user’s guide · you may wish to define these for your students as you read. you will discuss how...

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Making Meaning, Grade 5 Classroom Package

CCC Collaborative Literacy

User’s GuideWelcome to Center for the Collaborative Classroom and the Making Meaning program. Making Meaning includes print and digital resources that support you in planning, delivering, and assessing high-quality instruction in reading comprehension for kindergarten through grade 6. Embedded professional learning makes Making Meaning a curriculum to teach with and learn from.

Look inside for six easy steps to get you started on the professional learning path that is built into the curriculum. You will find a complete list of your print materials and directions for accessing the program’s digital resources.

1 Get to Know Your Print Materials

2 Get an Overview of the Program

3 Locate Special Features in Your Teacher’s Manual

4 Become Acquainted with Your Digital Resources

5 Get Started Using the CCC ClassView™ App

6 View Your Digital Teacher’s Set

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2� Making Meaning® User’s Guide

Professional Learning Path

1 Get to Know Your Print MaterialsExploring your Making Meaning print materials is the first step to understanding the unique pedagogy and organization of the Making Meaning curriculum. As you unpack this box, locate the following components:

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Teacher’s Manual | Volume 1

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Vocabulary Teaching Guide | Volume 1

Teacher’s Manual (two volumes at grades 3–6)

Read-aloud Titles (16–31 titles per grade level)

Skill Practice Teaching Guide (two volumes at grades 3–6)

Reading Assessment Preparation Guide

(grades 3-6)

Assessment Resource Book

Additional teacher’s materials (such as family letters, interactive whiteboard activities, and technology tutorials) are available on the CCC Learning Hub (see page 6).


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Assessment Resource Book

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Student Response Book

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Student Response Book (grades 1-6)

Picture Cards (grades K and 1) Word Cards (grades K–2)

Pocket Chart (grades K–2)

PRINT COMPONENTS

Additional student materials (such as printable versions of passages) are available on the CCC Learning Hub.


2 Get an Overview of the ProgramFor an overview of the Making Meaning program, read the following pages in Volume 1 of your Teacher’s Manual: • Pages xiv-xvi: Unique Pedagogy

− Research Based/Classroom Tested

− Dual Focus: Academic and Social/Ethical Learning

− Teacher Support • Pages xvii-xviii: Program at a Glance

− Strategy Development

− Alignment with the Common Core State Standards

Consider your own questions about how Making Meaning addresses critical aspects of reading instruction. Find answers to your questions on the pages listed below. • What is the role of values, relationships, and social skills in building a community of readers?

− Volume 1, Pages xxiii–xxvii • How does Making Meaning support students on their path to becoming confident, skilled independent readers?

− Volume 1, pages xliv–xlv • How does the Vocabulary Teaching Guide support vocabulary development?

− Volume 1, Pages xxiii • How does Making Meaning support English-language learners?

− Volume 1, pages li–lvii • How does Making Meaning lay a solid and supportive foundation for teaching reading at the beginning of the school year?

− Volume 1, Unit 1

Preview the reading strategies and genres instructed at your grade level. Strategies and genres are listed on pages xxviii and xxix of Volume 1. For a description of how Making Meaning approaches each strategy, read the Unit Openers in Volumes 1 and 2.


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3 Locate Special Features in Your Teacher’s ManualTo get a sense of the special features that are built into Making Meaning to support your practice, page through Weeks 1–4 in your Teacher’s Manual. Use self-stick notes to mark the features listed below. When you have finished, compare the places in the manual you marked with the places a colleague has marked.

The Reading Community • Unit 1 OWeek 1 ODay 1��7

In this lesson, the students: •Learn the procedure for gathering for a read-aloud

•Hear and discuss a story

•Gather in a responsible way

•Share their reading lives

•Explain their thinking and listen carefully

1 Introduce the Reading CommunityIntroduce the Making Meaning program by explaining that this year the students will be creating a classroom reading community in which they read, think about, and talk about books together. They will also learn powerful reading comprehension strategies to help them make sense of what they read.

Point out that often students learn how to read words fluently, or smoothly and with expression, but still have a difficult time understanding what they are reading, especially as the books get more challenging. This year they will all work together, with your help, to become stronger readers of all kinds of texts.

Explain that to learn the comprehension strategies well, the students will need to share their thinking, listen carefully to one another, and work in a responsible way. For this reason, it will be important to create a reading community in which everyone feels welcome, safe, and respected. Over the next few weeks, they will focus on building a caring reading community in the classroom.

