. Provide the word and a student-friendly definition. 2. Ensure that students can pronounce the word and state its provided definition. 3. Students create a graphic representation of the word. 4. Students engage in authentic situations for writing the words. 5. Students engage in authentic situations for conversations that incorporate the words. 6. Students periodically play games that make use of all words explicitly taught throughout the school year.

Days 1 – 5 captivated – attract and hold the interest of; erroneous – wrong; exposed - laid open to view; fraud – trickery to gain some unfair or dishonest advantage or profit; hoax – something intended to deceive; revealed - made known; shown to be; vague – not clear, not enough information; victim - person who is cheated

Days 6 – 10 contradict - to state the opposite of, argue; fraudulent – describes something as a trick to gain a profit or a dishonest advantage; genuine – real; hype – exaggerated publicity; logical – reasonable based on facts; oddity – a remarkable or unusual person or thing; scoff - mock; skeptical – showing doubt

Indirect vocabulary instruction teaches strategies for figuring out unknown words, e.g., context clues, morphemes, dictionary skills, etc. Strategies for figuring out unfamiliar words are taught and reinforced throughout the year.

Materials/Resources:

Chart paper & markers Highlighters Schedule high school or college journalism students to write stories for analysis and to lead small group Expert Conversations Literacy Stations: Device for listening to recorded books, word and definition cards for Reading with Emotion, laptop for Game Show

Technology: (Teacher Use & Student Use)

Video clip – Student Online research - Student Kahoot (polling application) – Student & Teacher Keyboarding – Student Document Camera - Teacher

Rubrics and/or Checklists Aligned to Targeted Standards:

Do Now Rubric (appendix) Informative/Explanatory Writing Rubric (appendix) Coding of Seating Chart for Speaking & Listening (appendix)

Process for Monitoring Independent Reading Based on Student Choice:

Each student maintains a Reading Log. The Reading Log is a place for students to log the title, author, genre, pages read, Lexile, and a one- sentence summary of what was read during a sitting. Students utilize previously taught vocabulary words, sentence structure, grammatical concept, etc. in the one-sentence summary. Once per month, students read through all of their entries and write a reflection about their perceived growth. Evidence to include in the reflection might be Lexile level growth, exploring a variety of genres, number of pages increasing per sitting, etc.

Time for assessing reading progress and conferring with students to discuss growth and goals for independent reading is built into the Literacy Station segment. The teacher maintains reading data in a Conference Log.

International Literacy Association sponsors an annual book list of Children’s Choice and Teachers’ Choice selections that might be utilized to help students choose texts for independent reading. http://www.literacyworldwide.org/get-resources/reading-lists

How does this unit utilize Gradual Release? Teacher Modeling, Guided Practice, Collaborative Practice, Independent Practice

Gradual release of responsibility for speaking and listening is built through consistent application of classroom procedures (e.g., TAG, A/B Partners). By preparing students prior to the authors’ visit to the classroom, the teacher provides modeling, guided practice, collaborative practice, and independent practice to increase the likelihood of a successful experience for both the visiting authors and the students.

Writing is modeled by the teacher. Guided practice and collaborative practice occur during process writing across several days. Independent practice takes place as students write from a piece of text produced for the culminating writing task in which students utilize the skills and strategies taught in the unit.

Days 1 - 5 Materials: Fooled You: Fakes and Hoaxes Through the Years, Do Now rubric (appendix), Word List for Phonics (appendix), Anchor Chart/Poster for DRAW my own conclusion (appendix), National Geographic Octopus article, Pacific Tree Octopus article, Reading with Emotion for Literacy Station (appendix), Spider Army on the Retreat from NSW Floodwaters, Hamster Drives a Truck video, Flow Chart, Rubric for Informative/Explanatory Writing (appendix), Feline Reaction to Bearded Men, document camera Academic Vocabulary: captivated – attract and hold the interest of; erroneous – wrong; exposed - laid open to view; fraud – trickery to gain some unfair or dishonest advantage or profit; hoax – something intended to deceive; revealed - made known, shown to be; vague – not clear, not enough information; victim - person who is cheated Day 1 Do Now (5 minutes) See the unit appendix pages 43 and 44 for explanation the Do Now process. If Day 1 of the unit is a Monday, the prompt below would apply to the previous week’s Tuesday – Thursday Do Now responses. See Day 6 for an example of using the Do Now rubric applicable to understandings gained through Just Kidding… Is That a Hoax?

Do Now prompt: Did I prove my understanding of (the topic of the past week’s lesson)? Use the Do Now rubric to review the past four responses before placing them in your portfolio.

Days 2 – 10 will reflect understandings gained in Just Kidding… Is That a Hoax? Foundational Skills (15 minutes) Phonics

Prepare cards, either paper or digital, for student pairs. Pairs will work to use their knowledge of letter-sound correspondences, syllabication patterns, and morphology to decode the set of words out of context. To promote students’ metacognition, provide categories (e.g., letter-sounds, syllabication patterns, morphology) for sorting the words according to the word attack strategy employed. As needed, pronunciation can be checked by the student pair using an online dictionary.

The list of suggested words (appendix) allows for differentiation based on students’ level of proficiency.

When 15 minutes have passed, students stop where they are. They will be able to continue on Day 3. Reading (45 minutes) I can evaluate the credibility of online sources. Opening Is everything you find on the Internet true? 8

Today we will learn a method for evaluating online sources. We will analyze the site and DRAW (appendix) our own conclusion. Students learn to “DRAW my own conclusion” as to whether information is true by checking the Date of the source or website, the Reliability of the information, whether the information is presented with Accuracy, and Who wrote the story or information. • Begin 4 charts, one for each letter of DRAW (example in appendix). • During modeling, list strategies for evaluating the credibility of sources to the charts. • As new ways to address each letter of the acronym are discovered during the unit and beyond, add the strategies to the corresponding chart.

First, I will show you what the steps look like. Then, I will model using the DRAW method. Finally, you will test out your ability to determine whether a website is worthy of your attention. Therefore, for the lesson, your Learning Target is: I can evaluate the credibility of online sources. Model applying the DRAW criteria to a valid website. Because the website students will reveal as fake during Work Time is about an octopus, the National Geographic page for the common octopus is used for modeling. It would be effective to substitute an alternate website related to a different topic of study for the class. http://animals.nationalgeographic.com/animals/invertebrates/common-octopus/

Project the authentic webpage and conduct a think-aloud to point out examples of DRAW:  D (date) 1995 – 2015 indicates the website is maintained and monitored.  R (reliability) National Geographic is a well-known magazine, website, television station. I could crosscheck to verify this is the authentic site.  A (accuracy) National Geographic’s website is professionally produced and error-free.  W (who) This is an informational article located on nationalgeographic.com. I found the article by first going to the National Geographic home page. As already stated, National Geographic is a reliable educational site. Work Partners or small groups will evaluate the Tree Octopus website. http://zapatopi.net/treeoctopus Time The teacher will monitor and ask groups to share website's DRAW evidence. Note: Allow students to discover that the website is fake. Closing Call on two or three students to explain what evidence of validity (or invalidity) they noticed on the website including how they met the Learning Target.

As a preview for the next day’s lesson, show the front cover and read the back & front flap of the extended text Fooled You: Fakes and Hoaxes Through the Years. Writing (35 minutes) I can demonstrate that I know when my writing is proficient. Opening Tell the students that the Essential Question of the upcoming unit is: How can a consumer of information avoid being duped? The language of the Essential Question is intentionally sophisticated; therefore, it may be necessary to explain “consumer of information” and “duped”.

Point out that each lesson in the unit will include Learning Targets stated in the form of I Can statements. Each I Can statement will build towards answering the Essential Question. Tell students that during the next two weeks they will be learning several ways to spot a fake. Throughout the unit, they will analyze multiple sources of many different types to determine whether the source is authentic or fake. At the end of the unit, students will get a chance to put their detective skills to the test.

Introduce the Informative/Explanatory Writing Rubric (appendix): Give each student a copy of the Grade 5 Informative/Explanatory Writing Rubric. Point out the areas that have already been learned and are on the rubric (appendix - green font) because students are accountable for those criteria in increasing sophistication for the entire school year. Point out areas on the rubric that are new for this unit (black font) and tell students they will acquire ways to address some of those areas (with all areas targeted across the school year).

Tell students that journalism students have written the story they will read that is mentioned in the prompt. Over the next two weeks, students will learn strategies to detect a hoax in preparation for determining whether the story they will read on Day 8 is true or a hoax. Work Chalk Talk Time Allow 5 minutes for student groups of 3 or 4 to generate a list of ways they have met already-learned rubric criteria in previous writings. Encourage students to review their writing folders for ideas.

