Unit 1: Launching the Reading Workshop

INSTRUCTIONAL FOCUS DOCUMENT 5th Grade Quarter 1 Unit 1: Launching the Reading Workshop Suggested Duration: 4 weeks (20 days) Cognitive and content changes Reading is a process that includes 5 plillars: Phonics, Phonemic Awareness, Vocabulary, Comprehension, and Fluency. To establish Routines for Balanced Literacy, make sure you have set up routines for all of the pillars of reading. This should be designed as a Reading Workshop model with Whole Class Lesson, Guided Reading Instruction, Independent Reading, and Literacy Stations that support the Standards.

Reading is a process and strategies are used Before Reading, During Reading, and After Reading. The goal is for each student to learn how to utilize their knowledge of strategies, their background knowledge and their text evidence to have complete understanding of text in a variety of genres.

MISCONCEPTIONS/UNDERDEVELOPED CONCEPTS:

MISCONCEPTION:

Assuming students have background knowledge of a topic (must build on prior knowledge and make relevant connections)

Assuming that students who are good decoders of reading automatically know how to stop and think metacognitively as they read.

Students need to be specifically taught how to paraphrase. This is a prerequisite skill for summary and main idea

Genre Study: Understand how fiction and non fiction genres are categorized and differ in text structure.

Students who can decode cvc and cvce words don’t always know how to transfer that skill to multi-syllabic words; this skill must be taught.

Making and confirming predictions is done before and during reading; the academic term foreshadowing must be explicitly taught when making predictions.

(ELLS struggle with the academic vocabulary when more than one word is used interchangeably during instruction. Make sure to clarify that a conflict and problem are synonyms.)

Choosing a good summary and creating a good summary are different skills. Make sure students know how summary will be tested. Students must know the elements that make up a “best summary” of a selection.

Students must use their background knowledge and text evidence to infer and comprehend. Students must be taught how to look back into the text for evidence, and the difference between textual evidence for lower level questions (skinny) and Inferring questions (fat questions) Teach studnets that text evidence can also be text clues and found in a variety of places throughout the text, not only in one paragraph.

Students confuse the academic vocabulary of text evidence, text features, and text structure. Make sure to clarify the difference.

4/27/2018 18:43:26 a4/p4 Literature Circles Defined:

 Students choose their own book materials

 Small temporary groups are formed based on book choice

 Different groups read different books and meet on a predicatable schedule to discuss their reading

 Discussion topics come from the students and are open and natural converstations about books, but in newly formed groups it is appropriate for students to rotate task roles to guide their discussion

 The teacher serves as a facilitator, not a group member or instructor

 Evaluation is by teacher observation and student self evaluation

 Classroom has a relaxed and comfortable atmosphere

 When books are finished, students share with their classmates and then new groups are formed

PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS

5. 1 A Read aloud grade-level Students Reading Response Journals are utilized for stories with fluency (rate, comprehend a students to respond metacognitively before, accuracy, expression, variety of texts during and after reading. appropriate phrasing) and drawing on comprehension. useful strategies Before Reading: as needed. Read Aloud Use text features of different genres to help predict. GRADE-LEVEL STORIES WITH FLUENCY AND COMPREHENSION Determing the author’s purpose to help predict Read Aloud which type of strategic reading is required GRADE-LEVEL STORIES WITH FLUENCY AND COMPREHENSION

Including, but not limited to: During Reading:  Independent-level materials - Monitor their own comprehension during texts in which no more than independent reading by asking relevant questions approximately 1 in

4/27/2018 18:43:26 a4/p4 INSTRUCTIONAL FOCUS DOCUMENT 5th Grade Quarter 1 Unit 1: Launching the Reading Workshop Suggested Duration: 4 weeks (20 days) 20 words is difficult for the as they read. reader  135-190 wcpm (words Making adjustments when comprehension breaks correct per minute) by the down end of fifth grade  Expression - use raised and Visualize lowered voices appropriately, emphasizing words and Using background knowledge and clues from text sentences to comprehend while reading.  Phrasing - pause appropriately with intonation Use context clues to determine the meaning of by paying attention to unknown words. punctuation, bold print, italics, etc. Decode multisyllabic words in context and  Adjust rate to the purpose of the independent of context by using common spelling reading (vary rate according to patterns. the complexity of the material and the purpose) (e.g., narrative vs. After Reading: expository) Clarifying their questions with text evidence

