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Reading – Grade 5Unit of Study: Understanding the Narrative in Depth/ Entender la narrativa

Second Grading Period – Weeks 1 - 7 CURRICULUM OVERVIEWBig Idea Unit Rationale

This unit will focus on the basics reading skills: drawing conclusions, character and story elements, graphic sources, comparison/contrast, plot, text structure, and summarizing.

Regie Routman says, “The real “basics” go way beyond skills, although the skills are fundamental. Today’s “basics” also go beyond content and strategies. Our information age is ever expanding, and the definition of literacy expands with it. We must teach our students how to interpret, evaluate, analyze, and apply new knowledge and go on learning – starting in kindergarten” (14).

Routman, R. (2000). Conversations. Heinemann Publishers, Portsmouth, NH.

“Another strategic way to help students read thoughtfully is to get them focused on their own thinking as they read” (136).

“… begin to explore ways to make (students) more aware of thinking about their own processes for understanding. Demonstrate a wide range of strategies” (137).

Routman, R. (2000). Conversations. Heinemann Publishers, Portsmouth, NH.

TEKS TEKS Specificity - Intended Outcome

Con

cept

s

TEKS 5 The student is expected to: 1A set a purpose for listening such as to gain information, to solve

problems, or to enjoy/appreciate 1B eliminate barriers to effective listening 1C understand the major ideas and supporting evidence in spoken

messages 3A listen to fluent models of oral reading 4A connect his/her own experiences, information, insight, and ideas with the

experiences of others through speaking/listening 5B demonstrate effective communication skills that reflect demands such as

interviewing, reporting, requesting, and providing information 6A apply knowledge of letter-sound correspondences, language structure

and context to recognize words 6B use structural analysis to identify root words with prefixes and suffixes 6C locate the meanings, pronunciations, and derivations of unfamiliar words

using dictionaries, glossaries, and other sources 7A read regularly in independent-level materials (texts in which no more

than approximately 1 in 20 words is difficult for the reader) 7C demonstrate characteristics of fluent and effective reading 7D adjust reading rate based on purposes for reading 7E read aloud in selected texts in ways that both reflect understanding of

the text and engage the listeners 7F read silently with increasing ease for longer periods 8A reads classic and contemporary works 8B select varied sources such as nonfiction, novels, textbooks, newspapers,

and magazines when reading for information and pleasure

I can: enjoy listening to stories read aloud to make connections and learn new

vocabulary 1A, 1C, 1B, 3A, 4A, 9A, 9B recognize words: letter-sound correspondences, language structure, context

6A understand root words, prefixes, and suffixes 6B use reference materials to locate the meanings, pronunciations, and

derivations of unfamiliar words 6C, 9C increase the amount of time spent reading independently 7A , 7F, 8A, 8B, 8C reads fluently and effectively 7C, 7D, 7E, 8A use text topic and details (text structure) to locate and recall information 10E infer such as by drawing conclusions and supporting them with text evidence

10H use graphic sources to answer different types of questions 10K, 10L compare and contrast ideas 11D analyze characters and their motivations 12H understand the plot and the main problem or conflict of a story 12I set the stage for reading the story by activating my prior knowledge 10A set a purpose for reading so that I know what I am looking for 10B pause and think about what I do and don’t understand and reread, if

necessary 10C, 11B determine the gist and details in order to summarize text 10G react and reflect on what I read using the RCP 11A

SAISD © 2008-09 – Second Grading Period Reading Grade 5 of 44

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

8C read for varied purposes such as to be informed, to be entertained, to appreciate the writer’s craft, and to discover models for his/her own writing

9A develop vocabulary/listening to selections

9B draw on experiences to bring meanings to words in context multiple-meaning words (TAKS 1)

9C use multiple reference aids, including a thesaurus, a synonym finder, dictionary, and software, to clarify meaning and usage

10A use his/her own knowledge to comprehend 10B establish and adjust purposes for reading such as reading to find out,

to understand, to interpret, to enjoy, and to solve problems 10C monitor his/her own comprehension and make modifications when

understanding breaks down such as by rereading a portion aloud, using reference aids, searching for clues, and asking questions

10E use the text’s structure or progression of ideas such as cause and effect or chronology to locate and recall information (TAKS 3)

10G paraphrase and summarize text to recall, inform, or organize ideas (TAKS 1)

10 H draw inferences such as conclusions or generalizations and support them with text evidence and experience 10K answer different types and levels of questions; open –ended, literal,

interpretative, multiple- choice, true-false, short-answers

10L represent text information in different ways such as in outline, timeline, or graphic organizer

11A offer observations, make connections, react, speculate, interpret, and raise questions in response to text

11B interpret text ideas through such varied means as journal writing, discussion, enactment, and media

11D connect, compare, and contrast ideas, themes, and issues across text

12H analyze characters, including their traits motivation, conflicts, point of view, relationship, and changes they undergo (TAKS 2)

12I recognize and analyze story plot, setting, and problem resolution (TAKS 2)

Yo puedo: gozar los cuentos que me lee el maestro/la maestro para hacer conexiones y

aprender vocabulario nuevo 1A, 1C, 1B, 3A, 4A, 9A, 9B reconocer las palabras por usar sus letras, la estructura de lenguaje y el

contexto 6A entender las raices de las palabras y sus prefijos y sufijos 6B usar las materiales de referencia para buscar definiciones, pronunciaciones,

y derivaciones 6C, 9C aumentar la cantidad de tiempo que leo independientemente 7A , 7F, 8A, 8B,

8C leer con fluidez 7C, 7D, 7E, 8A usar el tema y los detalles del texto (estructura del texto para buscar y

recordar la información del texto 10E inferir por sacar conclusiones y apoyarlas con evidencia del texto 10H usar fuentes gráficas para contestar varios tipos de preguntas 10K, 10L hacer comparaciones y contrastes de ideas 11D analizar los personajes y sus motivaciones 12H entender el argumento y el problema principal o el conflicto del cuento 12I preparer para leer por activar los conocimientos previos 10A hacer un propósito para leer para que sepa lo que quiero hallar 10B pausar y pensar de lo que entiendo y lo que no entiendo y volver a leer, si sea

necesario 10C, 11B determinar lo ensencial y los detalles importantes para resumir el texto 10G react and reflect on what I read using the RCP 11A

Evidence of Learning

95% of students will have sufficient entries in the Reader’s Notebook using the Reading Comprehension Process.Confer with students and give them feedback on their reader’s notebook entries.Use the Reader’s Notebook Rubric for grading.



Reading – Grade 5Unit of Study: Understanding the Narrative in Depth

CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

Unit of Study: Understanding the Narrative in Depth How do I draw conclusions when I read? How can understanding story elements and

characters help me as I read? What information can I get from graphic sources? Do I need to make comparisons/contrasts while I

read? How can understanding the elements of plot help me

read? (Plot is also important to writing a narrative.) Can using the structure of a text help me locate

information? Can it help me know where to begin rereading?

What is so important about retelling/summarizing what I read?