2 Learn the Procedure for GatheringExplain that the class will gather to hear a book read aloud. Explain that you would like the students to gather and sit facing you, either on a rug or in their seats. Before asking the students to move, state your expectations.

You might say:

“ I expect you to move quickly, quietly, and without bumping into one another. I expect you to sit so that others have room on the rug and to wait quietly until everyone is seated.”

Materials •Why Mosquitoes Buzz in People’s Ears

Teacher NoteFor more information, view “Building a Community of Readers” (AV1).

Technology Tip“Building a Community of Readers” (AV1) is one in a series of professional development videos in the Making Meaning program. For more information about the content of the videos and how to view them, see “Professional Development Media” in the Introduction.

Teacher NoteIf the students have already learned a procedure for gathering for a read-aloud, use that procedure here. Simply remind the students of the procedure and of your expectations.

Teacher NoteDuring all read-alouds, make sure the students sit facing you and close enough to hear easily and see the illustrations.

Read-aloud Day 1

Teacher Notes Look for these notes in the lesson margins. They alert you to information such as the purposes of different activities, materials to be collected or saved, hints for managing the lesson, and ways to support the students.

Cooperative Structure Icons You will find these next to questions to show where “Turn to Your Partner,” “Think, Pair, Share,” and are other cooperative structures are used.

18��Making Meaning® Teacher’s Manual, Grade 6

3 Discuss the Story and Explore Its ThemesBriefly discuss as a class:

Q Why do the peacocks and the swans become enemies?

Then ask:

Q What are the themes of this fable? What lessons can we learn from the fable? Turn to your partner.

Have partners discuss the question. Signal for the students’ attention and ask a few volunteers to share their thinking with the class.

Students might say:

“ Groups can get along better by focusing on their similarities instead of their differences.”

“ Suspicion and mistrust can lead to misunderstandings.”

“ Even though people have fought each other in the past, it doesn’t mean that they need to keep the fight going.”

“ You shouldn’t be afraid of people just because they seem different from you.”

4 Reflect on Working TogetherHelp the students reflect on their work together. Remind them of the things they wanted to work on in building their reading community, and ask:

Q What did you do today to help build our reading community? How will doing those things consistently help to build our reading community?

Q What did you do to take responsibility for yourself this week?

Students might say:

“ I came straight to the rug instead of doing something else first.”

“ I listened to my partner and made sure I talked about my ideas, too.”

“ I paid attention during the read-aloud.”

INDIVIDUALIZED DAILY READING5 Introduce Selecting Texts at the Right Levels

Review the procedures and expectations you have established for IDR and for using the classroom library.

Remind the students that during IDR it is very important that they read books at the right levels for them. Explain that books that are at the right levels are not too difficult and not too easy. The right books will

Teacher NoteThis question gives the students another opportunity to think about theme, a concept the students will explore in more depth in Unit 4.

E ELL NoteYou might want to explain that consistently means “again and again in the same way.”

Teacher NoteFor additional support with helping students select books at their independent reading levels, you might teach IDR Mini-lesson 1, “Selecting Appropriately Leveled Texts” (found in Appendix A).

ELL Support These features provide tips for supporting students acquiring English.

Using Text Features • Unit 2 OWeek 1 ODay 2��51

titles, and explain that the graphs show how much money was spent on advertising in several different countries in 2012. On page 10, point to the circle graph, read the title, and explain that the graph shows how much advertising was done in various types of media, including TV, newspapers, and the Internet, in 2012.

Clarify vocabulary as you read, stopping as described below.

Suggested Vocabularycause: goal or belief, such as stopping smoking, that many people are interested in (p. 7)

ELL VocabularyEnglish Language Learners may benefit from hearing additional vocabulary defined, including:communication: way of sharing information, ideas, or feelings with people (p. 6)

Stop after: p. 7 “ Some public service ads encourage people to recycle, feed the hungry,

and drive safely.”

Ask:

Q What did you learn about the different uses of advertising in the part you just heard? Turn to your partner.

After partners have had a chance to talk, invite one or two volunteers to share what their partners said with the class. Then reread the last sentence of the main text and continue reading. Stop after:

p. 10 “ If you search for information about new cars, new car ads may pop up when you go online.”