Paraphrasing in own words the meaning of the text. 5.2 A Determine the meaning of grade-level academic English Confirm predictions. words derived from Latin, Greek, or other linguistic roots Maintain meaning and logical order of the text. and affixes. Summarize

Readiness Standard Determine Importance

Determine

THE MEANING OF GRADE-LEVEL

ACADEMIC ENGLISH WORDS DERIVED FROM LATIN, GREEK, OR OTHER LINGUISTIC ROOTS AND AFFIXES

Including, but not limited to:  Latin - e.g., audi (audience, auditory), vis (vision, invisible), dict (dictator, contradict), able, ible  Greek - e.g., auto (autobiography, autograph), bio (biology, biography), tele (telegraph, telepathy), meter (speedometer, perimeter, thermometer), ology, phobia

4/27/2018 18:43:25 a4/p4  Other affixes and roots as found in appropriate grade- level text in multi content area

5.3 A Compare and contrast the themes or moral lessons of several works of fiction from various cultures.

Supporting Standard

Compare, Contrast

THE THEMES OR MORAL LESSONS OF SEVERAL WORKS OF FICTION FROM VARIOUS CULTURES

Works of fiction include, but are not limited to:  Fables  Legends  Myths  Historical fiction  Realistic fiction

5.3 B Describe the phenomena explained in origin myths from various cultures.

Supporting Standard

Describe

THE PHENOMENA EXPLAINED IN ORIGIN MYTHS FROM VARIOUS CULTURES

Phenomena - facts or events that are perceived or observed by the senses. A phenomenon can could be a rare fact origin. occurrence, an outstanding or unusual person or thing; a marvel.

Myth - a body of traditional or sacred stories to explain a belief or a natural happening elements of poetry (e.g., rhyme,

4/27/2018 18:43:26 a4/p4 INSTRUCTIONAL FOCUS DOCUMENT 5th Grade Quarter 1 Unit 1: Launching the Reading Workshop Suggested Duration: 4 weeks (20 days) meter, stanzas, line breaks) relate to the form (e.g., lyrical poetry, free verse).

Supporting Standard

Explain

HOW THE STRUCTURAL ELEMENTS OF POETRY RELATE TO THE FORM

Including, but not limited to:  Rhyme - two words or lines that end in the same sound (rhythmic patterns that emphasize sound)  Meter - the basic rhythmic structure in verse, made up of stressed and unstressed syllables. The movement of words in the poem. Meter stresses the number and patterns of syllables. It has a definite organization with certain lines

containing a certain number of pronounced beats.  Stanza - division of a poem composed of two or more lines characterized by meter, rhyme, and number of lines (i.e., couplet: a 2-line stanza; triplet: a 3-line stanza, quatrain: a 4-line stanza; quintet: a 5-line stanza, sestet: a 6-line stanza)  Line breaks - the intentional end of a line of poetry

Poetry forms include, but are not limited to:  Narrative poetry  Lyrical poetry  Humorous poetry  Free verse

5. 6 A Describe incidents that advance the story or novel, explaining how each incident gives rise to or foreshadows future events.

