Scott Foresman Reading Street Lesson Planning

Literacy Block Planner Grade 5 Theme 2 Lesson 6 Theme: Common Goal Lesson: 6 Focus Skill: Theme Focus Strategy: Ask Questions

Whole Group Instruction: 30 minutes Day 1 Day 2 Day 3 Day 4 Day 5 Question of the What story have you read Why do you think Jose Name an activity that you find Think of a story that you really Do you think you would like to Day recently that has a message Manuel’s grandma changed herirresistible. Why do you feel enjoyed reading. What made participate in the traditions of you thought was useful? What mind and let him go out to play that way? the story so enjoyable? the Night of San Juan? Why or was the message? with Evelyn and her sisters? why not?

Whole Class Decoding/Word Attack: Decoding/Word Attack Skills: Decoding/Word Attack Skills: (8-10 minutes) Syllable Patterns Consonant – Syllable Patterns Consonant – Syllable Patterns Consonant – le, p. T61 le (p. T64) le (p. T65) I do: Use “little” and “stumble to Ask students to identify syllable Mini-Lesson Review briefly a few words and introduce syllable patterns. patterns in several new words. Make ask student to identify spelling Word Work and We do: Have students identify syllable sure to name how the syllable pattern pattern. Spelling pattern in additional words. adds the schwa sound.

Whole Class Comprehension: Theme (pp. Comprehension: Ask Questions (pp. Comprehension Theme (pp. Comprehension: Ask Comprehension: Theme (pp. T30-T31) T32-T33) T42) Questions (p. T43, T47) T56-T57) (8-10 minutes) I do: Model using paragraph on p. T36- I do: Discuss the definition of 37 to discuss asking questions as a Have students using selection I do: Model using think aloud Reinforce identifying theme theme. Model using paragraph. strategy to support comprehension. the character’s traits, motives, how to ask questions. We do: from selection continuing to We do: Use think pair share to We do: Have students read one and the theme. Have partners reread and ask identify character’s qualities, Mini-Lesson have students help identify paragraph and ask a question they their own questions. motives, and actions. Use might have using partners. Comprehension character’s qualities, motives, discussions to have students and actions. revise written response.

Whole Class Build Background (T34) Introduce Vocabulary (p. T36- Reinforce Word Meanings (p. Extend Word Meanings (p. Return to Building Background (8-10 minutes) Develop web about the 37) T63) T63) Web meaning of communities and Introduce vocabulary word. Use questions to reinforce Use questions to reinforce Add words to web. Try to add what they know. Have students repeat each specific vocabulary words they specific vocabulary words they vocabulary words also. word several times. are struggling with. Use think are struggling with. Use think Mini-Lesson Use questions with think pair pair share to discuss and have pair share to discuss and have Vocabulary share to discuss several words. students used words. students used words. Day 1 Day 2 Day 3 Day 4 Day 5 Students partner read leveled Students partner read selection before Students partner read second Students reread main selection Students reread leveled readers reader before the group. the group. Have students record selection before the group. in partners. in partners. questions as they read.

Discuss the theme of the Discuss the theme of the main Use selection to model asking On-Level leveled reader. Discuss selection, i.e. p. T46 and T48. questions to support character’s actions, motives, comprehension. Focus: Share questions about the selection. Comprehension and qualities. Model using p. T47 how you ask questions to support comprehension.

Students partner read the Students partner read the leveled Students’ partner read the first Students’ partner read the second half Students partner read second leveled reader if able. Read reader if able. Read the second half of half of the main selection if of the main selection if able. If not able,selection before the group. If the leveled reader. they can listen to it on CD before the half of the leveled reader. able. If not able, they can listen group. not able, they can listen to it on Discuss the theme of the leveled to it on CD before the group. CD before the group. Discuss the theme of the reader. Identify character’s qualities, Discuss the theme of the main Strategic motives, and actions. selection, i.e. p. T46 and T48. Focus: selection, i.e. “What message Use selection to model asking Focus on fluency or decoding Comprehension and does this story give readers Model a place where asking questions questions to support Share questions about the selection. skill dependent on students’ other areas identified by data about honesty?” support comprehension. comprehension, i.e. p. T 43. Model using p. T47 how you ask needs. questions to support comprehension. Focus on fluency or decoding Focus on fluency or decoding Focus on fluency or decoding skill skill dependent on students’ skill dependent on students’ dependent on students’ needs. needs. needs. Students partner read leveled Students partner read selection before Students partner read second Students reread main selection Students reread leveled readers reader before the group. the group. Have students record selection before the group. in partners. in partners. questions as they read.

Discuss the theme of the Discuss the theme of the main Use selection to model asking Advanced leveled reader. Discuss selection, i.e. p. T46 and T48. questions to support character’s actions, motives, comprehension. Focus: Share questions about the selection. Comprehension and qualities. Model using p. T47 how you ask questions to support comprehension.

Sample Writing Revise and edit reader’s Using leveled readers, describe Based on the selection, “The Using the selection, “The Night Explain the common Prompts for responses from the previous the theme. Discuss the Night of San Juan”, explain of San Juan,” explain why you characteristics of culture Writing in week. character’s qualities, motives, what the character’s qualities, think Jose Manuel’s grandma expressed in both “The Night of Response to and actions. Use evidence from motives, and actions suggest seems less scary when the girls San Juan” and the “Tejano Text the selection in your response. about the theme of friendship. sit down with her to eat corn Conjunto Festival.” Support your response with fritters. Use evidence from the evidence from the text. story to support your response.