Ask:

Q What more did you learn about the different uses of advertising?

Have one or two volunteers share their thinking. Reread the last sentence of the main text and continue reading. Stop after:

p. 11 “ The advertisers make sure the brand names are easy to see.”

Ask:

Q What did you learn about product placement? Turn to your partner.

Have one or two volunteers share what their partners said with the class.

Teacher NoteKeywords (in bold type) are defined in the glossary on page 45 of the book. You may wish to define these for your students as you read. You will discuss how to use a glossary with the students on Day 3 (see Step 4).Suggested Vocabulary and ELL Vocabulary

These boxed lists support vocabulary instruction during a read aloud.


1 Introduce “Think, Pair, Write”Have the students get their Student Response Books and pencils and sit at desks with partners together. Explain that today you will teach the students a cooperative structure called “Think, Pair, Write.” As with “Think, Pair, Share,” you will ask a question and have them think quietly for a moment. When you signal, they will turn to their partners to share their ideas and then individually write their ideas in their own Student Response Books. Ask:

Q What have you learned about working with a partner during “Think, Pair, Share” that can help you during “Think, Pair, Write”?

Students might say:

“ I’ve learned that I need to do my part of the thinking and sharing.”

“ I need to listen carefully to my partner so I can understand what she’s thinking.”

“ If I don’t understand what my partner says, I should ask him nicely to explain what he means.”

Explain that the students will have the chance to practice “Think, Pair, Write” during the lesson today and that at the end of the lesson you will ask them to report how it went.

2 Review Let’s Think About the Power of Advertising and Introduce Today’s ReadingShow the cover of Let’s Think About the Power of Advertising and remind the students that they are hearing and discussing this expository nonfiction text this week. Show pages 4–5, read the title, and remind the students that they heard this section of the book yesterday and discussed the text features on these pages, including the keyword, heading, text box, photograph, and caption. Briefly discuss:

Q What did you learn about advertising from this part of the book?

Show pages 6–7 and tell the students that today you will read aloud the section titled “What Is Advertising?” Explain that you will stop during the reading to give partners a chance to talk about what they are learning.

3 Read AloudRead the headings and the main text on pages 6–11 aloud slowly and clearly. Point to each photograph and read each caption, and point to and read each text box. On page 9, point to the bar graphs, read the

Teacher NoteIf your students are already familiar with the procedure, you do not need to model it. Instead, remind the students of your expectations. To see an example, view “Using ‘Think, Pair, Write’�” (AV10).

E ELL NoteConsider providing extra support to your English Language Learners during “Think, Pair, Write” throughout this unit. Students with limited English proficiency might benefit from drawing rather than writing.

2D Barcodes These marginal barcodes allow you to gain instant access to professional development and instructional media.


2 Reread “Extreme Sports” and Explore Text FeaturesAsk the students to turn to Student Response Book pages 12–13. Explain that this is a copy of the article. Tell the students that you will read the article aloud, and ask them to follow along as you read. Afterward, they will use “Think, Pair, Write” to think and write about the text features in the article.

Reread “Extreme Sports” aloud slowly and clearly. When you finish, draw the students’ attention to the photograph on Student Response Book page 13 and read the caption aloud.

Refer to the “Text Features” chart and remind the students that articles and other expository nonfiction texts often include photographs with captions and other text features to help readers better understand the topics. Have the students think quietly about the following questions as they scan (look over) the article for additional features.

Q What other text features do you notice in the article?

Q How might these text features help readers find information in the text or understand the topic?

After they have had time to think, have partners share with each other the text features they noticed. Then have them individually record the features on Student Response Book page 15, “Think, Pair, Write About Text Features in ‘Extreme Sports.’ ”

Circulate among the students as they work, and randomly select students to observe.

CLASS ASSESSMENT NOTE

Ask yourself:

•Do the students notice text features?

•Do they understand how each feature helps them locate information in the text or better understand the topic?

Record your observations on the “Class Assessment Record” sheet (CA2); see page 10 of the Assessment Resource Book. Use the following suggestions to support the students:

• If all or most students are noticing text features and seem to understand how they help readers locate information or better understand the topic, proceed with the lesson and continue on to Day 3.

• If about half of the students or only a few students are noticing text features and seem to understand how they help readers locate information or better understand the topic, you might give the class additional instruction by repeating Days 1 and 2 of this week using the article on pages 16–17 of the Student Response Book before continuing on to Day 3.