Read high frequency words (Grades 1 and 2). Decode multi syllabic words, as well as regular and irregular words (Grade 3). Read regularly in instructional level materials (Grade 3) Develop vocabulary through reading (Grade 3). Retell order of important events (Grades K-3) Identify the importance of setting to a story’s meaning (Grades 1-3) Recognize the story’s problem(s) or plot. (Grades 1-3)

The Teaching PlanWeek 1 Instructional Model/Teacher Directions:

The teacher will…

Main Selection: “Missing Links,” pp. 207-219/ “Misterio en el parque,” pp. 207- 227Comprehension Skill: Drawing Conclusions/Sacar conclusiones

English Spanish

Spelling Vocabulary Academic Vocabulary Ortografía Vocabulario Academic Vocabulary

List p. 219h discovered disorder disappoint disobey disapprove unsure unclear unable unbuckle unlimited midweek

p. 206 sapphire jewelry indicates counter smudge

drawing conclusions facts details logic clues

List p. 227i exacto éxito exige flexible exploradores oxígeno extraño maxima próximo exagera existieron

p. 206 cerciorarse fingieron cómplices intrépidas excéntrico sospechoso

sacar conclusiones hechos detalles lógica pistas



midyear midway midnight midstream pretest preschool precook prepaid prerecorded

Word Work: Spelling (20 minutes)

Focus Lesson (20 minutes)Vocabulary Introduction

Independent Reading Assignment/Guided Reading

(35 minutes)

Read Aloud (15 minutes)

Mon

day

Introduce the spelling words and generalization: When prefixes dis-, un-, mid-, and pre- are added to words, make no change in the spelling of the base word. (SF Eng, p. 219h)

In Spanish, the simultaneous and slightly raspy sounds of /ks/ are written with x, as in excesivo. The simultaneous sounds /gs/, which are softer, are also written with x; for example, éxito. (Lectura, p227i)

When you form opinions based on facts and details, you are drawing conclusions (Scott Foresman Skill Lesson, pp. 204-205)

Vocabulary Introduction with cloze procedure or hands-on activity from the Teacher Toolkit

Reading Assignment RoutineThe students not meeting with the teacher will use the reading comprehension process in their notebooks and apply the comprehension skill taught that day within the process. Most main selections will take two days to complete. Teachers may also substitute the suggested Scott Foresman selection with another appropriate selection of the same genre.

Guided ReadingThe teacher will guide students through the assignment, perhaps with oral discussion in place of writing. Students will read, for the most part, silently until a stopping point. The teacher may ask an individual student to read aloud to her/him, while the other students continue to read silently. Students may read aloud to each other when reentering text for text evidence.

Bridge to Terabithia by Katherine Patterson/Puente Hasta Terabithia by Katherine PattersonAlthough this is a Newberry Award winning book, there are a few words you should edit out as you read aloud.You are welcome to choose a different read aloud. Refer to this column for ideas on author’s craft. Remember that you can sometimes use your read aloud time in conjunction with your focus lesson, if the title will exemplify what is being taught. This novel is used in several of the focus lessons during this unit; however, just substitute the novel you are reading when you see this title if you have chosen a different novel.

Tues

day

Have students work on their “Get to 50” Spelling Activity.”

Drawing Conclusions Vocabulary Introduction with

hands-on activity from the Teacher Toolkit

Reading Comprehension Process

Wed

nesd

ay


Drawing Conclusions Reading Comprehension Process



Example of Word Collection from Bridge to Terabithia by Katherine Patterson (recommended title). Read chapters 1 and 2 during the first week. Note:

Thur

sday


Drawing Conclusions or other skill as needed to meet classroom needs

The Reading ZoneSilent Reading in the Zone (25 minutes)With teacher monitoring

Frid

ay

Administer a spelling test with at least two dictation sentences

Assessment for the week’s comprehension skill (30 minutes)

The Reading Zone Book Talks (5 minutes)

The teacher introduces books to entice students, or the other students booktalk a book they have rated a 9 or 10 (out of 10).



Focus Lesson Plan(20 Minutes)

Comprehension Skills Taught Week1:Drawing Conclusions

Hook: Use the following powerpoint show as a hook. www.mrscarosclass.com/ Drawing %20 Conclusions .ppt

Focus: What does it mean to draw a conclusion? Use what you know in your head and what you know from the story. (Don’t let personal experience take over! Remember on the

TAKS test, everything the students need to draw a conclusion is in the story.) Have students write the definition.

Teaching: Why is it important to draw conclusions in reading? You don’t know what is going on if you cannot “read between the lines”. What do good readers do when they cannot use what they have read to make an inference (conclusion)? They reread. Everyone (even the best reader) has to do this.

Guided Practice: Have students write some examples from real life (Day 2) where you can use clues to draw a conclusion based on the powerpoint. Students can share their clues in a small group on Day 3.Closure: ask the following questions:

o What comprehension strategy did we practice today?/¿Qué estrategía practicamos hoy? (Drawing Conclusions)o When do you use draw conclusions?/¿Cómo se usa la sacar conclusiones? (It can help me to form a picture in my mind of what I am reading. Also, if I have no

mental picture, I know that I have to reread.)o How can this help you in reading?/¿Cómo te ayuda esta estrategía cuando lees? (It helps me to better understand what I read.)



http://www.mrscarosclass.com/Drawing%20Conclusions.ppt

Week 2Main Selection: “Going with the Flow,” pp. 228-241/“Seguir la corriente” pp. 236-249Comprehension Skill: Character/Personaje

English Spanish

Spelling Vocabulary Academic Vocabulary Ortografía Vocabulario Academic VocabularyList p. 241h months friends grades cowboys valleys donkeys missiles costumes pictures mornings matches bushes benches speeches passes kisses dresses batteries companies centuries

p. 228b conversation dribbling gestured interpreter skied volunteers

character characterization

List p. 61i libra sabroso sobrino febrero propone fabricado adrede reflejo ofrece clásica publicó affable grifo nutritivo glotona apacible república creativa plateado produjo

p. 236 audífonos señas descifrar sordo intérprete

personaje




(35 minutes)




Mon

day

Introduce the spelling words and generalization: Add –s to most words, but add -es to words that end in sh, ch, s, or ss: bushes. Change y to I to add –es to words ending with a consonant y: companies. (SF English p. 241h)

Every word has a syllable that is pronounced with more emphasis than the others. That is the syllable that has the pronounced accent. Agudas are words that have a pronounced accent on the last syllable, as in salí. (Lectura, p. 249i)

Character “Jerome’s Dream” (SF, pp. 226-227/Lectura “El sueño de Jerry, pp. 234-235)


Reading Assignment RoutineThe students not meeting with the teacher will use the reading comprehension process in their notebooks and apply the comprehension skill taught that day within the process. Most main selections will take two days to complete. Teachers may also substitute the suggested Scott Foresman selection with another appropriate selection of the same genre.Guided ReadingThe teacher will guide students through the assignment, perhaps with oral discussion in place of writing. Students will read, for the most part, silently until a stopping point. The teacher may ask an individual student to read aloud to her/him, while the other students continue to read silently. Students may read aloud to each other when reentering text for text evidence.

Read Aloud Reminders: Make sure you have previewed the

book so that you know some stopping points and ideas for discussion.

Ask that students help recap the previous day’s reading to be able to establish a purpose for today’s reading,

Ask students to make predictions. Model comments and reflections as

you read. Find a few places to pause and invite

students to comment. Post a list of books read aloud. Display books you have read aloud

in the classroom library for easy access.

Remember that you can sometimes use your read aloud time in conjunction with your focus lesson, if the title will exemplify what is being taught.

Collect words and phrases from the book for students to use in their writing.Some Examples from: Bridge to Terabithia by Katherine PattersonChapters 3 – 4 surprise swooshed like … figurative

language example roused (stronger verb than went) embarrassing as though he had swallowed

grasshoppers (figurative language) consolation Life lesson: “You never know

ahead of time what something’s really going to be like.”

Tues

day


Character Teacher Toolkit: Characterization

tab – Five Clues to Character Vocabulary Introduction with



Wed

nesd

ay


Character Reading Comprehension Process



Thur

sday

Work with students to complete “Proofread and Write” (SF Eng, p241h./Lectura, p.249j)

Character or other skill as needed to meet classroom needs

The Reading ZoneSilent Reading in the Zone (25 minutes)With teacher monitoring

Frid

ay

Administer a spelling test with at least two dictation sentences






Focus Lesson(20 minutes)

Comprehension Skills Taught Week 2: Characterization - Teacher Toolkit: Characterization tab – Five Clues to Character

Hook: Have students make a list of some of their favorite characters from books, cartoons, movies, etc. Have them state 1 – 2 things that really stand out in their memory about that character.

Focus: What is characterization? It is understanding characters’ thoughts, words, and actions and how other characters act toward them. Have students write the definition. It is

important for students to understand characterization. This is a prerequisite to determining TAKS Objective 3 (5.12A). Judge the internal consistency or logic of stories and texts such as “Would this character do this?”