Post a chart for each previously taught rubric criterion. Because all rubric criteria are taught as “I can” Learning Targets, add the sentence stem “I will” to allow students to explain what it looks like when they meet the target. Assign a different color marker for each group to facilitate monitoring of participation and understanding.

Student groups will go to each chart and write one idea of a possible “I will” for the criterion. Chalk Talk is normally silent, but because groups are participating rather than individuals, any discussion during Chalk Talk should be in a “six inch” voice (only audible to those within 6 inches of the speaker).

After the first round of Chalk Talk, have student groups rotate again to add any additional ideas, comments to others’, and “Tell us more” if there is an idea that needs to be expanded upon. Closing For a final round, give groups an opportunity to read comments to their ideas and to respond to any “Tell us more” requests. The teacher will monitor students’ responses and provide clarification, as needed, and reinforcement to the whole group.

Literacy Stations (30 minutes) Teacher-Led (20 minutes) Student-Selected Stations Monitoring Independent Reading (25 minutes)

Prior to beginning the teacher-led group, Blue Stations When the teacher-led group is done, complete provide each student with the 8 vocabulary Independent Reading – book selection based on running records/retell of as many students’ words and their definitions for Days 1 – 5. interest and current independent reading level. independent reading as time allows. Discuss Read the words and their student-friendly See “Independent Reading” – next column. students’ current strengths and next steps definitions to the students. Students will Partner Reading – Two students are reading the towards reaching a year-end goal of independent paste the word list into their Writer’s same book for pleasure and are able to discuss proficiency with texts at the high end of the Notebook Vocabulary Section as preparation their reading. Different books would work, too, grades 4 - 5 text complexity band. for word work throughout the unit. with students sharing exciting, interesting, funny, etc. parts of the day’s reading. Record the data in students’ conference logs. Students who may struggle reading Fooled Recorded Books – Students listen to books that You: Fakes and Hoaxes Through the Years as are beyond what they could read independently Students add to their Reading Logs: the title, indicated on the Class Profile will be the either alone with headphones or in small groups author, genre, pages read, Lexile, and a one- teacher-led group for Day 1. In following with volume low. sentence summary of what was read during a days, monitor students’ progress and Research – Either in the classroom or, if needed, sitting. provide feedback/conferring during in the media center (print or digital). Reading Work Time. Red Station With students: Set a purpose for reading the Writing – Students select a piece from their book – to analyze fakes and hoaxes and Writing Folder to work on further. develop a repertoire of skills to spot a fake. Explain the format of the book. Each chapter Green Station is a different hoax; therefore, the book could Fluency & Word Work, combined- be read in any order and make equal sense. Add/finish illustrations for vocabulary Frayer For example, students could read the Model. chapters in the order that most interests them. Also, if the student wanted to read Reading with Emotion (in appendix). more about one of the hoaxes, they are well The game would need to be introduced and played documented in other sources. during a previous lesson prior to becoming a Students may have some confusion about station. whether the book is informational or Partners required. literary. The hoaxes, by definition, are not true. However, since the book is written to Media Center (book check-out) inform readers about hoaxes and how the hoax was revealed, the book is 11 informational.

Administer a Cloze assessment (appendix) to assess students’ level of proficiency with the text. The percentage of words students fill in as exact matches to the original text gives an estimate of the student’s level of proficiency with the text (Independent, Instructional, Frustration). Results of the Cloze assessment will guide student grouping and level of support needed while reading the text.

To support students’ reading of the text, issue the book to the Day 1 teacher-led group to allow students to pre-read Day 2 reading prior to class. Students for whom the text is well beyond their ability to read and comprehend will be provided the book and a recorded version created by Grade 8 Beta Club students (service project) to be listened to as pre-reading and in class reading, if needed. Closing (5 minutes)

Whole Group Teacher/student sharing of how all parts of the day’s lesson build toward the Essential Question: How can a consumer of information avoid being duped? Day 2 Do Now (5 minutes) How can you avoid being duped? Write a paragraph in which you explain D.R.A.W. Support your explanation with evidence. Be sure to correctly use at least 3 vocabulary words in your response. See unit page 43 (appendix). Foundational Skills (15 minutes) Fluency

Pairs take turns reading aloud from a previously read shared text. The student who is the more proficient reader reads the page aloud first. Then, the less fluent reader reads the same page aloud.

The students are grouped in pairs or triads based on the students’ proficiency. The two or three students in the groups are intentionally grouped by ranking students by proficiency and then pairing students so that each student is paired with a student no more than 2 steps above/below his or her own proficiency. Reading (35 minutes) I can build my repertoire of strategies to detect a hoax. Opening Direct students’ attention to the week’s vocabulary terms introduced in Day 1. Begin a Frayer Model for each word (appendix). Each time students notice the word used in text or in discussion, they will make a note on the Frayer Model in their vocabulary journal. For example, beside the word “hoax” students would write “on the cover of Fooled You” (and other times the word is used in any text). If they notice someone using a term in conversation, they document who used it and the date.

Review the DRAW my own conclusion anchor charts. Inform students they will read several examples of disproved hoaxes in Fooled You. As they read and notice new strategies to avoid being duped, students will record the ways in their reading notebook and be given the opportunity to share with the class.

Conduct a Teacher Read-Aloud/Think-Aloud of the Introduction and Chapter 1 of Fooled You.

Sections of the text that may be challenging with modeling to scaffold students’ gaining meaning: p. 4 “Flight of Fact or Fancy” - Explain the expression “flight of fancy”. After reading about Edgar Allan Poe’s hoax, think-aloud how the author is playing on the expression as it relates to the balloon flight hoax.

Introduce “The Lost Princess” – Chapter 2 by pre-teaching 2 phrases that will likely be unfamiliar to grade 5 students: p. 11 “Polite society” – After pointing out the phrase, challenge students to notice when they hear “polite society” referred to in other contexts. p. 14 “conscious of class/dazzled by rank” • Prior to students’ reading during work time, point out the phrase on page 14. • “What might this mean?” Generate current examples of begin conscious of class and dazzled by rank. • As student pairs read, have them consider why the people were eager to believe the “princess’s” story. Work Student pairs read Chapter 2 “The Lost Princess”. Taking turns, Partner A reads a page aloud while the Partner B listens. Partner B Time will summarize what Partner A read. Partner A will point out any vocabulary words or phonics practice words in the text and ask one Depth of Knowledge 2 or 3 question about the reading. Then, students will switch roles. (Consider utilizing Fisher & Frey’s Text Dependent Questions Grades K – 5: Pathways to Close and Critical Reading for guidance on generating a variety of Depth of Knowledge questions.)

Monitor students’ reading and select students to share evidence of meeting the Learning Target during closing.

Pairs are formed using the class profile. All students are ranked, and partners are assigned that are no more than two levels apart in reading proficiency. Therefore, one student in each pair is slightly more expert than the other without a gap that would cause frustration. Students will need to have examples of Depth of Knowledge 2 and 3 questions and/or stems until they become proficient forming their own questions. Closing Allow students to look back in the text and recall conversations to add vocabulary usage on the Frayer Models. Writing (45 minutes) I can organize my ideas for writing. Opening Model adding strategies for detecting a hoax learned in the Introduction or chapter 1 to the appropriate D.R.A.W. categories. Color-code each strategy or otherwise indicate where the strategy was learned to facilitate future review. Work A/B Partners will note any ideas gathered for the D.R.A.W my own conclusion charts in chapter 2. Time Remind students to think about how reasons that people were eager to believe the princess’s story can be added to the charts as “do not_____”. Students record DRAW strategies in their reader’s notebooks. Closing Call on selected students to add new strategies to the class D.R.A.W. my own conclusion chart. Students’ writing for the unit will be an explanation of how he or she was able to determine whether a piece of text is true or a hoax. Literacy Stations (30 minutes) Teacher-Led (20 minutes) Student-Selected Stations Monitoring Independent Reading (25 minutes)

Illustrations for Frayer Model (appendix) Blue Stations When the teacher-led group is done, Form a small group for the students who may have Independent Reading – book selection complete running records/retell of as many difficulty creating illustrations for the vocabulary terms based on interest and current independent students’ independent reading as time (e.g., ELL). reading level. See “Independent Reading” – allows. next column. Review the week’s words: Partner Reading – Two students are Discuss students’ current strengths and reading the same book for pleasure and are next steps towards reaching a year-end captivated – attract and hold the interest of; erroneous able to discuss their reading. Different goal of independent proficiency with texts – wrong; exposed - laid open to view; fraud – trickery books would work, too, with students at the high end of the grades 4 – 5 text to gain some unfair or dishonest advantage or profit; sharing exciting, interesting, funny, etc. complexity band. hoax – something intended to deceive; revealed - made parts of the day’s reading. known, shown to be; vague – not clear, not enough Recorded Books – Students listen to books Record the data in students’ conference information; victim - the person who is cheated that are beyond what they could read logs. independently either alone with Ensure that each student in the small group can explain headphones or in small groups with Students add to their Reading Logs: the each term in his own words. volume low. title, author, genre, pages read, Lexile, and a Research – Either in the classroom or, if one- sentence summary of what was read 14

Model drawing an illustration or graphic representation needed, in the media center (print or during a sitting. to serve as a picture clue for one term. digital).