Teacher NoteAs an alternative to reading the article aloud, you might ask the students to read the article independently. Monitor the students and provide help to struggling readers.

Assessment Notes Boxed notes support you as you observe and assess the whole class or individual students.

Professional Learning PathPRINT COMPONENTS


4 Become Acquainted with Your Digital ResourcesTo become acquainted with Making Meaning’s digital resources, log in and explore the CCC Learning Hub.

The CCC Learning Hub is a website from which you can access all of your digital resources, including:

Claim your Making Meaning license.

On the CCC Learning Hub, you will find tutorials to help you get started. Select your grade level of Making Meaning to go to a page with its resources. On the Resources page, you can view the di�erent types of

resources that are available to help you teach the program.

Go to ccclearninghub.org.

Log In or Create Your CCC Learning Hub Account

• Interactive whiteboard activities • Assessment forms • Reproducibles

• Professional development media • Digital versions of your manuals


Professional Development Media

Using 'Turn to Your Partner' (AV2)

Whiteboard Activities

Assessment Forms

Reproducibles

Using 'Think, Pair, Share' (AV3)

Turning and Looking at the Speaker (AV6)

Class Assessment Record sheet

Poetry Reader Table of Contents chart click here for printable

Letter Practice: s click here for printable

Letter Practice: c click here for printable

click here for printable

"Getting Started With Your Digital Teacher's Set" tutorial (AV72)

"Using the CCC ClassView App" tutorial (AV80)

"Getting Started with Your Print Teacher's Manual" tutorial (AV81)

Digital Components� 7

5 Get Started Using the CCC ClassView AppGet started using the CCC ClassView assessment app by launching the app and accessing your Making Meaning assessments.

View Assessments Using CCC ClassView

Professional Learning PathDIGITAL COMPONENTS

CCC ClassView is an online tool that enables you to electronically collect, sort, synthesize, and report assessment data for individual students and the whole class. It can be accessed from the CCC Learning Hub or at classview.org.

Open a “Class Assessment Record” sheet, which you will use to monitor class progress.

If you don’t already have a class in CCC ClassView, watch this video to learn how to add yours. Then select the ClassView icon to view the

Making Meaning assessments for your class.

Watch the video “Making Meaning: Administering a Digital Assessment” in the Professional Learning section of the CCC Learning Hub.



6 View Your Digital Teacher’s Set

With the Digital Teacher’s Set, you can: • Plan lessons from anywhere • Access and view lesson resources by week and day • Select icons to link to the CCC ClassView app, interactive whiteboard activities, professional development videos, technology tutorials, and other resources on the CCC Learning Hub

The Digital Teacher’s Set is a collection of digital versions of the following print materials: • Teacher’s Manual • Assessment Resource Book • Vocabulary Teaching Guide • Reading Performance Task Preparation Guide (grades 3–6) • CCC ClassView Assessment App • Access to the CCC Learning Hub

You can view your Making Meaning Digital Teacher’s Set either on the CCC Learning Hub or using the CCC Access app for iOS or Android.

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Professional Learning PathDIGITAL COMPONENTS

Try One of the Two Ways to Access Your Digital Teacher’s Set

Select a component from the Digital Teacher’s Set list on your CCC Learning Hub Resources page.

Download and install the CCC Access app for iOS or Android.

OR

Instructions for how to download and install the CCC Access app are on the CCC Learning Hub. You can also watch this video that explains how to get started.

The Digital Teacher’s Set will open in your web browser.

You’ll be able to view components of the Digital Teacher’s Set on your tablet.


Blended Instructional Support

Both the print and digital components in the Making Meaning program offer a blended model of instructional support. The digital resources that accompany each classroom package enhance students’ learning experiences and help you streamline your preparation, instruction, and assessment processes. Professional learning opportunities in the form of embedded facilitation tips, teacher notes, and videos at point of use aid you in implementing the program with fidelity and facilitating collaborative classroom routines.