Teaching: Use the Five Clues to Character from the Teacher Toolkit as a mini lesson on Day 2.

Guided Practice: On Day 3, complete the blank Five Clues to Character page (available in English and Spanish). Use a book of your choice to fill in character traits. Or, use let half the class

use Jess and half the class use Leslie from Bridge to Terebithia. Let them put their work on chart paper and post it in your classroom as an anchor chart for the book. You may need multiple copies of the book (school or public library). Or, photocopy a few relevant excerpts from chapters 1 – 4.

Closure: ask the following questions:

o What comprehension strategy did we practice today?/¿Qué estrategía practicamos hoy? (Characterization)o How do you use characterization?/¿Cómo se usa la personaje? (It can help me understand a character’s thoughts, words, and actions and how other characters act

toward them.o How can this help you in reading?/¿Cómo te ayuda esta estrategía cuando lees? (It helps me to better understand what I read.)



CURRICULUM GUIDEThe Teaching Plan

Week 3 Instructional Model/Teacher DirectionsThe teacher will…

Main Selection: “Kate Shelley,” pp. 244-262/ “La heroica Kate Shelley” pp. 252-269Comprehension Skill: Graphic Sources/Fuentes gráficas

English Spanish


Spelling – EnglishList p. 265h radios videos pianos patios banjos heroes potatoes echoes tornadoes tomatoes cuffs cliffs beliefs hoofs roofs themselves lives leaves loaves halves

Page 244b dispatched downpour heroic locomotives rescuers rugged schedules

graphics Ortografía– SpanishList, p. 61i fertíl ámbar mármol azúcar tejado inútil azules portátil cráter mástil dátil hábil frágil dócil árbol fósil espejo saltan lápiz album

Page 252 aguacero locomotoras valentía hazaña remolcar horarios rescatar

gráficas

Word Work: Spelling(20 minutes)



(35 minutes)




Mon

day

introduce the Spelling words generalization: Sometimes plurals are formed in ways that do not follow rules: radios, heroes, beliefs, leaves (SF English p. 265h)

Palabras graves are those words that have the stress on the next-to-last syllable. The palabras graves that do not end with n, s, or a vowel (árbol) have a written accent (Lectura, p. 273i)

Graphic Sources “Train Time” (SF, p. 242/Lectura “El horario del tren”, p. 250)


Reading Assignment RoutineEach day, the students not meeting with the teacher will use the reading comprehension process in their notebooks and apply the comprehension skill taught that day within the process. Most main selections will take two days to complete. Teachers may also substitute the suggested Scott Foresman selection with another appropriate selection of the same genre.Guided ReadingThe teacher will guide students through the assignment, perhaps with oral discussion in place of writing. Students will read (for the most part) silently until a stopping point. The teacher may ask an individual student to read aloud to her/him, while the other students continue to read silently. Students may read aloud to each other when reentering text for text evidence.

Read Aloud Reminders: Make sure you have previewed

the book so that you know some stopping points and ideas for discussion.


Ask students to make predictions. Model comments and reflections

as you read. Find a few places to pause and

invite students to comment. Post a list of books read aloud. Display books you have read

aloud in the classroom library for easy access.

Collect words and phrases from the book for students to use in their writing. They may be written on a chart and kept in the students’ writing toolkit. Example: Bridge to Terabithia by Gary Paulsen. Read Chapters 5 - 6.Some words/phrases: snuffled foundling

Tues

day


Graphic Sources Vocabulary Introduction with



Wed

nesd

ay


Graphic Sources Reading Comprehension

Process

Thur

sday


The Reading ZoneFocus Lesson (20 minutes) Continuation of Monday through

Wednesday skill or a Reading Zone Routine

Book Talks (10 minutes)The teacher introduces books to entice students, or the other students booktalk a book they have rated a 9 or 10 (out of 10).

Silent Reading in the Zone (25 minutes)With teacher monitoring



Frid

ay administer a spelling test with at

least two dictation sentences Assessment for the week’s

comprehension skill (30 minutes)




Focus Lesson (20 minutes)

Comprehension Skills Taught Week 3: Graphic Sources

Hook: Bring in a sample of a graphic source such as a map or a kid’s restaurant menu with pictures. Or, use the following link to create a treasure map.http://www.dltk-kids.com/Crafts/pirates/mmap.html. Use the graphic source as a hook. Ask students what kinds of information can they obtain from the source?

Focus: What are graphic sources? Graphics are pictures. Graphic sources are things you read to help you clarify information in a text. Have students write the definition.

Teaching: Read “The Last Western Frontier” pp. 263-265.

Guided Practice: On Day 2, guide students through the Map Study box questions on page 264. On Day 3, use the map on page 264 to answer the following questions.

Which railroad is farthest south? (Southern Pacific) Which lake borders Chicago? (Lake Michigan) Which cattle trail passes through New Mexico Territory? (Southern Pacific)


o What comprehension strategy did we practice today?/¿Qué estrategía practicamos hoy? (Characterization)o What do you need to know to read a graphic source? (legends, keys, compass rose, etc.)o How can this help you in reading?/¿Cómo te ayuda esta estrategía cuando lees? (It helps me to better understand what I read.)



http://www.dltk-kids.com/Crafts/pirates/mmap.html

Week 4Main Selection: “The Yangs First Thanksgiving,” pp. 330 - 348/ “El primer Día de Acción de Gracias de los Yang” pp. 342-360Comprehension Skill: Compare and Contrast/Comparación y contraste This story is in Volume Two. It is moved ahead to coincide with the Thanksgiving Holiday.Note: Save the story “When the Rain Came Up in China” – a Tall Tale – for the Storytelling Unit during weeks 8 and 9.

English Spanish


Spelling - EnglishList p. 351h write by bored its knead mane allowed right to board threw need past aloud buy too it’s through main passed

Page 330b dismayed impression insult records sprouts winced

compare contrast different unlike

Ortografía – SpanishList, p. 363j quién qué cómo cuándo cuál cuáles quiénes dónde cuántos por qué cuán quien que como cuando donde porque quienes cuántas

Page 342b atónitos cortesía costumbres desagradable etiqueta malentendidos prosperidad

comparar contrastar diferente a a diferencia de






(35 minutes)


Mon

day

introduce the Spelling words generalization: a homophone is a word that sounds exactly like another word but has a different spelling and meaning (SF English p. 351h)

A written accent gives the words quién, qué, cómo a different meaning than they have without a written accent.

Compare and Contrast (SF “A Visitor from Japan”, pp. 328-329/Lectura “Un vistante japonés, pp. 340-341)



Routine:Read Aloud Reminders: Make sure you have previewed the




you read. Find a few places to pause and

invite students to comment. Post a list of books read aloud. Display books you have read aloud


Tues

day


Compare/Contrast Vocabulary Introduction with



Wed

nesd

ay


Compare/Contrast Vocabulary Introduction with

hands-on activity from the Teacher ToolkitReading Comprehension Process

Thur

sday








Frid

ay administer a spelling test

with at least two dictation sentences





Read Chapters 7-8Some words/phrases: absent-minded (good example of

context clue) foreshadowing – “Jess tried going

to Terabithia alone…” Figurative Language looking as pleased as …

motorcycle rider feelings bubbled like a stew delicate as a dandelion…Idea development “The preacher had one of those

tricky voices.”Ending Look at the end of chapter 8. Why

does Patterson end with “What’s going to happen to you if you die?”

Notice in Ch. 7, the book says, “That was the rule that you never mixed up troubles at home with life at school.” (P. 75) This is a great opportunity to invite the school counselor to your class to talk about why you should tell if you suspect abuse or you are abused.