Have students create illustrations for the remaining Red Station words on the Frayer Model. Writing – Students select a piece from their Writing Folder to work on further. Ask each student to explain how the illustration he or she drew will help him or her remember how to use the Green Station word. Fluency & Word Work, combined- Add/finish illustrations for vocabulary Frayer Model.

Reading with Emotion (in appendix). The game would need to be introduced and played during a previous lesson prior to becoming a station. Partners required.

Media Center (book check-out) Closing (5 minutes)

Whole Group Teacher/student sharing of how all parts of the day’s lesson build toward the Essential Question: How can a consumer of information avoid being duped? Day 3 Do Now (5 minutes) When does an honest prank become a hoax? Write a paragraph in which you explain the difference between a prank and a hoax. Support your explanation with evidence. Be sure to correctly use at least 3 vocabulary words in your response. See unit page 43 (appendix). Foundational Skills (15 min) Phonics

Continue the activity begun on Day 1. Pairs will work to use their knowledge of letter-sound correspondences, syllabication patterns, and morphology to decode the set of words out of context. To promote students’ metacognition, provide categories (e.g., letter-sounds, syllabication patterns, morphology) for sorting the words according to the word attack strategy employed. As needed, pronunciation can be checked by the student pair using an online dictionary. 15

The list of suggested words (appendix) allows for differentiation based on students’ level of proficiency. Reading (35 minutes) I can analyze a variety of text types. Opening Review the DRAW my own conclusion charts. Show the photo and title for Spider Army on the Retreat from NSW Floodwaters, B. Anderson, abc.net.au 3/8/2012 http://www.abc.net.au/news/2012-03-08/spider-army-descends-on-wagga-in-flood-escape/3877566

Is it true?

Have students form a line across the front of the classroom with those who believe the spiders did invade the land on the left. In single-file, students line up, left to right, in order by how strongly they believe the article to be true. The student who most doubts the authenticity of the article will be on the right-hand end of the line. (Believes Does Not Believe)

Fold the line in half so that the student who most believes and the student who least believes the article is true are facing each other.

Direct student pairs to move away from others so they can discuss their initial reaction to the possibility of the article being true. Work Time Allow students time to discuss how they used DRAW to form their initial reaction. Partners read the article once to gain an understanding and a second time to search for evidence related to DRAW. Encourage students to locate evidence online or in other sources that corroborates or disproves the events in the article.

Confer with students to determine the strategies they are using to address the task. Closing Call on preselected students to share their method for analyzing the article for authenticity. Writing (45 minutes) I can plan my writing. Opening Begin a flow chart that illustrates the steps in the sequence of reasoning used when deciding whether or not the Spider Army article is true. Point out that the arrow from one part of the flow chart to the next shows that a new step has begun. Save the flow chart for writing instruction in Days 4 – 7. Work Time Partners chart their reasoning process on a flow chart created in their writer’s notebooks.

R A D (date) W (who) (reliability) (accuracy)

Specific evidence from the text should be included in the lists, e.g., R - conducted a Google search on 11/2/15, found same information on other sites Closing Two sets of partners create groups of 4 and compare processes. Remind students that it is not necessary for students to have the same process. If students’ conversations generate more ideas for the flow chart, encourage students to add the ideas to their own charts. Literacy Stations (30 minutes) Teacher Led Group (20 minutes) Student-Selected Stations Monitoring Independent Reading (25 minutes)

For the small group who needs support gaining Blue Stations When the teacher-led group is done, evidence from video sources: Independent Reading – book selection complete running records/retell of as many based on interest and current students’ independent reading as time Inform students they will watch a short video about a independent reading level. See allows. hamster that can drive. “Independent Reading” – next column. Discuss students’ current strengths and next Play video: Partner Reading – Two students are steps towards reaching a year-end goal of http://kids.nationalgeographic.com/videos/weird--- reading the same book for pleasure and independent proficiency with texts at the random/#hamster_drives_a_truck.mp4 are able to discuss their reading. high end of the grades 4 – 5 text complexity Different books would work, too, with band. Discuss evidence that leads them to know whether the students sharing exciting, interesting, hamster driving a truck is true or a hoax. In the funny, etc. parts of the day’s reading. Record the data in students’ conference logs. discussion, students are to explicitly walk through each Recorded Books – Students listen to of the steps of DRAW and make a decision. Student books that are beyond what they could Students add to their Reading Logs: the title, pairs should have access to a device to be able to replay read independently either alone with author, genre, pages read, Lexile, and a one- the video as needed. headphones or in small groups with sentence summary of what was read during a volume low. sitting. Research – Either in the classroom or, if needed, in the media center (print or digital).

Red Station Writing – Students select a piece from their Writing Folder to work on further.

Green Station Fluency & Word Work, combined- Add/finish illustrations for vocabulary Frayer Model.

Reading with Emotion (in appendix). The game would need to be introduced and played during a previous lesson prior to becoming a station. Partners required.

Media Center (book check-out)

Closing (5 minutes)

Whole Group Teacher/student sharing of how all parts of the day’s lesson build toward the Essential Question: How can a consumer of information avoid being duped? Day 4 Do Now (5 minutes) Why are strange, but true, stories so popular? Write a paragraph in which you explain why people enjoy hearing or reading strange, but true, stories. Support your explanation with evidence. Be sure to correctly use at least 3 vocabulary words in your response. See unit page 43 (appendix). Foundational Skills (15 min) Fluency

Pairs take turns reading aloud from a previously read shared text, e.g. Fooled You. The student who is the more proficient reader reads the page aloud first. Then, the less fluent reader reads the same page aloud.

Opening Point out the structure of the informational text Fooled You. Ask students to think about whether it would affect the meaning of the text to not read the book beginning to end – why? Struggling readers who were in the teacher-led small group on Day 1 will have the advantage of already noticing why the order is not critical to meaning in the text.

Students turn to their A/B partner. Partner A will begin the discussion and explain why or why it is not important to read the text in order. Partner B will ask clarifying questions and point out evidence. Note: It is not necessary to read the book in sequential order. All chapters are an explanation of a different hoax and how that hoax was revealed.

Direct Partner B to look under his or her desk for the pages the pair will read today. The pages assigned are equivalent to two chapters. Partners will continue the procedure for reading the text begun on Day 2 (A/B Partner roles and adding information to the DRAW my own conclusion chart). Work Time Partners read the assigned chapters. While students are reading, circulate among pairs to monitor understanding. Ask probing questions around sections of the text that are more challenging. For example:

Chapters 3 & 4 Page 16 “curious reports” (strange) Page 23 “love to be humbugged” Page 26 “turn a handsome profit”

Chapters 5 & 6 Page 41 “missing link” Page 46 “had an outstanding reputation”

Chapters 7 & 8 Page 57 “U.S. annexed it” Page 58 “historians hailed the discovery”

Chapters 9 & 10 Page 64 “Sasquatch” Page 67 Why do some people believe that Bigfoot is real? Page 76 “even after Doug and Dave demonstrated their circle-making techniques on television, many people refused to believe that aliens didn’t make at least some of the circles.” Closing Whole group share of new DRAW my own conclusion strategies gained from the reading. Whole group share of phonics practice and vocabulary terms noticed in the reading.

Students will be able to read about any hoax in Fooled You they did not read during independent reading time. Writing (45 minutes) I can use my plan for writing to create a draft. 19

Opening Review the flow chart begun on Day 3.

Model a format for how to use the information on the flow map to draft an explanatory piece about the process used to determine the New South Wales spiders story was true.

Refer to the DRAW my own conclusion charts.

Format for Draft:

Opening Paragraph • Summarize the text. • State that DRAW was used to determine whether or not the text is a hoax. Date of the Source • Under this heading, write a paragraph that details how the date was used to analyze the text. Reliability of the Information • Under this heading, write a paragraph that details what other sources were used to confirm or disprove the information. • Don’t forget to list sources used to crosscheck information. Accuracy of the Text • Under this heading, write a paragraph that details evidence found in the article that indicates it was or was not produced by a professional writer. Who Wrote the Article • Under this heading, write a paragraph that details evidence about the credibility of the source Conclusion • Based on a thorough analysis of the text, it is evident the text is (true or a hoax).