Readiness Standard

4/27/2018 18:43:26 a4/p4 Describe

INCIDENTS THAT ADVANCE THE STORY OR NOVEL, EXPLAINING HOW EACH INCIDENT GIVES RISE TO OR FORESHADOWS FUTURE EVENTS

Including, but not limited to:  Identify actions/incidents (events that happen throughout the story)  Explain how each (action/ incident/event) helps the reader predict future outcomes and actions (foreshadowing)

Foreshadowing - the use of hints or clues in a narrative to suggest what action is to come

5.9 A Read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning and logical order (e.g., generate a reading log or journal; participate in book talks). Read Independently

FOR A SUSTAINIncluding, but not limited to:  Read approximately 4 times a week  Read silently for 30-35 minutes by the end of the year  Read independent level materials (1 in 20 words is difficult for the reader)  Read regularly, self-selected (e.g., drawing on personal interest, by relying on knowledge of authors and different types of texts), and/or teacher-selected material  Adjust his or her method and rate of reading to the purpose of the assignment or material (e.g., reading a fiction selection quickly and paying attention to the plot

4/27/2018 18:43:26 a4/p4 INSTRUCTIONAL FOCUS DOCUMENT 5th Grade Quarter 1 Unit 1: Launching the Reading Workshop Suggested Duration: 4 weeks (20 days) details), reading a nonfiction article more slowly and noting critical concepts

Paraphrase, Summarize

WHAT THE READING IS ABOUT, MAINTAINING MEANING AND LOGICAL ORDER

Including, but not limited to:  Generate a reading log or journal  Participate in book talks

Paraphrase - restate the meaning of something in different words. Paraphrasing alters the exact wording of the source and transmits its ideas or sustained PERIOD OF TIME Including, but not limited to:  Read approximately 4 times a week  Read silently for 30-35 minutes by the end of the year  Read independent level materials (1 in 20 words is difficult for the reader)  Read regularly, self-selected (e.g., drawing on personal interest, by relying on knowledge of authors and different types of texts), and/or teacher-selected material  Adjust his or her method and rate of reading to the purpose of the assignment or material (e.g., reading a fiction selection quickly and paying attention to the plot details), reading a nonfiction article more slowly and noting critical concepts

Paraphrase, Summarize

WHAT THE READING IS ABOUT, MAINTAINING MEANING AND LOGICAL ORDER

Including, but not limited to:  Generate a reading log or journal

4/27/2018 18:43:26 a4/p4  Participate in book talks

Paraphrase - restate the meaning of something in different words. Paraphrasing alters the exact wording of the source and transmits its ideas or information without evaluation or interpretation.

Summarize - to reduce large sections of text to their essential points and main idea. Note: It is still important to attribute summarized ideas to the original source

5.11 A Summarize the main ideas and supporting details in a text in ways that maintain meaning and logical order.

Readiness Standard

Summarize

THE MAIN IDEAS AND SUPPORTING DETAILS IN A TEXT IN WAYS THAT MAINTAIN MEANING AND LOGICAL ORDER

Summary includes, but is not limited to:  Brief, coherent sentences that communicate the key information in logical order (short paragraph)  A main idea (the central meaning)  Details that come from the beginning, middle, and end  Adherence to the author's interpretation and emphasis  Importance of author’s words 5.11 B Determine the facts in text and verify them through established methods.

Supporting Standard

Determine

THE FACTS IN TEXT AND VERIFY THEM THROUGH ESTABLISHED METHODS

4/27/2018 18:43:26 a4/p4 INSTRUCTIONAL FOCUS DOCUMENT 5th Grade Quarter 1 Unit 1: Launching the Reading Workshop Suggested Duration: 4 weeks (20 days) Including, but not limited to:  Verify through the use of reliable sources  Determine if the sources are valid and credible Example of reliable source:  Encyclopedia 5.11 C Analyze how the organizational pattern of a text (e.g., cause-and-effect, compare- and-contrast, sequential order, logical order, classification schemes) influences the relationships among the ideas.