Focus Lesson(20 minutes)

Comprehension Skills Taught Week 4: Compare and Contrast

Hook: Talk about the similarities between Jess and Leslie’s lives in Bridge to Terabithia. You could use a Venn Diagram or Attribute Chart.Similar Live in the country/on a farm Good runners Same schoolDifferent Jess’ family is poor; Leslie’s is rich. Jess’ family is uneducated. Leslie’s parents are authors and speak different languages. Jess is good at drawing. Leslie is good at reading, writing, and speaking.Ask students, “Considering their similarities and differences, why are Jess and Leslie friends?”

Focus: What is comparison/contrast? To compare is to tell how two or more things are alike. To Contrast is to tell how two or more things are different. Have students write the

definition.

Teaching: Have the kids use a graphic organizer and plan out the differences between two items. Possibilities include:

The Yangs’ Thanksgiving and Thanksgiving at their house The 1st Thanksgiving and Thanksgiving in 2008 Thanksgiving and another holiday (Creative Fiction – This is not in the book.) Thanksgiving at Jess’ house. Thanksgiving at Leslie’s house.

Guided Practice: On Day 2, guide students through planning. On Day 3, write a paragraph that synthesizes the information in their graphic organizer. When you pick up their notebooks, be sure to respond to the paragraph.


o What comprehension strategy did we practice today?/¿Qué estrategía practicamos hoy? (Comparison/Contrast)o What do you need to know to compare and contrast two things? (specific details as well as themes)o How can this help you in reading?/¿Cómo te ayuda esta estrategía cuando lees? (It helps me to better understand what I read.)



Week 5Main Selection: “The Marble Champ,” pp. 268-281/ “La campeona de canicas” pp. 276-289Comprehension Skill: Plot/Argumento

English Spanish


Vocabulary - EnglishList p. 281h can’t weren’t let’s what’s they’re I’ve could’ve wouldn’t I’m that’s she’s who’s you’ve we’ve don’t I’ll there’s you’re we’re should’ve

Page 268b championship opponent strengthen swollen trophy

plot conflict rising action climax outcome beginning or

exposition ending or resolution

Vocabulario - SpanishList p. 291j línea gráfica fantástico práctica exótico océano fotográfico público mecánico capítulo díganmelo simpático número técnica sólida metálico prácticamente mayúsculas exámenes instantáneamente

Page 276b adolorido ángulo campeona concurso conmoción fortaleciera

argumento conflicto acción punto culminante desenlace principio o exposición final o resolución



Word Work: Spelling(20 minutes)



(35 minutes)


Mon

day

introduce the Spelling words generalization: In contractions, an apostrophe takes the place of letters that are left out, so let us becomes let’s. (SF p. 281h)

Words like rápido with the accent on the antepenultimate syllable are called esdrújulas. (Lectura, p 291i)

plot (SF “Anything You Set Your Mind To”, pp. 266-267/Lectura “Querer es poder”, pp. 274-275)



Read Aloud Reminders: Make sure you have previewed

the book so that you know some stopping points and ideas for discussion.


Ask students to make predictions. Model comments and reflections

as you read. Find a few places to pause and

invite students to comment. Post a list of books read aloud. Display books you have read

aloud in the classroom library for easy access.

Example: Bridge to Terabithia by Katherine PattersonRead Chapters 9-10 plinkety-plink of the typewriter –

onomatopoeia look at the idea development p.

88 “The ground was cold.” The rest of the paragraph proves that statement.

Tues

day


plot (Teacher Toolkit: Plot) Vocabulary Introduction with



Wed

nesd

ay


plot (Teacher Toolkit: Plot Table) Reading Comprehension

Process

Thur

sday








Frid


least two dictation sentences Assessment for the week’s comprehension skill (30 minutes)


The teacher introduces books to entice students, or the other students “booktalk” a book they have rated a 9 or 10 (out of 10).



Comprehension Skills Taught Week 5: Plot/Argumento

Hook: Use the following powerpoint as a hook for the lesson on Day 2.http://www.readwritethink.org/lesson_images/lesson401/PlotStructure.pps#1

Focus: Plot is the series of important events that happen in a story: conflict, rising action, climax, and outcome. Teaching: day 2 print off the definitions from the Teacher Toolkit (Teacher Toolkit: Plot) have students write the definitions (above) in their Reader’s Notebooks. take a common fairy tale and chart out the plot on the overhead



http://www.readwritethink.org/lesson_images/lesson401/PlotStructure.pps#1

This is a sample from http://staffdev.henrico.k12.va.us/~woodwatw/images/plot_diagram.jpg Exposition can be called Beginning. Resultion can be called Ending. A similar organizer is found at http://vlm.district70.org/staff/Frank/Home/Reading%20Strategies.htm . Scroll down to Plot Diagram.Guided Practice: Day 3. Chart out the plot of “The Marble Champ” through page 274 together. Assign students to finish their chart independently as they complete reading the story.Closure: ask the following questions:

o What comprehension strategy did we practice today? (Plot)o What have you learned about plot? (Answers will vary.)o How can understanding the plot of a story help you in reading? (It helps me to better understand what I read.)



http://vlm.district70.org/staff/Frank/Home/Reading%20Strategies.htm

http://staffdev.henrico.k12.va.us/~woodwatw/images/plot_diagram.jpg

The Teaching PlanWeek 6 Instructional Model/Teacher Directions: The teacher will…

Main Selection: “From Bees to Honey,” pp. 284-299/ “Los temblores,” pp. 294-313Comprehension Skill: Text Structure/Estructura del texto

English SpanishSpelling Vocabulary Academic Vocabulary Ortographía Vocabulario Academic Vocabulary

Week 6 List p. 299h Houston Little Rock Miami Baltimore Los Angeles Virginia Texas South Carolina Alaska Duluth Indiana Detroit Hawaii Oregon Kentucky Arizona Alabama Florida Memphis Pittsburgh

Page 284b colony condition emerge nectar producers react storage venom

description cause effect comparison contrast order sequence

Week 6 List p. 313j petróleo bύfalo trópico limón revés préstamelo nácar imán atrás vaivén plática suéter menύ pensó dormí típico inmóvil pantalones león anotaré

Page 294b epicentro escala fallas magnitud simulacro temblores

descripción causa efecto comparación contraste orden sequencia

SAISD © 2008-09 – First Grading Period (Weeks 1 - 5) Reading Grade 5 of 44





(35 minutes)


Mon

day

introduce the Spelling words generalization: Names of cities and states are always capitalized because they are proper nouns (SF English p. 299h)

All words of two or more syllables have pronounced stress, but not all of them have a written accent (Lectura, p. 313i)

Text Structure (SF English “Bee Bodies”, pp. 282-283)

Estructura del texto plot (Lectura “Construcciones resistentes a terremotos”, pp. 292-293)


Reading Assignment RoutineEach day, the students not meeting with the teacher will use the reading comprehension process in their notebooks and apply the comprehension skill taught that day within the process. Most main selections will take two days to complete. Teachers may also substitute the suggested Scott Foresman selection with another appropriate selection of the same genre.Guided ReadingThe teacher will guide students through the assignment, perhaps with oral discussion in place of writing. Students will read (for the most part) silently until a stopping point. The teacher may ask an individual student to read aloud to her/him, while the other students continue to read silently. Students may read aloud to each other when reentering text for text evidence.








students to comment. Post a list of books read aloud. Display books you have read aloud in

the classroom library for easy access.

Bridge to Terabithia by Katherine Paterson Chs. 11 and 12

This is the week where Leslie dies. It’s probably enough just to read straight through these two chapters without stopping to look for craft or vocabulary.

Tues

day Have students work on their “Get to

50” Spelling Activity.” Text Structure Vocabulary Introduction with



Wed

nesd

ay


Text Structure Reading Comprehension Process

Thur

sday







Frid


least two dictation sentences Assessment for the week’s comprehension skill (30 minutes)


The teacher introduces books to entice students, or the other students “booktalk” a book they have rated a 9 or 10 (out of 10).