Work Time Students write their own drafts with teacher and peer support. They will use the format modeled by the teacher in the opening.

Circulate among students and ask students to explain their use of the writing format.

Closing Partners share their drafts and offer peer feedback using the TAG protocol. Tell one thing that was either interesting or well written in the partner’s draft. Ask one question about a point that might be expanded upon. Give one suggestion that the author might incorporate into his or her paper. Literacy Stations (30 minutes) Teacher-Led Small Group (20 minutes) Student-Selected Stations (25 minutes) Monitoring Independent Reading

Students who need extra support with Blue Stations When the teacher-led group is done, 20 previously-taught writing skills: Independent Reading – book selection based on complete running records/retell of as many interest and current independent reading level. See students’ independent reading as time Students bring their drafts and the scoring “Independent Reading” – next column. allows. rubric for Informative/Explanatory writing. Partner Reading – Two students are reading the same book for pleasure and are able to discuss their Discuss students’ current strengths and next Direct students’ attention to the criterion: reading. Different books would work, too, with steps towards reaching a year-end goal of o Ensures subject–verb agreement and students sharing exciting, interesting, funny, etc. independent proficiency with texts at the pronoun-antecedent agreement. parts of the day’s reading. high end of the grades 4 – 5 text complexity Recorded Books - Students listen to books that are band. Think aloud the process of checking to beyond what they could read independently either ensure subject-verb agreement, e.g. finding alone with headphones or in small groups with Record the data in students’ conference logs. the verb first and then locating the subject of volume low. that verb prevents other nouns in the Research – Either in the classroom or, if needed, in Students add to their Reading Logs: the title, sentence from confusing students. Using the the media center (print or digital). author, genre, pages read, Lexile, and a one- draft from teacher modeling, highlight all sentence summary of what was read during a subjects blue and verbs yellow. Red Station sitting. Writing – Students select a piece from their Writing Have students highlight and check to ensure Folder to work on further. the subjects and verbs in their own drafts agree. Green Station Fluency & Word Work, combined- Provide coaching as students work asking Add/finish illustrations for vocabulary Frayer them to explain how they know a subject and Model. verb do or do not agree. Reading with Emotion (in appendix). The game would need to be introduced and played during a previous lesson prior to becoming a station. Partners required.

Media Center (book check-out) Closing (5 minutes)

Whole Group Teacher/student sharing of how all parts of the day’s lesson build toward the Essential Question: How can a consumer of information avoid being duped?

Day 5 Do Now (5 minutes) Is planning for writing important? Write a paragraph in which you explain why planning for writing is or is not important. Support your explanation with evidence. Be sure to correctly use at least 3 vocabulary words in your response. See unit page 43 (appendix). Foundational Skills (15 minutes) Phonics

The list of suggested words (appendix) allows for differentiation based on students’ level of proficiency. Reading (35 minutes) I can use digital searches to verify information. Opening Teacher read-aloud of chapter 11 of Fooled You. Chapter 11 “Snowball” is about detecting Internet hoaxes. Add new strategies for detecting hoaxes to the DRAW my own conclusion charts. The final page of the book lists several websites dedicated to tracking hoaxes. Using a projector, conduct a think-aloud to model how to utilize the sites when there is a question about whether information is legitimate (e.g., urbanlegends.about.com, snopes.com) Work Time Students practice utilizing websites to crosscheck the reliability of information. Note: To avoid potentially inappropriate content, consider providing a list of hoaxes that students are to investigate. Closing Students add strategies to DRAW my own conclusion. Writing (45 minutes) I can quote accurately from texts. Opening Refer to the rubric for informative/explanatory writing and point out three related criteria that students have not been previously taught: Includes a summary or paraphrase of relevant information from print and/or digital resources. Provides a list of resources. Uses commas and quotation marks to mark quotations from the text(s).

Take out the draft begun in Day 4. Using a document camera, reread the draft aloud and highlight parts of the draft that pull information from sources. 22

List the sources that were incorporated into the draft. Model a consistent format for the list of resources, e.g. use underlining, quotation marks, or italics to indicate titles of works.

Work Time Students take out their own drafts and reread, highlight, and list their sources using the format modeled during the opening.

Closing Partners share their lists of resources and double-check to ensure that highlighted information and the list of the sources for the information match.

Literacy Stations (30 minutes) Teacher-Led Small Group (20 minutes) Student-Selected Stations Monitoring Independent Reading (25 minutes)

For students who read and write above grade Blue Stations When the teacher-led group is done, complete running level: Independent Reading – book selection records/retell of as many students’ independent based on interest and current reading as time allows. Feline Reaction to Bearded Men, Improbable independent reading level. See Research “Independent Reading” – next column. Discuss students’ current strengths and next steps http://www.improb.com/airchives/classical Partner Reading – Two students are towards reaching a year-end goal of independent /cat/cat.html reading the same book for pleasure and proficiency with texts at the high end of the grades 4 – are able to discuss their reading. Different 5 text complexity band. The “article” is written to appear to be books would work, too, with students Record the data in students’ conference logs. authentic research. However, upon sharing exciting, interesting, funny, etc. inspection, students will find that it is not parts of the day’s reading. Students add to their Reading Logs: the title, author, authentic. Recorded Books – Students listen to books genre, pages read, Lexile, and a one-sentence summary that are beyond what they could read of what was read during a sitting. Allow the group of advanced students to read independently either alone with and determine whether the article is headphones or in small groups with authentic. Although the Lexile of the article volume low. is approximately 1160L and students may Research – Either in the classroom or, if read above 1160L, the format of the article needed, in the media center (print or will likely be unfamiliar and a challenge for digital). grade 5 students. Red Station Once they have analyzed the text, direct Writing – Students select a piece from students to return to the text and identify their Writing Folder to work on further. methods the author used to make the text

23 appear authentic. How does the new Green Station information gained through analysis of Feline Fluency & Word Work, combined- Reaction affect how the students will Add/finish illustrations for vocabulary approach future reading? Frayer Model.

Reading with Emotion (in appendix). The game would need to be introduced and played during a previous lesson prior to becoming a station. Partners required.

Media Center (book check-out) Closing (5 minutes)

Whole Group Teacher/student sharing of how all parts of the day’s lesson build toward the Essential Question: How can a consumer of information avoid being duped? Days 6 – 10 Materials: Fooled You: Fakes and Hoaxes Through the Years, The Borrower and the Boy script, Real or Fake quiz, kahoot.com, chart paper, markers, Spider Army on the Retreat from NSW Floodwaters, Rubric for Informative/Explanatory Writing (appendix), PowerPoint slides for vocabulary Game Show, original works created by journalism students, journalism students (authors) on Day 10, Speaking & Listening Coding for Seating Chart (appendix), document camera, stopwatch or timer for each Reader’s Theater group

Academic Vocabulary: contradict - to state the opposite of, argue; fraudulent – describes something as a trick to gain a profit or a dishonest advantage; genuine – real; hype – exaggerated publicity; logical – reasonable based on facts; oddity – a remarkable or unusual person or thing; scoff - mock; skeptical – showing doubt

Day 6 Do Now (5 minutes) Did I prove my understanding of how to detect a hoax? Use the Do Now rubric (appendix) to review the past four responses and add the rubric to your Writer’s Notebook. See unit pages 43 - 44 (appendix). Foundational Skills (15 minutes) Fluency Conduct a teacher read-aloud of the script with students following along (10 minutes). 24

• Begin with, “I wonder if there has ever been a hoax about tiny people who live under the floor of our homes?” Ironically, the Borrowers do not believe there are many humans. • Model expression, attention to punctuation, etc., to demonstrate reading as a performance. • Time the teacher read-aloud and point out that the script when read fluently takes approximately 10 minutes.

There are 5 parts in the script. Create groups of 5 students and allow students to select their parts. On Days 8 & 10, student groups will practice the script.

The Borrower and the Boy, Mary Norton/Aaron Shepard (Adapted from The Borrowers) http://www.aaronshep.com/rt/RTE29.html

Reading (35 minutes) I can use the details in a text to determine the main idea. The photographs are the text. Opening Provide students with the vocabulary words for the week’s explicit teaching. Read the words, definitions, and give an example of the word used in a sentence. Have students turn to a partner and practice using the words in sentences.