Readiness Standard

Analyze

HOW THE ORGANIZATIONAL PATTERN OF A TEXT INFLUENCES THE RELATIONSHIPS AMONG IDEAS

Including, but not limited to:  Cause-and-effect  Compare and contrast  Sequential order  Logical order  Order of importance  Classification scheme  Description

5.11 D Use multiple text features and graphics to gain an overview of the contents of text and to locate information.

Readiness Standard

MULTIPLE TEXT FEATURES AND GRAPHICS TO GAIN AN OVERVIEW OF THE CONTENTS OF TEXT AND TO LOCATE INFORMATION

Including, but not limited to:  Titles and topics

4/27/2018 18:43:26 a4/p4  Captions Sub titles  Key words  Bold print  Italics  Table of contents  Glossary  Index  Heading  Illustrations/photos  Topic sentences  Concluding sentences  Guide words  Diagrams  Charts  Maps  Graphs  Tables  Timelines

KEY ACADEMIC VOCABULARY SUPPORTING CONCEPTUAL DEVELOPMENT routine genre reading workshop fiction Relevant

Reading Response fables Clarification/ Clarify/ verify Journal legends Visualize/ mental images

4/27/2018 18:43:26 a4/p4 INSTRUCTIONAL FOCUS DOCUMENT 5th Grade Quarter 1 Unit 1: Launching the Reading Workshop Suggested Duration: 4 weeks (20 days) Text features myths Ask Questions

Guide Words historical fiction Cause & Effect

Key Words realistic fiction Make Connections concluding sentence nonfiction Meta-cognition (TEKS: figure 19) Diagrams/ charts monitor Influence Italics comprehend

Captions background knowledge

Table of Contents text evidence

Subtitles paraphrase / restate

Glossary prediction/ predict

Index Foreshadowing

Heading/ Bold Print Topic sentence

Sequencing/ Sequential Key words Order/ logical order/timelines narrative

Greek and Latin roots and expository affixes Text Structure Plot/ Problem/ Solution fluency, rate, accuracy, Conflict/ Resolution phrase, expression

Stanza sustained period of time

Linebreaks

Narrative Poetry

Lyrical Poetry

Humerous Poetry

Free Verse Poetry

4/27/2018 18:43:26 a4/p4 TEKS TEKS SPECIFICITY

Spiraled in Aligned with Texas Treasures Smart Start Guided and Unit 1 weeks 1-6 for Vocabulary and Reading / Phonics TEKS Read Alouds The TEKS listed below are spiraled and throughout Read Alouds, Guided Reading, Literacy and Literacy Stations. Stations

Fig 19B Ask literal, interpretive, and evaluative Including, but not limited to: questions of text.  Ask questions before, during, and after reading Ask Literal question - knowledge level, fact- based LITERAL, INTERPRETIVE, AND question (e.g., who, what, when, where, why, and EVALUATIVE QUESTIONS how questions) questions asked for clarification

Interpretive question - (e.g., What does this mean?)

Evaluative question - (e.g., Do you agree or disagree? What do you feel about this? What do you believe about this? What is your opinion about this?)

Fig19C Monitor and adjust comprehension (e.g., Including, but not limited to: using background knowledge, creating  Use background knowledge sensory images, re-reading a portion aloud, generating questions).  Create sensory images (images created by using the five senses- sight, Monitor, Adjust smell, sound, touch, taste)  Re-read a portion aloud COMPREHENSION  Use contextual clues (See 4.2B)  Generate literal, evaluative, and interpretive questions (See 4.Fig19B)  Ask for help Fig19 D Make inferences about text and use Including, but not limited to: textual evidence to support

4/27/2018 18:43:26 a4/p4 INSTRUCTIONAL FOCUS DOCUMENT 5th Grade Quarter 1 Unit 1: Launching the Reading Workshop Suggested Duration: 4 weeks (20 days) understanding.  Title Readiness Standard (Fiction, Expository)  Cover Supporting Standard (Literary Nonfiction,  Illustrations Poetry, Drama)  Plot  Facts/details Make  Background knowledge/ experience INFERENCES ABOUT TEXT AND USE TEXTUAL EVIDENCE TO SUPPORT UNDERSTANDING