Focus Lesson Plan (20 Minutes)

Comprehension Skills Taught Week 6: Text Structure

http://www.nea.org/reading/usingtextstructure.html National Education AssociationHook: Review the Text Structure of “Bee Bodies”/”Construcciones resistentes a terremotos”

Focus: “Teaching students to recognize common text structures found in expository texts can help students monitor their comprehension. Attempting to identify the text structure early on in the reading of a new text encourages the reader to question how subsequent sections of the text fit into the identified text structure.

If a subsequent section does not seem to fit into that text structure, the reader is faced with one of two possibilities. Either the reader needs to reevaluate the choice of text structure, or he or she needs to reevaluate his or her understanding of the text. Either way, the process of identifying the text structure will encourage the reader to monitor his or her comprehension of the text.” from http://www.nea.org/reading/usingtextstructure.html

Teaching: from http://www.nea.org/reading/usingtextstructure.html

How to Teach Readers to Use Text StructureIntroduce the idea that expository texts have a text structure. Explain to students that expository texts (such as the text in their science and social studies textbooks) have different organizational patterns. These organizational patters are called text structures.Introduce the following common text structures. Explain that text structures can often be identified by certain signal words.

Descripton/List Structure: This structure resembles an outline. Each section opens with its main idea, then elaborates on it, sometimes dividing the elaboration into subsections. EXAMPLE: A book may tell all about whales or describe what the geography is like in a particular region.Signal Words: For example, for instance, specifically, in particular, in addition

Cause and Effect Structure: In texts that follow this structure, the reader is told the result of an event or occurrence and the reasons it happened. EXAMPLE: Weather patterns could be described that explain why a big snowstorm occurred.Signal Words: Consequently, therefore, as a result, thereby, leads to

Comparison/Contrast Structure: Texts that follow this structure tell about the differences and similarities of two or more objects, places, events or ideas by grouping their traits for comparison. EXAMPLE: A book about ancient Greece may explain how the Spartan women were different from the Athenian women.Signal Words: However, unlike, like, by contrast, yet, in comparison, although, whereas, similar to, different from



http://www.nea.org/reading/usingtextstructure.html



Order/Sequence Structure: Texts that follow this structure tell the order in which steps in a process or series of events occur. EXAMPLE: A book about the American revolution might list the events leading to the war. In another book, steps involved in harvesting blue crabs might be told.Signal Words: Next, first, last, second, another, then, additionally

Guided Practice: Show examples of paragraphs that correspond to each text structure.Examine topic sentences that clue the reader to a specific structure. Look for the signal words that are associated with each text structure.Model the writing of a paragraph that uses a specific text structure.For students who are proficient with paragraph organization, do steps 3 –6 with longer chunks of text or entire chapters and articles.

Independent Practice: Have students try writing paragraphs on their own that follow a specific text structure. Writing paragraphs that follow certain text structures will help students recognize these text structures when they are reading.

Closure:Ask students What have we been studying about today? How does this help you in your reading? When could you use this?



Week 7Main Selection: “Babe to the Rescue,” pp. 302-320/“La abeja haragana” pp. 316-330Comprehension Skill: Summarizing/Resumir

English Spanish

Spelling Vocabulary Academic Vocabulary Ortographía Vocabulario Academic Vocabulary

List p. 321h friend’s today’s dad’s mom’s sisters’ child’s children’s person’s people’s grandmother’s grandfather’s uncle’s uncles’ doctor’s doctors’ cousin’s cousins’ woman’s women’s

Page 302b chaos civil confusion instinct raid sensible unexpected

gist summarize

List p. 333i-j quién qué cómo cuándo cuál cuáles quiénes dónde cuántos por qué cuán quien que como cuando donde porque quienes cuántas

Page 316b anochecer colmena fatiga haragana impidieron interminable proceder zumbaba

esencial resumir






(35 minutes)


Mon

day

introduce the Spelling words generalization: to form possessives of singular nouns, add an apostrophe and s. For plural nouns that end in s, add an apostrophe (SF English, p. 321j)

Palabras con g/j, j/x (SF Lectura, p. 333i-j)

Text Structure (SF English “Bee Bodies”, pp. 282-283)

Estructura del texto plot (Lectura “Construcciones resistentes a terremotos”, pp. 292-293)


Reading Assignment RoutineEach day, the students not meeting with the teacher will use the reading comprehension process in their notebooks and apply the comprehension skill taught that day within the process. Most main selections will take two days to complete. Teachers may also substitute the suggested Scott Foresman selection with another appropriate selection of the same genre.

Guided ReadingThe teacher will guide students through the assignment, perhaps with oral discussion in place of writing. Students will read (for the most part) silently until a stopping point. The teacher may ask an individual student to read aloud to her/him, while the other students continue to read silently. Students may read aloud to each other when reentering text for text evidence.

Bridge to Terabithia by Katherine Patterson

Ch. 13Questions from Literature Circle Questions

“What do you like most about Jess and Leslie friendship? Does their friendship seem realistic to you? What can we learn from this book about friendship?”

“What does Terabithia look like? Reread the descriptions in the novel and draw a color map of Terbithia based on details from the novel. Be sure to include its main features, such as the entrance, the castle, and the pine forest.”

TEKS for comparing a book and movie If you want to add on a comparison

of the book and movie, this is a good opportunity.

5.24B compare and contrast print, visual, and electronic media such as film with written story

Tues

day

Have students work on their “Get to 50” Spelling Activity.” Text Structure

Vocabulary Introduction with hands-on activity from the Teacher Toolkit


Wed

nesd

ay


Text Structure Reading Comprehension Process

Thur

sday









Frid

ay administer a spelling test

with at least two dictation sentences


The Reading Zone Book Talks (5 minutes)The teacher introduces books to entice students, or the other students “booktalk” a book they have rated a 9 or 10 (out of 10).


Comprehension Skills Taught Week 7:Summarizing/Resumir

Hook: In advance, locate any Magic Tree House book other than Book 1. Mary Pope Osborne begins every book with a summary of the previous chapter book. It is a short read aloud as well as a great example of a summary.

Focus: Identify the main idea of a paragraph.

Teaching: Print a copy from the Teacher Toolkit and follow the procedure for “Get the Gist.”(Summarization: Get the Gist and Get the Gist Log)

Guided Practice: On Day 2, have students read page 305, paragraph beginning “At first, not surprisingly, Babe’s efforts …Answer the following: Who or what was this paragraph about? What was the most important information about the who or what? Write a gist statement in 10 words or less.

Independent practice: On Day 3, have students complete a “Get the Gist Log” from the Teacher Toolkit for the three paragraphs on page 311Closure: ask the following questions:

What comprehension strategy did we practice today? How do you use visualization? How can help you in reading?

Resources

Teacher Toolkit Five Clues to Character Plot

Textbook: EnglishWeek 1: Scott Foresman Reading Vol. 1Vocabulary

Textbook: SpanishWeek 1:Scott Foresman Lectura Vol.1Vocabulario



Get the Gist Get the Gist Log

Cloze Paragraph p. 206 Vocabulary Activity p. 206bSpelling List and Activities p. 219h Daily Word Routines p. 20fReading Drawing Conclusions “Granny’s Missing Food” pp. 204-205 Suggested Selections: “Missing Links” pp. 206-219Week 2: Vocabulary Cloze Paragraph p. 228 Vocabulary Activity p. 228bSpelling List and activities, p. 241h Daily Word Routines p. 226fReading Character and Story Elements “Jerome’s Dream” pp. 226-227 Suggested Selections: “Going with the Flow” pp. 228-241Week 3: Vocabulary Cloze Paragraph p. 244 Vocabulary Activity p. 244bSpelling List and activities, p. 265h Daily Word Routines p. 242fReading Graphic Sources “Train Time” pp. 242-243 Suggested Selections: “Kate Shelley: Bound for Legend” pp. 244-261 “The Last Western Frontier” pp. 263-265Week 4: (Scott Foresman Reading Vol. 2)Vocabulary Cloze Paragraph p. 330 Vocabulary Activity p. 330bSpelling List and activities, p. 351h Daily Word Routines p. 328fReading Comparison/Contrast “A Visitor from Japan” pp. 329 Suggested Selections: “The Yang’s First Thanksgiving” pp. 330-348