Photographs as text: For approximately 5 minutes using Kahoot.com (or classroom electronic response system, if available) reach class consensus to select either True or Fake for each of the photographs. Real or Fake, About.com http://urbanlegends.about.com/library/bl_image_quiz.htm?lastQuestion=15&answers=0&submit=Answer+%3E%3E&ccount=13 Work Time Groups of 4 continue through the True or Fake quiz. Using vocabulary terms from week 1 and week 2 in conversations about the photos, students reach consensus about each photo. Students update DRAW my own conclusion. Closing How is analyzing photos like and different from analyzing print? Writing (45 minutes) I can link ideas in my writing by using a variety of transitions. Opening Model revising the draft to check for a variety of transitions. Point out the rubric item: Uses a variety of transitional words, phrases, and clauses to manage the sequence of events.

The draft was written by linking the steps in the flow map with transitions to show the steps in the process of determining whether the story Spider Army on the Retreat from NSW Floodwaters is true or a hoax.

Locate and highlight the transitions used in the draft. Conduct a think aloud to check for repetition among the transitions in the piece. For words, phrases, or clauses repeated, model referring to an anchor chart of transition words and phrases (appendix) to 25

choose alternate transitions.

Work Time Students apply the mini-lesson to their own drafts. Monitor and provide feedback to students. Encourage students to utilize the anchor chart and peer support while revising. Confer with students about strategies for writing they are using or plan to incorporate into their writing. Closing Partners show each other one transition they had overused and how describe replacing it improved their writing.

Literacy Stations (30 minutes) Teacher-Led Small Group (20 minutes) Student-Selected Stations Monitoring Independent Reading (25 minutes)

Students who have selected a Readers Theater Blue Stations When the teacher-led group is done, complete part that is beyond their independent level for Independent Reading – book selection based running records/retell of as many students’ fluency: on interest and current independent reading independent reading as time allows. level. See “Independent Reading” – next Read the script again with the students column. Discuss students’ current strengths and next following along. Partner Reading – Two students are reading steps towards reaching a year-end goal of the same book for pleasure and are able to independent proficiency with texts at the high On a second reading, have the students read discuss their reading. Different books would end of the grades 4 – 5 text complexity band. chorally with the teacher when it is their part. work, too, with students sharing exciting, Record the data in students’ conference logs. interesting, funny, etc. parts of the day’s Allow students to keep the script to practice to reading. Students add to their Reading Logs: the title, be better prepared on Days 8 & 10. Recorded Books – Students listen to books that author, genre, pages read, Lexile, and a one- are beyond what they could read sentence summary of what was read during a Note: It will be important to check in with independently either alone with headphones sitting. students individually as they read during or in small groups with volume low. Foundational Skills time and when practicing Research – Either in the classroom or, if independently. needed, in the media center (print or digital).

Red Station Writing – Students select a piece from their Writing Folder to work on further.

Green Station Fluency & Word Work, combined- Add/finish illustrations for vocabulary Frayer Model.

Game Show Groups of 3 Create a PowerPoint presentation with lists of 5 previously taught vocabulary words from the current unit and prior units on each slide. One student views the PowerPoint. The second student is on the opposite side of the laptop. The student viewing the list gives clues (without using the word) to help his partner guess the words on the list. The third student times the slide change (1 minute per slide) and serves as judge to ensure student one only give clues. At 5-minute intervals, the students switch roles.

Media Center (book check-out)

Closing (5 minutes)

Whole Group Teacher/student sharing of how all parts of the day’s lesson build toward the Essential Question: How can a consumer of information avoid being duped? Day 7 Do Now (5minutes) How does using a variety of transitions make my writing more interesting? Write a paragraph in which you explain how you will check to be sure transitions are varied. Support your explanation with evidence or examples. Be sure to correctly use at least 3 vocabulary words in your response. See unit page 43 (appendix). Foundational Skills (15 minutes) Continue the activity begun on Day 1. Pairs will work to use their knowledge of letter-sound correspondences, syllabication patterns, and 27 morphology to decode the set of words out of context. To promote students’ metacognition, provide categories (e.g., letter-sounds, syllabication patterns, morphology) for sorting the words according to the word attack strategy employed. As needed, pronunciation can be checked by the student pair using an online dictionary.

Words are intentionally selected that are likely to require application of grade 5 students’ decoding and word analysis skills. The words for this segment are selected from Fooled You: Fakes and Hoaxes Through the Years to ensure that students will also read the words in context Writing (60 minutes) I can improve my paper by revising. Opening Tell students they will be asked to use TAG to offer feedback on the teacher-created model. Model a read around by reading the draft composed in previous days’ lessons. Have student partners discuss what they would TAG in the teacher’s paper based on criteria found on the Informative/Explanatory Rubric for Writing. Call on 3 students to represent the class for one example each of Tell, Ask, and Give. Work Time Students’ read around (Groups of 4)

One student in the group reads her paper aloud to the group. Members of the group use the Informative/Explanatory writing rubric to provide peer feedback on points already in green and the new areas. Tell one thing that the student did well in his or her paper. Ask a question about something that is interesting and you want to know more. Give a suggestion on where the student might need to provide clarification.

Other group members read their papers in subsequent rounds.

Circulate among groups and listen in on conversations. Ask students what, if anything, they plan to change in their draft. After the group is finished, students write the final piece. Confer with students about strategies for writing they are using or plan to incorporate into their writing. Select students to share during closing one revision they made. Closing Call on selected students to share a revision they made in their paper. Reading (20 minutes) I can use 5th grade words accurately. Opening Use the document camera to project the teacher-created writing. Read the paper aloud and ask students to tally how many of the unit’s vocabulary words were used. Were they used accurately?

Work Time Students check to see how many of the unit’s vocabulary words were used in their own papers. A/B Partners determine: Were they used correctly? 28

For any vocabulary words not included in the paper, direct students to return to the Frayer model for the word and partners generate additional possible sentences using the words.

Note: It is not expected that students use all vocabulary words in their paper. The practice is intended to increase the likelihood that the student will build his level of ownership so that he will use the word in future writing.

Closing Call on students to tell how they plan to use the vocabulary terms when they write on Day 8

Literacy Stations (30 minutes) Teacher-Led Small Group (20 minutes) Student-Selected Stations Monitoring Independent Reading (25 minutes)

For students who need support with Blue Stations When the teacher-led group is done, complete organization and preparation for writing: Independent Reading – book selection based running records/retell of as many students’ on interest and current independent reading independent reading as time allows. Students bring their writer’s notebook to small level. See “Independent Reading” – next group time. column. Discuss students’ current strengths and next Review the prompt and rubric for the writing Partner Reading – Two students are reading steps towards reaching a year-end goal of they will do on Day 8. the same book for pleasure and are able to independent proficiency with texts at the high Have students write a list of what they will do discuss their reading. Different books would end of the grades 4 – 5 text complexity band. from receiving their prompt, rubric, and text work, too, with students sharing exciting, through completion of their papers. interesting, funny, etc. parts of the day’s Record the data in students’ conference logs. reading. Students will use the list when writing on Day Recorded Books – Students listen to books that Students add to their Reading Logs: the title, 8 and check off steps as they are completed. are beyond what they could read author, genre, pages read, Lexile, and a one- independently either alone with headphones sentence summary of what was read during a or in small groups with volume low. sitting. Research – Either in the classroom or, if needed, in the media center (print or digital).

Red Station 29

Writing – Students select a piece from their Writing Folder to work on further.

Green Station Fluency & Word Work, combined- Add/finish illustrations for vocabulary Frayer Model.

Media Center (book check-out)

Closing (5 minutes)

Whole Group Teacher/student sharing of how all parts of the day’s lesson build toward the Essential Question: How can a consumer of information avoid being duped? Day 8 Do Now (5 minutes) Are you prepared to read the story written by the journalism student and figure out whether it is a hoax? Write a paragraph in which you explain either why you are ready or what you need to do to feel ready. Support your explanation with evidence. Be sure to correctly use at least 3 vocabulary words in your response. 30

See unit page 43 (appendix). Foundational Skills (15 minutes) Student groups of 5 read their parts and practice performing the Reader’s Theater script introduced on Day 6. Each group will need a stopwatch or timer to record how long the reading takes. 10 minutes is the target.

If the reading is either under 9 minutes or over 11 minutes, have students problem solve to figure out how to have a performance that is within the allotted time. They may not add to or take away from the parts. Although the purpose for the practice is to develop fluency, a real-world application of working within a set time for reading fluency would be radio commercials.

Reading & Writing (80 minutes) I can apply what I know about analyzing text when I write. Opening Give students the prompt, rubric, and the differentiated story written by a journalism student. Students will need access to online sources to crosscheck facts.