Fig19 E Summarize information in text, Including, but not limited to: maintaining meaning and logical order.  Brief, coherent sentences that communicate the key information (short Readiness Standard (Fiction, Expository) paragraph) in logical order Supporting Standard (Literary Nonfiction,  A main idea (the central meaning) Poetry, Drama)  Main character(s) in fiction Summarize  Details that come from the beginning, middle, and end INFORMATION IN TEXT, MAINTAINING  Importance of author’s interpretation and MEANING AND LOGICAL ORDER emphasis  Importance of author’s words

Fig 19 F Make connections (e.g., thematic links, Including, but not limited to: author analysis) between literary and  Thematic links informational texts with similar ideas and provide textual evidence.  Author analysis  Own experiences (things done or seen) Readiness Standard  Ideas in other text- concepts that Make connect texts  Larger community - a group of people who CONNECTIONS BETWEEN LITERARY have the same interest or live in the same AND INFORMATIONAL TEXTS WITH area SIMILAR IDEAS AND PROVIDE TEXTUAL EVIDENCE Various genres include, but are not limited to:  Fiction  Nonfiction  Poetry  Drama  Expository  Persuasive  Procedural

Spiraled Decode multisyllabic words in context (i) dropping the final “e” and add endings

4/27/2018 18:43:26 a4/p4 TEKS and independent of context by applying such as -ing, -ed, or -able (e.g., use, common spelling patterns, including: using, used, usable) From Decode Rules for adding a suffix to words ending in - e: rd 3  If a word ends in -e, drop the final -e if the MULTISYLLABIC WORDS IN CONTEXT suffix begins with a vowel (e.g., 3.1 A AND INDEPENDENT OF CONTEXT BY make/making) APPLYING COMMON SPELLING PATTERNS  If a word ends in -e, keep the final -e if the suffix begins with a consonant (e.g., Spelling patterns - letter sequences that polite/politely) frequently occur in certain positions in  If a word ends in -e, keep the final -e if the final words, also known as phonograms or rimes -e is preceded by a vowel (e.g., agree/agreeing)

3.1 B Use common syllabication patterns to Including, but not limited to: decode words including: Identify accented and unaccented syllables in multisyllabic words to the following Use pattern: COMMON SYLLABICATION PATTERNS TO DECODE WORDS  VC  CVC  CCVC  CVCC  CVCe (long vowel pattern)  CCVCe (long vowel pattern) (iv) r controlled vowels (e.g., fer-ment, car-pool)

An r-controlled syllable is a syllable in which the vowel is followed by an r, which influences the vowel sound. i) dropping the final “e” and add endings such as -ing, -ed, or -able (e.g., use, using, used, usable

3.2 A Use ideas (e.g., illustrations, titles, topic Use sentences, key words, and foreshadowing clues) to make and confirm predictions IDEAS TO MAKE AND CONFIRM PREDICTIONS

Including, but not limited to:  Illustrations  Titles  Topic sentences  Key words  Foreshadowing clues

4/27/2018 18:43:26 a4/p4 INSTRUCTIONAL FOCUS DOCUMENT 5th Grade Quarter 1 Unit 1: Launching the Reading Workshop Suggested Duration: 4 weeks (20 days) Idea - a wide range of tools a student may use to make and confirm predictions

Foreshadowing - the use of hints or clues in a narrative to suggest what action is to come

Use context (e.g., in-sentence Use restatement) to determine or clarify the meaning of unfamiliar or multiple CONTEXT TO DETERMINE OR CLARIFY THE meaning words. (homophones) MEANING OF UNFAMILIAR WORDS OR MULTIPLE MEANING WORDS Readiness Standard Including, but not limited to:  Identify and use relationships among surrounding words, phrases, sentences, and paragraphs  Distinguish words as multiple meaning and/or homograph  Use in-sentence examples  Use definition in the sentence  Use in-sentence restatement

5.2 C Produce analogies with known antonyms  Boy:girl as male:female and synonyms  Girl:woman as boy:man Produce Analogy - a vocabulary exercise in which an ANALOGIES WITH KNOWN ANTONYMS association between a concept and its AND SYNONYMS attribute is present (e.g., hot:cold as north: ) Examples:

5.2 E Use a dictionary, a glossary, or a Including, but not limited to: thesaurus (printed or electronic) to  Use the dictionary key determine the meanings, syllabication, pronunciations, alternative word choices,  Use phonetic spelling to pronounce a and parts of speech or words. word  Use dictionary abbreviations for parts of Readiness Standard speech (e.g., n., v.)