Cloze Paragraph p. 204 Vocabulary Activity p. 204bOrtografía List and Activities p. 227i-j Rutinas diarias con palabras p. 204fLectura Sacar conclusiones “¿Quién se robó la comida de la abuelita?” pp. 204-

205 Suggested Selections:

“Misterio en el parque,” pp. 206-227Week 2:Vocabulario Cloze Paragraph p. 236 Vocabulary Activity p. 236bOrtografía List and Activities p. 249i-j Rutinas diarias con palabras p. 234fLectura Personaje “El sueño de Jerry” pp. 234-235 Suggested Selections:

o “Seguir la corriente” pp. 236-249Week 3:Vocabulario Cloze Paragraph p. 252 Vocabulary Activity p. 252bOrtografía List and Activities p. 273i-j Rutinas diarias con palabras p. 250fLectura Fuentes gráficas “El horario del tren” pp. 250-251 Suggested Selections:

“La Heroica: Kate Shelley,” pp. 253-270“La ύltima frontera del Oeste” pp. 271-273

Week 4: (Scott Foresman Lectura Vol. 2)Vocabulario Cloze Paragraph p. 342 Vocabulary Activity p. 342bOrtografía List and Activities p. 363i-j Rutinas diarias con palabras p. 340fLectura Comparación “Un visitante japonés,” pp. 340-341 Suggested Selections:



Please do NOT read “When the Rain Came Up from China” until Week 8.

Week 5: Vocabulary Cloze Paragraph p. 266 Vocabulary Activity p. 266bSpelling List and activities, p. 281h Daily Word Routines p. 266fReading Plot “Anything You Set Your Mind To” pp. 266-267 Suggested Selections: “The Marble Champ” pp. 268-281Week 6: Vocabulary Cloze Paragraph p. 282 Vocabulary Activity p. 282bSpelling List and activities, p. 241h Daily Word Routines p. 282fReading Text Structure (Topic and Details) “Bee Bodies” pp. 282-283 Suggested Selections: “From Bees To Honey” pp. 284-299Week 7: Vocabulary Cloze Paragraph p. 300 Vocabulary Activity p. 302bSpelling List and activities, p. 241h Daily Word Routines p. 300fReading Summarizing “What Do Animals Say” pp. 300-301 Suggested Selections: “Babe to the Rescue” pp. 302-320 “The Hero Ham” pp. 321

“El primer Día de Acción de Gracias de los Yang,” pp. 342-363Please do NOT read “Cuando la lluvia vino desde la China” until Week 8.

Week 5:Vocabulario Cloze Paragraph p. 276 Vocabulary Activity p. 276bOrtografía List and Activities p. 291i-j Rutinas diarias con palabras p. 274fLectura Argumento “Querer es poder” pp. 274-275 Suggested Selections:

“La campeona de canicas,” pp. 276-289“Jugar a las canicas,” pp. 290-291

Week 6:Vocabulario Cloze Paragraph p. 294 Vocabulary Activity p. 294bOrtografía List and Activities p. 313i-j Rutinas diarias con palabras p. 292fLectura Estrcutura del texto “Construcciones resistentes a termotos,” pp. 292-

293 Suggested Selections:

“Los temblores,” pp. 294-313Week 7:Vocabulario Cloze Paragraph p. 316 Vocabulary Activity p. 316bOrtografía List and Activities p. 333i-j Rutinas diarias con palabras p. 314fLectura Resumir

“El banquete de las abejas,” pp. 314-315 Suggested Selections:

“La abeja haragana,” pp. 316-330“De abejas y miel,” pp. 331-333

Evidence of LearningDifferentiation Interims/TAKS/Benchmarks College-Readiness i.e.,

Anticipated Skills for SAT/ACT/College Board/Careers/Life



What do you do for students who need more support?

Teaching plot in both reading and writing will help students make connections and understand elements of plot better. Weeks 1 and 2 in the Writing Curriculum specifically addressed Plot Development. Have students look back at their writing journals and review how they planned to write the plot of their narratives. Connect the writing to what they do in reading.

What do you do for students who master the learning quickly?

Use what you have read so far in Bridge to Terabithia, or consider letting students select a short picture book with a strong plot from the library. (example: Caldecott Award winner - The Man Who Walked Between the Towers by Mordicai Gerstein) Have students chart out the plot development in a graphic organizer. (You may not have finished Bridge at this time. Just plot what you’ve read to date.)

Sample Questions Fifth Grade: TAKS Released TestSource: TEA Website

This examples is a great match for the “Get the Gist” Strategy.Reading English: April 2006

3 Paragraph 2 is mainly about –A the workers who built the London EyeB how the London Eye was constructedC the cranes used to lift the London EyeD how much the London Eye cost to build

Reading Spanish: April 20064 Los párrafos del 2 al 9 tratan principalmente de –

F las tareas que se les da a los hermanos según su talentoG las pasos para hacer una esculturaH cuánto respeto le muestran los hermanos a su papáJ cómo es el mármol que el escultor quiere que usen sus hijos

Sample Questions Eighth Grade: TAKS Released TestSource: TEA Website Reading English: April 2006

19 Paragraph 2 is mainly about –A the parts of the house that are the dirtiestB how the family cleans after a dust stormC why the family members spend hours washing the dishesD how long it takes to clean the house

Reading – Grade 5Unit of Study: Storytelling /Contar un cuento

Second Grading Period – Weeks 8- 9 CURRICULUM OVERVIEW



Big Idea Unit Rationale“Storytelling is relating a tale to one or more listeners through voice and gesture. It is not the same as reading a story aloud or reciting a piece from memory or acting out a drama, although it shares common characteristics with these arts. The storyteller looks into the eyes of the audience, and together they compose a tale. The storyteller begins to see and re-create, through voice and gestures a series of mental images; the audience, from the first moment of listening, squints, stares, smiles, leans forward, or falls asleep, letting the teller know whether to slow down, speed up, elaborate, or just finish. Each listener, as well as each teller, actually composes a unique set of story images derived from meanings associated with words, gestures, and sounds. The experience can be profound, exercising the thinking and touching the emotions of both teller and listener.”Committee on Storytelling, National Council of Teachers of Englishhttp://www.nete.org/positions/story.html

In this unit, students will be learning stories from reading that they will retell.

Storytelling has direct correlations to the Grade 5 TEKS and will strengthen students’ abilities in speaking, listening, reading, and writing.

Students who engage in storytelling will increase their fluency, comprehension, and public speaking abilities.

Besides all that – it’s fun! Who doesn’t like to tell, hear, or see a good story? It’s a time-honored tradition that has been handed down through the generations to communicate important information and for all to enjoy.

TEKS TEKS Specificity - Intended Outcome

Con

cept

s

TEKS 5 The student is expected to: 1A set a purpose for listening such as to gain information, to solve

problems, or to enjoy/appreciate 1B eliminate barriers to effective listening 1C understand the major ideas and supporting evidence in spoken

messages 2A interpret speakers’ messages (both verbal and nonverbal) 2D monitor his/her understanding of spoken message and seek clarification

as needed 4A connect his/her own experiences, information, insight, and ideas with the

experiences of others through speaking/listening 4B compare oral traditions across regions and cultures 4C identify how language use such as labels and sayings reflect regions

and cultures 4D present dramatic interpretations of experiences, stories, poems, or plays

to communicate 4E use effective rate, volume, pitch, and tone for the audience and setting 5A adapt spoken language such as word choice, diction, and usage to the

audience, purpose, and occasion 5B demonstrate effective communications skills that reflect demands such

as

I can: enjoy listening to storytelling (1A, 1B, 1C, 2A, 2D, 4A,4B, 4C) learn a story for oral storytelling (4A, 4B, 4C, 8A, 12D, 12F, 12G) tell a story that my audience will enjoy (4C,5A, 10G) use my voice and gestures to appropriately communicate my story (5A, 10D,