Stories submitted by journalism students provide an opportunity to determine students’ ability to independently apply strategies for reading and writing that have been previously taught either during this unit or prior to this unit. The Lexile levels of the stories are intentionally leveled to match students’ current independent level for reading. For students not yet able to gain meaning from text at the grade five Text Complexity Band, scaffolding is provided through less complex text or, for non-readers, recorded text. Frequent monitoring (see Monitoring Independent Reading) and conferring allow students to grow as readers across the school year and reach the grade-level target by the end of the school year.

Work Time Independent writing to answer the prompt: How can a consumer of information avoid being duped? You will read a story written by a student in Ms. Teacher’s class. The student had the option of writing either a strange, but true, story or a hoax in the format he or she chose. Think about all of the ways you have learned to determine whether a story is true. Use the evidence you find in the story to DRAW your own conclusion about whether the story is true or fake. Be thorough and careful in your analysis because the author of the story will be coming to our class on November 16 to find out what you think.

Closing Collect students’ papers and let them know they will get a chance to edit on Day 9. Engage students in a conversation about what was easy and difficult about writing their response.

Literacy Stations (30 minutes) Teacher-Led Small Group (20 minutes) Student-Selected Stations Monitoring Independent Reading (25 minutes)

Students who are struggling writers or Blue Stations When the teacher-led group is done, complete readers: Independent Reading – book selection based running records/retell of as many students’ on interest and current independent reading independent reading as time allows. Form a small group of students who are not level. See “Independent Reading” – next Discuss students’ current strengths and next finished with their explanatory piece. column. steps towards reaching a year-end goal of Remind students of what the task is asking Partner Reading – Two students are reading independent proficiency with texts at the high them to do and give students extended time to the same book for pleasure and are able to end of the grades 4 – 5 text complexity band. finish their paper. discuss their reading. Different books would work, too, with students sharing exciting, Record the data in students’ conference logs. In order to determine independent proficiency interesting, funny, etc. parts of the day’s coaching and feedback is not part of the small reading. Students add to their Reading Logs: the title, group time. Recorded Books – Students listen to books that author, genre, pages read, Lexile, and a one- are beyond what they could read sentence summary of what was read during a independently either alone with headphones sitting. or in small groups with volume low. Research – Either in the classroom or, if needed, in the media center (print or digital).

Red Station Writing – Students select a piece from their Writing Folder to work on further.

Green Station Fluency & Word Work, combined- Add/finish illustrations for vocabulary Frayer Model.

The student viewing the list gives clues (without using the word) to help his partner guess the words on the list. The third student times the slide change (1 minute per slide) and serves as judge to ensure student one only give clues. At 5-minute intervals, the students switch roles.

Media Center (book check-out)

Closing (5 minutes)

Whole Group Teacher/student sharing of how all parts of the day’s lesson build toward the Essential Question: How can a consumer of information avoid being duped? Day 9 Do Now (5 minutes) Did you determine that the story you read yesterday was a hoax? What will you say to the author? Write a paragraph in which you explain how you will present the author with your evaluation. Support your explanation with evidence. Be sure to correctly use at least 3 vocabulary words in your response. See unit page 43 (appendix). Foundational Skills (15 minutes) Continue the activity begun on Day 1. Pairs will work to use their knowledge of letter-sound correspondences, syllabication patterns, and morphology to decode the set of words out of context. To promote students’ metacognition, provide categories (e.g., letter-sounds, syllabication patterns, morphology) for sorting the words according to the word attack strategy employed. As needed, pronunciation can be checked by the student pair using an online dictionary.

Words are intentionally selected that are likely to require application of grade 5 students’ decoding and word analysis skills. The words for this segment are selected from Fooled You: Fakes and Hoaxes Through the Years to ensure that students will also read the words in context Writing (25 minutes) I can improve my paper by revising and editing. Opening Because the writing is designed to determine independent proficiency, little discussion is needed prior to giving students their papers and rubric. Instruct students to ensure they have addressed all parts of effective informative/explanatory writing on the rubric. In the “comments” area of the rubric, students may record where in their paper they see evidence of the criterion. 33

Work Time Students revise and edit their papers. Students produce a final draft. Closing Students place completed work in the designated file for finished work. Reading (55 minutes) I can engage in a conversation and refine my own conclusion in light of the discussion. Opening Group students who read the same story for Day 8. There were 5 different stories; there will be 5 groups of students.

Using the Save the Last Word for Me protocol, have students prepare for the author’s visit on Day 10. Give students time to identify 3 sentences in the story they would like to discuss as evidence of whether the story is true. Students will choose one of the 3 sentences for the protocol, but need a spare in case someone else chooses the same sentence. Work Time One student using a sentence stem: “I believe* the story is true or a hoax. A sentence (or other evidence) that proves my point is ______.” This student does not offer any comment at this time; she only reads the sentence. In turn, the other members of the group will react to the sentence as to why it is or is not valid evidence to use for deeming the story truth or hoax. After all other group members have responded to the sentence, the student who first read the sentence gets to offer commentary – getting the last word. Repeat the procedure until all students in the group have had a chance to begin a round of discussion.

* Creating a word bank to use in the place of “believe” will provide grade 5 students practice using academic vocabulary (e.g., propose, put forth, offer).

The group debriefs and reaches consensus on whether the story is a hoax or strange, but true. The group should choose a group member to begin the conversation on Day 10. Closing Remind students of the coding for speaking & listening (appendix) that will be used in Day 10. Students will be able to make use of points made during Save the Last Word when speaking to the author on Day 10. Literacy Stations (30 minutes) Teacher-Led Small Group (20 minutes) Student-Selected Stations (25 minutes) Monitoring Independent Reading

Students who have previously demonstrated Blue Stations When the teacher-led group is done, complete difficulty following agreed-upon rules for Independent Reading – book selection based running records/retell of as many students’ discussions (e.g., students are to carry out the on interest and current independent reading independent reading as time allows. roles of both speaker and listener): level. See “Independent Reading” – next Discuss students’ current strengths and next column. steps towards reaching a year-end goal of Conduct a role-play of what is and is not Partner Reading – Two students are reading independent proficiency with texts at the high appropriate for the conversation with the the same book for pleasure and are able to end of the grades 4 – 5 text complexity band. guest authors. Allow students to write down discuss their reading. Different books would and practice what they will say to the guest. work, too, with students sharing exciting, Record the data in students’ conference logs. 34 interesting, funny, etc. parts of the day’s reading. Students add to their Reading Logs: the title, Recorded Books – Students listen to books that author, genre, pages read, Lexile, and a one- are beyond what they could read sentence summary of what was read during a independently either alone with headphones sitting. or in small groups with volume low. Research – Either in the classroom or, if needed, in the media center (print or digital).

Red Station Writing – Students select a piece from their Writing Folder to work on further.

Green Station Fluency & Word Work, combined- Add/finish illustrations for vocabulary Frayer Model.

Media Center (book check-out)

Closing (5 minutes)

Whole Group Teacher/student sharing of how all parts of the day’s lesson build toward the Essential Question: How can a consumer of information avoid begin duped? Day 10 Do Now (5 minutes) What understandings have you gained about determining whether information is true? Write a paragraph in which you explain how you would explain detecting a hoax to a younger student. Support your explanation with evidence. Be sure to correctly use at least 3 vocabulary words in your response. See unit page 43 (appendix). Foundational Skills (15 min) Student groups of 5 read their parts and practice performing the Reader’s Theater script introduced on Day 6. Each group will need a stopwatch or timer to record how long the reading takes.

If the reading is either under 9 minutes or over 11 minutes, have students problem solve to figure out how to have a performance that is within the allotted time. They may not add to or take away from the parts. Reading (60 minutes): I can determine whether evidence supports a speaker’s claim. Opening Remind students of the specific aspects of speaking & listening you would like them to practice today (Seating Chart Coding in Appendix) Students will be grouped according to the story read. Introduce the journalism students to the class. Work Time The journalism student will read his or her story to the small group. The student nominated on Day 9 to begin the conversation will tell the author whether they think the story is a hoax. Each student in the group will cite reasons for the decision. The author will have the opportunity to clarify any points the group questions. The author will tell the students whether the story was true. Closing Groups will introduce the author to the whole class and tell the class whether or not the group was correct in detecting the hoax. The group will explain how they knew or what part of the story tricked the group. Writing (30 minutes): I can write for a range of purposes. Opening Provide students with a format for thank-you notes that includes an opening, body, and conclusion. Remind students to cite specific examples of the story and visit that were enjoyed. Work Time Groups debrief the experience of reading the story and speaking with the author. 36

The group will compose a thank–you note addressed to the journalism student to be signed by all members of the group. The group will check the draft for clarity and correctness and copy a final draft onto class stationery. Closing Call on students to name 3 things they learned about being a smart consumer of information, 2 things they will try to do, and 1 thing that is still confusing. (3, 2, 1) Feedback and Independent Reading (20 minutes) Student Feedback on Unit Monitoring Independent Reading

If available, use an electronic survey to record students’ perception data As students read, complete running records/retell of as many students’ concerning understandings gained in the unit. independent reading as time allows.

