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Lesson 5 OVERVIEW Summarizing Informational Texts

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Lesson 5 OVERVIEW Summarizing Informational Texts LESSON Lesson 5 OVERVIEW Summarizing Informational Texts Lesson Objectives LearningLearning Progression Progression . summarize the text. Grade 3 Grade 4 Grade 5 Reading Students recount the key Building on Grade 3, Grade 5 increases in • Summarize informational texts details of a text and students synthesize the complexity by requiring effectively. explain how they support main idea and the most students to bring together • Synthesize the main idea and the text’s main idea. important details in a text multiple main ideas and important details of informational to produce an effective use key details and texts to create effective summaries. summary. sequencing when summarizing a text. Writing • Draw evidence from informational texts to support analysis and reflection. Speaking and Listening Lesson Text Selections • Pose and respond to specific questions and contribute to discussions. Modeled and Guided Practice Independent Practice • Review the key ideas expressed and Guided Instruction explain their own understanding. Modeled and Guided Instruction Guided Practice Independent Practice Read Genre: History Article Read Genre: History Article Read Genre: History Article from Hair WORDS TO KNOW It All Began with New Ways As you read, look Today, inside, around, and Language with beyond these words Words to figure out what by S. L. Hughes Gone they mean. Spacewar!by Peter Roop, Cobblestone 1 Over the centuries, the English language has undergone • established many changes. Words that once rhymed no longer sound Tomorrowby Jan Russ • demonstrations • introduced 1 Two enemy spaceships slowly circled each other on a black and white • Use context to determine the meaning the same. Others have their origins in lands far from 1 Just as clothing fashions change, so do hair fashions. People in screen. One spaceship accelerated as the other rotated to the right. e America. And still other words have taken on new and the past sometimes used their hair to make unusual statements— rst spaceship red a silent missile at its opponent. e missile missed its special meanings. much like today. target. e second spaceship returned re. Its missile hit the enemy and 2 Old English poems and rhymes o en provide 2 Before the invention of scissors, people just let their hair erased it from the screen. clues into how word pronunciations have changed. of unknown words and phrases. grow long and tied it back. But a er a while, people began 2 is was the scene on the screen of Spacewar!, the world’s rst video For example, the word sea did not always to style their hair. Some hairstyles were very complex. game. is historic game ushered in the age of electronic games. rhyme with see. Originally, it rhymed with say. 3 e largest and most elaborate hairstyles appeared in the 3 e basic rules were quickly established: two enemy spaceships And speak once rhymed with the word brake. Sometime a er the 1600s, late 1700s. Women wore their hair piled high on top of their controlled by switches ring missiles at one another. e team then people shi ed the way they said the sound for the letters ea in many heads. As the style became even more extreme, they wove added stars to the background and introduced gravity and hyperspace to words. Now sea sounds like tea or pea, and speak rhymes with beak, not hair onto large wire frames. Some of these hairpieces towered make Spacewar! more challenging and realistic. • Use academic vocabulary. break. No wonder spelling can be confusing! three feet above a woman’s head! e style also called for fancy 4 Spacewar! was an immediate hit at computer conventions and 3 Today we think of everyday words like shirt, zero, and dollar as part ornaments. Tucked into the hairpieces were owers, birds, and demonstrations. It not only showed what a computer could do, but it was of our vocabulary. But they were “borrowed” from other languages long waterfalls—even complete battle scenes! also fun to play. ago. Average, check, and scarlet are just a few words that came from the 4 In the 1920s, women started a fashion of cutting hair short, Arab world. e Vikings, old Germans, and Romans loaned us words called hair bobbing. Women “bobbed” their hair to show the newly like glitter, weird, and soldier. We also borrowed words such as prairie independent spirit of the time. e fashion of short hair was then and mesa from the French and Spanish. And we needed to name food replaced by a return to long hair. such as chocolate, ketchup, oranges, pickles, and pretzels, so we’ve added 1971 5 In the 1960s, many women wore their hair long and very Close Reader Habits 1950s those words to our vocabulary, too. straight. Because not everyone is born with straight hair, Time Line Ralph Baer begins 4 Even now, English continues to change. Consider how new What