12H, 12I) use the dictionary or glossary to learn unfamiliar vocabulary (6C)

Yo puedo: gozar escuchar a un cuento (1A, 1B, 1C, 2A, 2D, 4A,4B, 4C) aprender un cuento para contar (4A, 4B, 4C, 8A, 12D, 12F, 12G) contar un cuento que le va a gustar mi audencia (4C,5A, 10G) usar mi voz y gestos para comunicarse mejor mi cuento (5A, 10D, 12H, 12I) usar el diccionario o glosario para aprender el vocabulario desconocido (6C)

interviewing, reporting, requesting, and providing information 5D use effective rate, volume, pitch, and tone for the audience and setting 5F clarify and support spoken ideas with evidence, elaborations, and

examples 6A recognize words: letter-sound correspondences, language structure,

context 6C locate the meanings, pronunciations, and derivations of unfamiliar words

using dictionaries, glossaries, and other sourcesSAISD © 2008-09 – First Grading Period (Weeks 1 - 5) Reading Grade 5 of 44


http://www.nete.org/positions/story.html

8A reads classic and contemporary works 10D describe mental images that text descriptions evoke

10G paraphrase and summarize text to recall, inform, or organize ideas (TAKS 1)

12D recognize the distinguishing features of genres, including biography, historical fiction, informational texts, and poetry 12F understand and identify literary terms such as title, author, illustrator,

playwright, theater, stage, act, dialogue, and scene across a variety of literary forms

12G understand literary forms by recognizing and distinguishing among such types of text as stories, poems, myths, fables, tall tales, limericks, plays, biographies, and autobiographies

12H analyze characters, including their traits motivation, conflicts, point of view, relationship, and changes they undergo (TAKS 2)

12I recognize and analyze story plot, setting, and problem resolution (TAKS 2)

Evidence of Learning85% of students will score a 3 or 4 on the Storytelling Rubric (Teacher Toolkit)

Reading – Grade 5Unit of Study: Storytelling

CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills



Unit of Study: Storytelling What makes for a good story to tell? Where can I find some stories to tell? What is the best way to prepare to tell my story? How can I learn my story well without memorizing it? What can help me tell my story well? What kind of physical gestures can help me tell a

good story? How can I “read” my audience to help me tell my

story?

Recognize the distinguishing features of familiar genres, including stories, poems, and informational texts (Grades K-3).

Use prior knowledge to anticipate meaning and make sense of texts (Grades K – 3). Establish purposes for reading or listening such as to be informed, to follow directions, and to be entertained

(Grades K – 3) Distinguish fiction from nonfiction, including fact and fantasy (Grades K-3). Develop vocabulary through reading (Grade 3). Retell order of important events (Grades K-3). Identify the importance of setting to a story’s meaning (Grades 1-3). Recognize the story’s problem(s) or plot. (Grades 1-3).

The Teaching PlanWeek 8 Instructional Model/Teacher Directions:

The teacher will…



“When the Rain Came Up in China”/ “Cuando la lluvia vino desde la China”Comprehension Skill: Tall Tale

Independent Reading Assignment/Guided Reading (35 minutes)


Mon

day

Day One: Have students read “When the Rain Came Up in China.” Compare and contrast the story with Lon Po Po by Ed YoungUse the attribute chart on the Teacher Toolkit. (Teacher Toolkit: Attribute chart)

Day Two: Finish yesterday’s assignment. Start reading some stories. Record the titles of those you have read. Demonstrate how you tell a familiar story.

Day Three: How to Learn Your Story (See focus lesson plan.)

Choose a variety of stories to read that are fairy tales or stories with funny twists on fairy tales. Have them available for students. You may want to ask your librarian in advance to help you find some titles of: fairy tales tall tales regional stories scary stories traditional tales






students to comment. Post a list of books read aloud. Display books you have read aloud in

the classroom library for easy access.

Examples: The Paper Bag Princess by Robert

Munsch Stone Soup by Marcia Brown The Three Little Javelinas by Susan

Lowell

Tues

day

Wed

nesd

ayTh

ursd

ay


How to Learn Your Story (see focus lesson plan)

Practice your story.

Frid

aySilent Reading in the Zone (25 minutes)With teacher monitoringBook talks

Practice your story.

Focus Lesson Plan (20 minutes)

Comprehension Skills Taught Week 8: Compare and Contrast How to learn your story for storytelling

Lesson on Learning Your Story for Storytelling (Adapted from a lesson by Sue Kuentz, teacher, Stone Oak Elementary, NEISD)

Hook: Begin with retelling the story of The Billy Goats Gruff or The Princess and the Pea, complete with gestures and voices. Ask the students, “How do you think I learned how to tell that story?” Tell students that you will take them back to the beginning of how you learned the story you told. Discuss how becoming a storyteller can help them in both reading and writing (how to be a better speaker, making mental images come alive, summarizing, character

analysis, sequencing, story plot, story elements, organization, prewriting, writing their own stories by being inspired by the craft of other authors, etc.)

Focus: To familiarize students with what it takes to learn a story well for retelling.Teaching: Demonstrate how you had to read your story out loud over and over again. Have students open their Reader’s Journals and title the page “How to Learn a Story.” Have them

record: 1. Read your story over and over again.

Model how you make a pictorial outline or story map of the story to help you visualize the sequence of images and events. Then practice telling the story with your pictorial outline/story map. Have students write down Step Two: 2. Make a pictorial outline or a story map. Tell the students they must learn the plot (review plot elements from Week 5) of the story very well so that they feel comfortable telling it. They may even try using a tape

recorder. Step Three: 3. Learn the plot very well. Encourage students to use their own words to tell the story, but to avoid slang (such as “he goes” instead of “he said”). Step Four: 4. Use strong words (good word choice). Tell students that it may give them confidence to memorize the first and last lines of their story. Step Five: 5. Memorize the 1st and last lines if needed. Remind students to pay close attention to characters and think about how they look, speak, and are different from one another. (Review Characterization from Week 2.) Step

Six: Understand the characters in my story. Some stories, such as The Three Little Pigs have a part where the audience may join in. If they want the audience to help, they must ask them to join in, or to “please join in

on this part.” Step Seven: 7. If appropriate, invite the audience to participate. Tell students there are several ways to practice. Step Eight:

o 8. Tell your story to an imaginary audience. Look at different people in the “audience,” but don’t stop telling.o Tell your story into a mirror. (This lets you see yourself as others see you and gives you someone to focus on during the retelling.)o Tell your story to anyone who will listen. (This will help you know it better. It will help you discover which places to improve. Ask your listeners to point out any

nervous or distracting movements. Tell students to “overlearn” their story. Practice during any spare time. Explain that they should practice the story three times a day until they know it. Then, practice it once a

day to keep it fresh. Step Nine: 9. Practice. Practice. Practice.Guided Practice: Ask that students choose their story to tell and follow the steps learned in this lesson. Have students write a simple outline as listed above.Independent Practice: Have students work on their story.Closure: Ask students What have we been studying about today? How does this help you in your reading? When could you use this?

Additional website:What makes a Fairy Tale a Fairy Tale? http://www.geocities.com/ljacoby_2000/fairytale.html

Fairy Tales from around the World and “Retelling Fairy Tales”http://edsitement.neh.gov/view_lesson_plan.asp?id=387#LESSON4

http://www.geocities.com/ljacoby_2000/fairytale.html

Week 9Main Selection: “In the Days of King Adobe,” pp. 602/“En los días del rey Adobín” pp. 606 (Scott Foresman Vol. 2)Comprehension Skill: Plot/Argumento Storytelling Connection: folktale/cuento folklórico

English Spanish


List p. 203h handle accident because belong problem swung blood perhaps adventure decided possible lobster jungle flood anger before pretend solve python shuttle

Page 186b brim miraculous pondered prospered quantities seeped

author’s viewpoint choice of words topic tone

List p. 203i-j cero cerro area area coro corro mira mirra careta carreta corrige corea correa cereza quiere espera tierra barre cerrado derrite

Page 186b abundancia armoniosamente erosión multitude reflexionaron relato

punto de vista del autor

las palabras que usa el autor

tema el tono




(35 minutes)


Mon

day

introduce the Spelling words generalization: r-controlled Vowels (SF Eng, p.614h)

Palabras con r/rr(/Lectura, p203i-j)

Plot (Scott Foresman, pp. 600-601) Storytelling Vocabulary Introduction with cloze

procedure or hands-on activity from the Teacher Toolkit

Students tell stories and are graded with the rubric.






students to comment. Post a list of books read aloud. Display books you have read aloud


Remember that you can sometimes use your read alout time in conjunction with your focus lesson, if the title will exemplify what is being taught.