Survey Questions: Discuss students’ current strengths and next steps towards reaching a year-end goal of independent proficiency with texts at the high end of Rate each of the following statements as Strongly Agree, Agree, Neutral, the grades 4 – 5 text complexity band. Disagree, or Strongly Disagree. Note: An explanation of the scale will likely Record the data in students’ conference logs. be needed. 1. I can determine whether information is true or a hoax. Students add to their Reading Logs: the title, author, genre, pages read, 2. I can apply what I know about analyzing text when I write. Lexile, and a one-sentence summary of what was read during a sitting. 3. I can apply what I know about analyzing text when I speak and listen. Students read through all of their entries and write a reflection about Open-ended: their perceived growth. Evidence to include in the reflection might be 4. What was your favorite part of the unit about hoaxes? Lexile level growth, exploring a variety of genres, number of pages 5. What part did you like least? increasing per sitting, etc. 6. If you still have questions about topics from the unit, how will you get answers? Closing (5 minutes)

Whole Group Teacher/student sharing of how all parts of the day’s lesson build toward the Essential Question: How can a consumer of information avoid being duped?

Appendix

Table of Contents

3rd – 5th Grades Literacy Framework 39

Sample Frayer Model 40

Reading with Expression/Emotion 41

DRAW my own conclusion 42

Do Now & Do Now Rubric 43

Foundational Skills: Phonics 45

Grade 5 Informative/Explanatory Writing Rubric 46

Transitional Phrases & Words 47

Letter to Journalism Class 48

Cloze Assessment 49

Coded Seating Chart 50

Class Profile & Summary 51

Teacher Reflection 53

3rd – 5th Grades Literacy Framework 130 total minutes Do Now Reading Writing Daily Warm- Fluency Word Work and and Up 2 or 3 Days per Week 2 or 3 Days per Week Speaking & Listening Speaking & Listening Literacy Stations 5 minutes 15 minutes 15 minutes 35 minutes 45 minutes 30 minutes Do Now topic Opening Opening Opening Opening Opening posted for Whole Group Whole Group Whole Group Whole Group Whole Group students to (3 minutes) (3 minutes) (5 - 10 minutes) (5 - 15 minutes) (5 minutes) begin Learning Target Learning Target Mini-lesson Mini-lesson Direct Students: independently Teacher directions for Teacher directions for o Essential Question o Essential Question Based on Literacy Station upon entering practice time practice time o Learning Target o Learning Target selections, students the classroom. Move to student Move to student groups o Explicit instruction o Tied to reading report to designated groups Teacher Modeling (evidence from text) station: Guided Practice Teacher Modeling Teacher-Led Small Group Guided Practice Media Center Tuesday - Work Session Work Session Work Time Work Time Work Time Friday Small Group, Pairs, or Small Group, Pairs, or Small Group, Pairs, or Independent Small Group, Pairs, or Independent Small Group, Pairs, or Students Independent Independent (20 – 25 minutes) (25 - 30 minutes) Independent record (10 minutes) (10 minutes) Application of mini-lesson Application of mini-lesson (20 minutes) responses in Re-read prior text Decode unfamiliar Student-teacher conferencing Student-teacher conferencing Teacher-Led Small Group their Learning Timed readings words formed based on Logs. Readers’ Theater Previously taught strengths and needs practice vocabulary: current and documented on class recursive profile. Mostly Tier 2 Because students are in a vocabulary, all from Teacher-Led small group Note: Time allocations are context one day per week, for the adjusted for fluency Games, group 4 remaining days they performances (e.g., discussions, etc. select one per day a Readers’ Theater, poetry, balance of 2 Blue, 1 Red, speeches). and 1 Green station (See unit page 1.) Monday Closing Closing Closing Closing Closing Students Whole Group (2 minutes) Whole Group (2 minutes) Whole Group Whole Group Whole Group review the past Teacher/Students Teacher/Students (5 minutes) (5 minutes) (5 minutes) 4 Do Now sharing how the sharing how the Teacher/students sharing how Teacher/student sharing how Teacher/student sharing responses and Learning Target is met Learning Target is met the Learning Target is met in the Learning Target is met in how all parts of the day’s self-assess with student work with student work student work student work lesson build toward the using the Do Remind students to Remind students to Remind students to place card Remind students to place card Essential Question. Now Rubric place card in Literacy place card in Literacy in Literacy Station selector. in Literacy Station selector. Station selector. Station selector.

Emotion cards might include: angry fearful joyful brave excited sad sorrowful loving pouting giddy disappointed victorious panicked meek worried relieved happy sleepy 41

DRAW my own conclusion

D R Date of the source or website: Reliability of the Information: When was the webpage created? Do other sources give the same information? When was the information last updated? Does the author list sources? Is there a date given for the story? Or, is there Does the information represent a slanted view of the topic? Are there links to further reading? Do they work? only a vague reference, such as “one time” or “there was”.

A W Accuracy: Who wrote this? Is the information free from errors or mistakes? Is there contact information for the author? Are there spelling or grammatical errors? Is the author credible? Can the material be easily read and understood? What are the author’s credentials? Where does the information originate? Do you recognize the source? Is the information affiliated with a particular organization? Who is the intended audience?

Do Now

The first 5 minutes of each day’s literacy block. Rituals and routines and application of previously learned content allow students to complete the Do Now independently. Students maintain the Do Now as a section in their writing notebook. The teacher should utilize the Do Now as a formative assessment to determine students’ level of independent proficiency with the targeted CCSS.

Instructional Strategies The purpose of the Do Now is to reinforce the most important learning from previous lessons. The nonnegotiable focus of the Do Now is the content from the course. Students will prove their understanding of content through writing.

As a warm-up activity at the beginning of the class to be maintained in the students’ writer’s notebook: 1. Select the concept to reinforce in the Do Now. 2. Fill in the blanks in the Do Now template.

Do Now Template (Tuesday – Friday)

(Insert Question) Write a paragraph in which you explain . Support your explanation with evidence. Be sure to correctly use at least vocabulary words in your response.

• (Insert Question) This question centers around why the topic students have studied is important. • Blank 1 – fill in the topic that was studied. • Blank 2 – fill in a number of how many direct-instruction vocabulary words students are required to incorporate into their response. These words might be from the current week, but encourage students to also use words that were learned in previous lessons/units, when applicable. Keeping the words in use will help students increase ownership of the terms.

Students first respond independently. Following time for independent processing, pair or small group sharing will give students an opportunity to deepen their ownership of the content knowledge.

Do Now Template (Monday)

Did I prove my understanding of ? Use the Do Now rubric to review the past four responses and add the rubric to your Writer’s Notebook.

Do Now Rubric Attached

Do Now Rubric

Did I prove my understanding of ______? Review your response before placing it in your portfolio.

Advanced Student/Teacher Comments

All of the Proficient criteria, plus: ☐ I related my answer to previous content. ☐ I correctly included information from my independent research.

Proficient

☐ My answers address the question. ☐ I included evidence from class instruction to justify my responses (text, notes, discussion, etc.). ☐ I correctly used the required number of vocabulary words. ☐ I used correct grade-level grammar, spelling, and punctuation.

Progressing ☐ Three of the Proficient criteria are checked.

Not Yet

☐ Two or less of the Proficient criteria are checked. ☐ An alternate assignment is required.

Student Score: Teacher Score:

Foundational Skills Segment Phonics The page references in Fooled You: Fakes and Hoaxes Through the Years are provided to facilitate students’ applying word analysis skills out of context prior to seeing the same words in context.

Word Page Word Page convenient 1 compressed 35 enterprising 3 perpetual 37 astronomer 4 thermodynamics 37 balloonist 5 continental 40 pamphlet 6 descended 40 magistrate 9 amateur 41 penniless 9 archaeologist 41 interpreter 11 fluorine 43 gestures 11 superstition 53 imposter 13 dingy 55 possession 16 exposition 58 exhibition 17 chauffeur 60 platypus 17 abominable 64 proprietor 18 nocturnal 65 excavation 26 anthropologist 65 petrified 26 encounters 68 geologist 26 counterclockwise 71 luminiferous 32

Grade 5 Informative/Explanatory Writing Rubric Prompt: How can a consumer of information avoid being duped? You will read a story written by a student in Ms. Teacher’s class. The student had the option of writing either a strange, but true, story or a hoax in the format he or she chose. Think about all of the ways you have learned to determine whether a story is true. Use the evidence you find in the story to DRAW your own conclusion about whether the story is true or fake. Be thorough and careful in your analysis because the author of the story will be coming to our class on November 16 to find out what you think. Advanced Comments All of Proficient plus: Incorporates at least 3 sources into the paper. Uses correlative conjunctions (e.g. either/or, neither/nor) Maintains verb tense throughout the paper. Types the paper.