details are Researchers use work on a computer many teenagers would iron their hair to make it straight. important enough to technology has given familiar words like mouse or menu new Close Reader Habits computers to play game to play on a ey would lay their curly hair on an ironing board and press include in a summary? meanings. Now you can surf the Web without getting wet or checkers and other home TV. As you read, underline the curls straight. Soon, young men, like young women, also Reread the article. games. tangling with a spider. And you can catch a bug or a virus, but key details that explain let their hair grow long, partly as a sign of rebellion. is Underline sentences 1962 so can your computer. Certainly, these surprising changes to three main ways that that tell more about the rebellion was a statement against the social rules of the time— Spacewar! is English make talking and writing a real adventure. words have changed main idea. over time. as many fashions are. invented. 68 Lesson 5 Summarizing Informational Texts ©Curriculum Associates, LLC Copying is not permitted. 70 Lesson 5 Summarizing Informational Texts ©Curriculum Associates, LLC Copying is not permitted. 74 Lesson 5 Summarizing Informational Texts ©Curriculum Associates, LLC Copying is not permitted. Academic Talk New Ways with Words Hair Today, Gone Tomorrow It All Began with Spacewar! See Glossary of Terms, pp. TR2–TR9 by S. L. Hughes by Jan Russ by Peter Roop • summarize • main idea Genre: History Article Genre: History Article Genre: History Article • key details • summary 66a Lesson 5 Summarizing Informational Texts ©Curriculum Associates, LLC Copying is not permitted Lesson 5 Overview Lesson Pacing Guide Whole Class Instruction 30–45 minutes per day Day 1 Teacher-Toolbox.com Interactive Tutorial Ready Writing Connection Check the Teacher Toolbox for Interactive Tutorials to During Ready Reading Days 1–5, use: use with this lesson. Lesson 1 Writing an Opinion: Speech Introduction pp. 66–67 • Step 1 Study a Mentor Text • Step 2 Unpack Your • Read Summarizing Informational Texts 10 min Assignment • Think 10 min • Review the Research Path Graphic Organizer: Main Idea Chart • Read Source Text • Talk 5 min • Step 3 Find Text Evidence Quick Write (TRB) 5 min • Reread Source Text See Ready Writing TRB, p. 1a Modeled and Guided Instruction pp. 68–69, 72 Day 2 for complete lesson plan. • Read New Ways with Words 10 min • Think 10 min Graphic Organizer: Main Idea Chart • Talk 5 min Small Group Differentiation • Write Short Response 10 min Teacher-Toolbox.com Day 3 Guided Practice pp. 70–71, 73 • Read Hair Today, Gone Tomorrow 10 min Reteach • Think 10 min Ready Reading Prerequisite Lesson • Talk 5 min Grade 3 • Write Short Response 10 min • Lesson 1 Ask and Answer Questions About Key Ideas Day 4 Independent Practice pp. 74–79 • Lesson 2 Finding Main Ideas and Key Details • Read It All Began with Spacewar! 15 min • Think 10 min Teacher-led Activities • Write Short Response 10 min Tools for Instruction Day 5 Independent Practice pp. 74–79 • Summarize Informational Text • Review Answer Analysis (TRB) 10 min • Review Response Analysis (TRB) 10 min • Assign and Discuss Learning Target 10 min Personalized Learning i-Ready.com Language Handbook Lesson 2 Progressive Verb Tenses, pp. 466–467 20 min (optional) Independent i-Ready Close Reading Lessons • Grade 3 Recounting Key Details • Grade 4 Summarizing Informational Texts ©Curriculum Associates, LLC Copying is not permitted Lesson 5 Summarizing Informational Texts 66b Lesson 5 Summarizing Informational Texts Introduction Introduction Lesson 5 Summarizing Get Started Informational Texts • Explain to students that in this lesson they will be Summarizing a text by briefly restating the main reading informational texts about the history of Learning Target idea and key details will deepen your understanding of the information you read. everyday things and summarizing the text. • Tap into what students already know by asking Read Writers of informational texts organize their information them what summarizing means. Agree that around main ideas and key details about a topic. summarizing means telling what a text is about by To summarize a text, briefly restate the main idea and key details sharing only its most important parts. about the topic. Only include details that are important—details that answer questions about the main idea. Put your information in • Invite students to imagine that they are telling a an order that makes sense, and be sure to use your own words. friend what they did during summer vacation. Read the text below. How would you summarize it in a Discuss what they would say. Ask them to think sentence or two? about what details they would include and what details should probably be left out. Explain: If I were telling someone about my summer Even the Toothbrush Has a vacation, I would tell where I went and who History went with me.
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