Tues

day


How to Tell Your Story – Present the Storytelling Rubric

(see focus lesson plan and Teacher Toolkit: Storytelling Rubric)

Wed

nesd

ay


Review Storytelling Rubric (Teacher Toolkit: Storytelling Rubric)

Thur

sday


Storytelling Students tell stories and are graded with the rubric.

Frid

ay

administer a spelling test with at least two dictation sentences

Assessment with one of the following:o RCP with a new selection o questions at the end of storyo TAKS formatted questions o SF Selection Test


Comprehension Skills Taught Week 9: Plot (Scott Foresman) Telling Your StoryLesson on Telling Your Story (Adapted from a lesson by Sue Kuentz, teacher, Stone Oak Elementary, NEISD)

Hook: Start out with “Reading to Show Emotional and Sensory Awareness” (Teacher Toolkit: Storytelling – Reading to Show Emotional and Sensory Awareness). Tell students that this type of exercise will exercise enable them to be better storytellers.Focus: How to tell a story that will engage and excite your audienceTeaching: Just as in last week’s lesson you had students write the steps to learning a story, this week they will take notes on “Techniques to Help You Tell Your Story.” Tell the students that the first important factor is Voice:

o Put expression into your voice. Make your voice sound, angry, frightened, sad, etc… If you use a monotone (same boring tone, no expression), you will lose the interest of your audience.

o Speak loudly enough for all your listeners to hear you. Sometimes you will speak louder or softer for effect.o Vary (change up) the rhythm or tempo of your words. Don’t rush or go too slowly unless you are doing it for excitement, suspense, or anticipation. Speak the

words clearly so everyone knows what you are saying.o Sometimes it’s important to be silent! It can make the story more intense and make the listener pause to think.

Explain that an important factor is eye-to-eye contact. Don’t dart your eyes everywhere at once. Choose a listener and keep your eyes on him/her, and then move to another person. This makes your audience feel more involved.

Demonstrate how Gestures are important to storytelling.o Gestures can enhance a story, but keep them simple. You are not acting in play.o Use gestures that come naturally to you such as pointing at something to suggest that it is there.

Tell your students how to make a calm Beginning that will focus the attention of the audience:o Don’t dash to the front of the room and rush into your story.o Walk up with confidence. Pause to think about what you are going to say.o Take a deep breath, look around at your audience and say, “My name is _____, and I am going to tell you the story of _____.”

Explain that a strong Ending will give your story power. Finish the story with the real ending, and there will be no need to say “The End.” Thank your audience. Tell students that If You Forget a Part of the Story:

o Don’t panic or apologize! It’s better to pause and not say anything as this may interrupt the flow of your story.o Pause. Picture where you are in the story, and then go on.o It might be a good idea to give your teacher a copy of your story so that he/she can prompt you when this happens.

Guided Practice: Have the students practice their stories with voice, eye-to-eye contact, gestures, and beginnings and endings in mind.Closure: ask the following questions:

What comprehension strategy did we practice today? How do you use this strategy? How can this strategy help you in reading/writing?

Independent Practice: Students tell their stories and are graded on a rubric (Teacher Toolkit: Storytelling Rubric).Resources

Teacher Toolkit Cloze Procedure for Core Vocabulary Storytelling – Reading to Show Emotional and

Sensory Awareness Storytelling Rubric

Textbook: EnglishWeek 8 Scott Foresman Reading Vol. 2Vocabulary NASpelling NAReading Tall Tale “When the Rain Came Up in China” pp. 349

Week 9: Vocabulary Cloze Paragraph p. 602 Vocabulary Activity p. 602bSpelling List and activities, p. 613h Daily Word Routines p. 600fReading Plot “The Brahman and the Baker” pp. 600-601 Suggested Selections:

“In the Days of King Adobe,” pp. 602-613

Textbook: SpanishWeek 8Scott Foresman Lectura Vol. 2Vocabulario NAOrtografía NALectura Cuento exagerado “Cuando la lluvia vino desde la China” pp. 361

Week 9Vocabulario Cloze Paragraph p. 606 Vocabulary Activity p. 606bOrtografía List and Activities p. 619i-j Rutinas diarias con palabras p. 604fLectura Argumento “El brahmán y el banquero” pp. 604-605 Suggested Selections:

“En los días del rey Adonín,” pp. 606-619

Evidence of LearningDifferentiation Interims/TAKS/Benchmarks College-Readiness i.e.,

Anticipated Skills for SAT/ACT/College Board/Careers/Life

What do you do for students who need more support?

Recorded Books: For students who have difficulty reading stories on their own, have them listen to various stories on tape.Preprinted Notes: For the focus lesson on weeks 8 and 9, give these students preprinted notes that are missing a few words, so they may participate in the note-taking without experiencing frustration.

What do you do for students who master the learning quickly? Have these students help coach other students in the storytelling techniques or help with memorizing the story.

Sample Questions Fifth Grade: TAKS Released TestSource: TEA Website TAKS 5.10 G paraphrase and summarize (TAKS 1)

Reading English: May 2006 (2nd Administration)19 Which is the best summary of this article?

A Four men set out to find a sunden steamboat by studying historical records. After much work they found and dug out the Arabia, which was buried under a cornfield near the Missouri River. The men opened a museum to display the historical treasure of old clothing, dishes, perfume, and other objects.B While trying to find sunken treasure, four men learned about steamboats on the Missouri river. The decided to search for the Arabia and located it under a cornfield. More than a year passed before the men could begin digging up the steamboat and its treasure.C Searching for sunken treasure takes much time and effort. Four men began looking for a steamboat by studying newspaper articles. They also used old maps and surveys that helped them find the steamboat Arabia, which had sunk in the Missouri River.D Four men found the sunken steamboat Arabia under a cornfield near the Missouri River. The men worked long hours to remove wonderful objects, including old clothes, eyeglasses, dishes, and food from the ship. The men learned how to keep the treasures from decaying.

Reading Spanish: May 2006 (2nd Administration)14. ¿Cuál es el mejor resumen de este artículo?

F Cerca de la ciudad de El Paso, Texas, hay un lugar donde una vez vivieron antiguos pobladores. Estos enormes cerros de rocas se conocen como Hueco Tanks. Miden casi 450 pies de altura, es decir, son tan altos como un edificio de 38 pisos.G Hace muchos años, grupos de indígenas norteamericanos pintaron en unas rocas cerca de El Paso, Texas. Muchos grupos de indígenas hicieron este arte rupestre. Durante los años 1800, muchos viajeros escribieron sus nombres en las rocas en su camino a California.

Sample Questions Eighth Grade: TAKS Released TestSource: TEA Website

H Hace muchos años, indígenas norteamericanos empezaron a pintar y a dibujar en tres cerros rocosos cerce de El Paso, Texas. A este lugar, conocido como Hueco Tanks, se le declaró parque estatal histórico en 1970. En ese tiempo los encargados del parque establecieron nuevas reglas para evitar que el arte rupestre sufriera más daños.J Hueco Tanks es un lugar de cerros rocosos donde indígenas norteamericanos hicieron dibujos en las rocas. Los expertos han trazado un mapa para determinar en dónde se encuentran las pinturas rupestres. Los expertos usaron cámaras especiales para tomar fotografías de los dibujos.

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