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Print Components •Teacher’s Manual (2 Volumes at grades 2–6) •Assessment Resource Book •Vocabulary Teaching Guide •Reading Performance Preparation Guide (grades 3–6) •Read-aloud trade books (16–31 per grade level) •Student Response Books (grades 2–6) •Picture Cards (grades K and 1) •Word Cards (grades K–2) •Pocket Chart (grades 1 and 2)

Digital Components •Teacher’s Manual •Assessment Resource Book •Vocabulary Teaching Guide •Reading Performance Task Preparation Guide (grades 3–6) •CCC ClassView Assessment App •Access to the CCC Learning Hub, which links to:

− Interactive whiteboard activities

− Technology tutorials

− Blackline masters

− Printable PDFs of teacher and student materials

− Professional development media

Trade books in Spanish are now available for each strategy unit. Learn more at collaborativeclassroom.org/books-in-spanish.

CCC Collaborative Literacy� 11


The CCC Collaborative Literacy suite of programs for grades K–6 is composed of three innovative modules that support students’ ability to work independently, encourage students to share their thinking with others, and foster students’ ongoing development as readers and writers. Collaborative Literacy teachers become mindful of their practice by using materials that engage and motivate students, develop critical thinkers, and promote reflection about learning and community.

Together, the modules address the core skills traditionally taught in the language arts block while transforming the learning environment into one that is student centered. Rooted in the Collaborative Classroom pedagogy, CCC Collaborative Literacy connects students’ minds and hearts by integrating rigorous literacy work with social and emotional development.

• Workshop model• Genre study using mentor texts• Integrated language skills

Being a Writer™ K–6Being a Writer™ K–6

Project Name: DSC Program Cover

Round: 1st pages Date: 02/20/14

File Name: BW2-TM2-V1_cover.indd Page #: 1

Trim size: 8.375” x 10.875” Colors used: list colors here Printed at: 100%

Artist: Name here Editor: Name here

Comments: Any comments here.


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Being a Writer™

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CCC Collaborative LiteracyCCC Collaborative LiteracyCCC Collaborative LiteracyCCC Collaborative LiteracyCCC Collaborative LiteracyCCC Collaborative LiteracyCCC Collaborative LiteracyCCC Collaborative LiteracyCCC Collaborative LiteracyCCC Collaborative LiteracyCCC Collaborative LiteracyCCC Collaborative LiteracyCCC Collaborative LiteracyCCC Collaborative LiteracyCCC Collaborative LiteracyCCC Collaborative LiteracyCCC Collaborative LiteracyCCC Collaborative LiteracyCCC Collaborative LiteracyCCC Collaborative LiteracyCCC Collaborative LiteracyCCC Collaborative Literacy

BeingBeingBein a Writ

Collaborative Literacy, K–6

• Foundational reading skills• Differentiated reading groups • Word study, f luency, and handwriting

Being a Reader™ K–2• Reading comprehension and vocabulary • Authentic read-alouds • Individualized Daily Reading

Making Meaning® K–6

Assessing to inform instructionPromoting critical thinking and collaboration

Supporting social and academic development

Continuous Professional Learning

Being a Reader™ K–2


CCC Collaborative LiteracyCCC Collaborative LiteracyCCC Collaborative LiteracyCCC Collaborative LiteracyCCC Collaborative Literacy

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Making Meaning® K–6

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Teacher’s Manual

Empowering teachers to transform classrooms and build school community

During Collaborative Literacy lessons:

learn to work independently and collaboratively, respectfully share their thinking with others, and take responsibility for their learning.Students

Teachersbecome mindful of their practice by using materials that engage and motivate students, develop critical thinkers, and promote reflection about learning and community.

Explore CoursesTake advantage of our interactive, self-paced online courses on demand and at no charge. Visit collaborativeclassroom.org/online-courses.

Find us on:

DevelopCollaboration

Learn with Us

Start a Pilot

our

forums to discuss

progra

m experiences.

Build your own Collaborative Classroom using the tools at inside.collaborativeclassroom.org.

Join us for a day of professional learning with other educators from across the country. Visit events.collaborativeclassroom.org.

Contact your local CCC Education Consultant to establish a pilot at your school or district. Visit collaborativeclassroom.org/education-consultants.

Center for the Collaborative ClassroomThe children who walk through the doors of our schools will become the caretakers of our democracy, our economy, our culture, and even our aging selves. In order to fill these roles, our students must be educated to thrive and, in turn, contribute to a thriving society. At Center for the Collaborative Classroom (CCC), we are helping to build classrooms that are worthy of that goal. CCC is a mission-driven, nonprofit organization committed to ensuring that all students have the opportunity to become highly literate critical thinkers who learn from, care for, and respect one another.

Learn more about our organization and programs at collaborativeclassroom.org.

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