A DICTIONARY, A GLOSSARY, OR A THESAURUS (PRINTED OR ELECTRONIC) TO DETERMINE MEANINGS, SYLLABICATION, PRONUNCIATIONS, ALTERNATIVE WORD CHOICES, PARTS OF SPEECH OR WORDS

4/27/2018 18:43:26 a4/p4 5.9 A Read independently for a sustained period of time and summarize or Including, but not limited to: paraphrase what the reading was about,  Read approximately 4 times a week maintaining meaning and logical order (e.g., generate a reading log or journal;  Read silently for 30-35 minutes by the end participate in book talks). of the year  Read independent level materials (1 in Read Independently 20 words is difficult for the reader)

FOR A SUSTAINED PERIOD OF TIME  Read regularly, self-selected (e.g., drawing on personal interest, by relying on knowledge of authors and different types of texts), and/or teacher-selected material  Adjust his or her method and rate of reading to the purpose of the assignment or material (e.g., reading a fiction selection quickly and paying attention to the plot details), reading a nonfiction article more slowly and noting critical concepts

5.2 D Identify and explain the meaning of Including, but not limited to: common idioms, adages, and other Texas sayings.  Repeated and familiar expressions Treasures  Idiom - an expression that has a different meaning from the literal meaning of its Unit 1 Identify, Explain individual words (e.g., have the upper Spiral THE MEANING OF COMMON IDIOMS, hand or under the weather). Idioms are during ADAGES, AND OTHER SAYINGS peculiar to a given language and usually word work cannot and be translated literally. Guided  Adage - a short but memorable saying Reading that holds some important fact considered true by many people (e.g., Don’t judge a book by its cover.)

Suggested Instructional Whole-Group Lessons

Monday Tuesday Wednesday Thursday Friday

4/27/2018 18:43:26 a4/p4 INSTRUCTIONAL FOCUS DOCUMENT 5th Grade Quarter 1 Unit 1: Launching the Reading Workshop Suggested Duration: 4 weeks (20 days) Day 1 Day 2 Day 3 Day 4 Day 5

Welcome to the What is Genre? Texas Treasures Texas Treasures Good Readers Think Reading Workshop: Smart Start Smart Start: about what they are Smart Start TX Reading Interest Fiction Writing Inventory Treasures Expository Features of Fiction 5.11 C and 5.11 E Using Genre Posters Creation of Reading and Narrative Text Non fiction and and Graphic Response Journals Structure Expository text Organizer to Review structure. 5.1 A the key 5.3A, 5.F19A characteristics of 5.11 A-D different genres

5.F19A

Day 6 Day 7 Day 8 Day 9 Day 10

Good Readers Ask Good Readers are Beginning Literature Circles Wonderous Words Good Questions Always Learning Literature Circles Book Pass Decoding Words in Context 5.F19B 5.1 A 5.1 A 5.1 A 5.1 A 5.F19C 5.F19B, 5.F19C 5.6 A 5.2 A

Additional Resources:

Smart Start Resource in Texas Treasures Teacher Guide. http://misdelar.wikispaces.com/Genre+posters http://misdelar.wikispaces.com/Reading+Strategy+Posters http://birdsonawire.wikispaces.com/home

Brainpop Comprehension Videos

ConnectEd comprehension Videos http://connected.mcgraw-hill.com/connected/login.do

Smart Exchange Lessons on Comprehension Strategies - http://exchange.smarttech.com/#tab=0 http://www.lauracandler.com/strategies/litcircles.php http://www.readinga-z.com/book/literature-circle-books.php?context=more-resources

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