Proficient Reading (Comprehension of Key Ideas and Details) Includes a summary or paraphrase of relevant information from print and/or digital resources. Provides a list of resources. Ideas Responds to all parts of the prompt. Develops the topic with facts, definitions, concrete details, quotations, or other information. Gives evidence from the text that supports 3 specific points in the paper. Organization Groups information into paragraphs. Groups paragraphs into sections. Includes headings. Uses a variety of transitional words, phrases, and clauses to manage the sequence of events. Provides a concluding section related to the information or explanation presented. Clarity of Language Uses 5th grade level words and phrases to convey ideas precisely. Uses domain-specific vocabulary. Uses 3 or more linking words, phrases, and clauses to connect ideas. Uses a variety of simple, compound, and at least 2 complex sentences. Knowledge of Language and Conventions Uses commas and quotation marks to mark quotations from the text(s). Corrects fragments and run-ons. No more than 2 errors in the following areas: o Applies previously taught grade level spelling patterns. o Applies correct punctuation (end, commas, apostrophes, and titles). o Applies correct capitalization. o Ensures subject –verb agreement and pronoun-antecedent agreement.

Progressing Meets 12 – 16 of the Proficient criteria.

Beginning Meets less than 12 of the Proficient criteria. An alternate task to be completed after re-teaching.

Overall Score 46

Transitional Phrases & Words Introductory Phrases In my opinion There is no doubt that I question whether I believe From my point of view I (dis)agree It is my belief that It seems to me that I maintain that

Concluding Phrases For the reasons above To sum up In short In brief As you can see To be sure Undoubtedly In any event As I have noted Without a doubt In conclusion In any case In other words In summation Obviously Concluding On the whole Unquestionably Summarizing

Supporting Opinions First Furthermore Besides Further Second In addition Next Again Third Also Moreover Similarly Finally Last

Introducing Details For example For instance In support of this In fact As evidence Especially In addition

Cause and Effect Since Caused by In effect Because of This results in Brought about Due to Consequently Made possible For this reason Accordingly As might be expected Therefore As a result of Give rise to If ….. then Leads to Was responsible for

Compare and Contrast Similarly Likewise As well as Whether or not Compared to In the same way Have in common Even though In like manner Contrasting All are Rather than On the other hand On the contrary The same as Nevertheless Although As opposed to Conversely In spite of In contrast Moreover

Countering I realize Believe But I understand Feel Even though Maintain However Although I doubt Some people Favor I question It may be that Support Let me explain The idea to __ Argue On the other hand On the contrary deserves some merit, however

October 1, 2015

Ima Teacher Journalism Department Great High School 123 School Lane Besttown, GA 45678

Dear Ms. Teacher:

Mr. Write’s fifth grade class is excited to offer your students the opportunity to participate in our unit about determining whether information is a hoax. We have been learning how to use the evidence found in a story and investigate the validity of the information. Because we are eager to become more expert at recognizing hoaxes, we invite your journalism students to join us to help us practice our skills. We are requesting a total of 5 papers that may be created by individual students or student teams.

The first part of the authors’ task is to write a two to three page article that fifth grade students can evaluate and determine whether it is a hoax. It is the authors’ choice to write a story that is either strange, but true, or a hoax. The format is also authors’ choice, e.g., newspaper, magazine, tabloid, web page, etc. However, please include photos or illustrations to make the story more believable. Since our fifth grade class knows that checking for spelling and grammatical errors is one way to identify a hoax, be sure to edit the stories carefully. Also, because students in our class have various reading levels, please follow the directions on www.lexile.com for the Lexile Analyzer to estimate the Lexile of the article. We need 1 article written for each of the following levels: 1100L – 1185L range, 970L – 1000L range, 900L – 950L range, 810L – 870L range, and 720L – 800L range. If it is necessary to adjust the Lexile of an article, increasing or decreasing the sentence lengths and number of rare (Tier 3, Domain-Specific) words will affect the measurement. Once the Lexile is determined, please print the analysis to send with the articles. We ask that the authors include both the written and an audio version of the story for students who need extra support and for future use in our Listen to Reading station.

We will need the 5 articles on or before November 1, 2015. Each student will be given a copy of the article that matches his or her reading level. The student will analyze the article and decide whether he or she thinks the story is true or a hoax. Each fifth grade student will write an informational piece stating whether or not the story is true and explaining how he or she made that determination. Then, we ask that the author(s) of each story come to our class on November 16.

On November 16, fifth grade students who read an in-common article will be grouped with the author(s) of the story to create 5 groups. The fifth grade students will engage in an Expert Conversation with the author(s) to present the group’s evaluation of the article and to provide time for the author(s) to respond. The fifth graders will review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussion and either change or hold with their original evaluation. Then, the author(s) will be allowed to inform the fifth graders whether or not the story was a hoax.

Please do not hesitate to contact Mr. Write ([email protected]) if you have any questions. We look forward to working with you.

Sincerely,

Mr. A. Write Fifth Grade Teacher Awesome Elementary

Cloze Assessment Directions

1. Select an unfamiliar passage that is approximately 250 – 300 words in length. The passage should be from the content area.

2. Beginning with the second sentence, count and delete every fifth word if the text is to be used for grades 4 and up. Primary grades – every seventh or tenth word. Proper nouns are skipped and the next word deleted.

3. Words are deleted until there are a total of 50 deletions. With primary grades, you may need two passages of 25 deletions administered on different days.

4. The last sentence is left intact.

Directions to Students:

Read the entire passage quickly; fill in the blanks on the second reading. Write only one word in each blank. You are not expected to be able to figure out all of the missing words. You may skip one and come back to it if a later part of the passage gives a clue.

There is no required time limit.

Scoring

Only the exact replacement is scored as a correct response – not a synonym or another form of the correct word.

Percentage of Correct Responses Reading Level

60% and above Independent 40 – 59% Instructional Below 40% Frustration

Independent = RL10 & RI10 “independent and proficient”. This is the level in which they will be successful when assessed. Instructional = Teacher Modeling, Guided Practice, Independent Practice. Frustration = Teacher Read-Aloud & modeling of strategies used.

Coded Seating Chart Speaking & Listening

⌘ ⌘ ⌘ ⌘ ⌘ ⌘

     

Name: Name: Name: Name: Name: Name:

⌘ ⌘ ⌘ ⌘ ⌘ ⌘

     

Name: Name: Name: Name: Name: Name:

⌘ ⌘ ⌘ ⌘ ⌘ ⌘

     

Name: Name: Name: Name: Name: Name:

⌘ ⌘ ⌘ ⌘ ⌘ ⌘

     

Name: Name: Name: Name: Name: Name:

I can pose and respond to questions and elaborate on the remarks of others.

⌘ I can follow agreed-upon rules for discussions.

 I can summarize the points a speaker makes and explain how claims are supported by evidence.

Class Profile As individual students are able to independently perform the learning targets, record the date & an abbreviated reminder of the evidence source. Learning Target (ELA Student Name CCSS)

Class Profile Summary Summary for Craft Elements Summary for Conventions Elements Students’ Overall Strengths: Students’ Overall Strengths:

Whole Class Needs: (Needs reinforcement; repeated practice) Whole Class Needs: (One or two needs which are most important; class needs clarification and repeated practice)

Small Group Needs (A few students have these same needs; Small Group Needs (A few students have these same warrants small group instruction): patterns of error; warrants small group guided lesson): Group One: (Need) Group Three: (Need) Group One: (Need) Group Three: (Need) ______1. 1. 1. 1. 2. 2. 2. 2. 3. 3. 3. 3. 4. 4. 4. 4. Group Two: (Need) Group Four: (Need) Group Two: (Need) Group Four: (Need) ______1. 1. 1. 1. 2. 2. 2. 2. 3. 3. 3. 3. 4. 4. 4. 4. One-on-one conferencing: (Individual needs; prioritize most One-on-one conferencing: (Individual needs; prioritize important): most important): Student/Need: Student/Need: Student/Need: Student/Need: 1. 3. 1. 3. 2 4. 2. 4.

After teaching the unit, what are the next steps? (next unit, buffer days, etc.)