Comprehensive Course of Study Template
Washington Township Public Schools
COURSE OF STUDY – CURRICULUM GUIDE
|Course: |Reading – Grade 5 - Making Meaning |
|Written By: |Christine Frassenei |
| |
|Under the Direction of: |Gretchen Gerber, Supervisor of Elementary Education |
| |
|Description: |The intermediate-level reading curriculum encompasses a developmental Language Arts Literacy/ Reading Program which uses the Balanced Literacy Four-Block Model to integrate reading with writing, speaking, listening, and |
| |viewing. The reading block incorporates the gradual release of responsibility model as students are engaged in modeled reading, shared reading, and interactive reading experiences. The texts expose students to a variety of|
| |genres representative of a variety of periods, cultures, and world views. Instruction primarily focuses on comprehension strategies, vocabulary, word, study, fluency, and speaking/listening skills that are applicable to |
| |the grade level. Students are introduced to skills and strategies as a whole class. They then transition into practicing these skills and strategies through text at their instructional level during guided reading/small |
| |group instruction. Ultimately, the students apply the skills and strategies as they read independently. This all happens in a caring community. Students learn and act on the values that govern the community. The lessons |
| |aim to create a classroom writing community where students feel empowered, supported in taking risks, and responsible to themselves and the group. The lessons weave cooperative learning, social skill instruction, and |
| |discussion of values throughout the curriculum. |
|Joseph A. Vandenberg: |Assistant Superintendent for Curriculum & Instruction |
|Barbara E. Marciano: |Director of Elementary Education |
|Jack McGee: |Director of Secondary Education |
|Written: |September 2010 |
|Revised: |August 2012 |
|BOE Approval: | |
Making Meaning: Lesson Design
The weekly Making Meaning lessons include the following components.
| |Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |
|30 min. |Read Aloud |Strategy Lesson |Guided Strategy |Guided Strategy Practice |Independent Strategy Practice |
| | | |Practice |* Optional committee | |
| | | | |selected text | |
| | | | |(Harcourt or Daybooks) | |
|15 |IDR |IDR |IDR |IDR |IDR / |
|min. | | | |/ Word Study |Word Study |
MAJOR UNITS OF STUDY
|Course Title: |Reading - Grade 5 - Making Meaning |
I. The Reading Life: Fiction
II. Recognizing Text Features: Expository Nonfiction
III. Questioning: Expository Nonfiction
IV. Analyzing Text Structure: Fiction
V. Making Inferences: Fiction and Poetry
VI. Making Inferences: Fiction and Expository Nonfiction
VII. Analyzing Text Structure: Expository Nonfiction
VIII. Determining Important Ideas and Summarizing: Fiction and Narrative Nonfiction
IX. Synthesizing: Fiction and Expository Nonfiction
X. Revisiting the Reading Life
XI. Genre Units (on-going)
UNIT OVERVIEW
|Course Title: |Reading - Grade 5 |
| | |
|Unit #: |UNIT 1 - The Reading Life |Unit Title: |The Reading Life |
| | |
|Unit Description and Objectives: |
|During this unit, the students and teacher share their reading lives. The students make text-to self connections and begin Individualized Daily Reading (IDR). Socially, they learn procedures for read-alouds, “Turn to Your Partner,” “Think, Pair, Share,” class |
|meetings, and IDR. They take responsibility for their behavior and develop the group skill of listening to one another. |
Essential Questions and Enduring Understandings:
|Essential Questions: |Enduring Understandings/Generalizations |Guiding Questions |
| |Students will understand that: | |
|1. How do good readers use a text’s structure to better understand a text’s meaning? |1. Understanding of a text’s features, structures, and characteristics facilitate the |How does understanding a text’s structure help me better understand its meaning? |
| |reader’s ability to make meaning of the text. | |
|2. How do good readers use context clues and language structure to figure out the word|2. Readers use language structure and context clues to identify the intended meaning |How do I figure out a word I do not know? |
|meanings? |of words and phrases as they are used in text. | |
|3. How does chunking phrases together aid in comprehension? |3. Fluent readers group words quickly to help them gain meaning from what they read. |How does fluency affect comprehension? |
|4. How do good readers use strategies to help them make meaning of the text? |4. Good readers employ strategies to help them understand text. Strategic readers can|What do readers do when they do not understand everything in a text? |
| |develop, select and apply strategies to enhance their comprehension. | |
|5. How does word choice influence the meaning of text? |5. Words powerfully affect meaning. |Why do readers need to pay attention to a writer’s choice of words? |
|6. How do good readers use strategies to make text personally relevant and useful? |6. Good readers compare, infer, synthesize and make connections (text to text, text to|How do readers construct meaning from text? |
| |world, text to self) to make text personally relevant and useful. | |
CURRICULUM UNIT PLAN
|Course Title/Grade: |Reading - Grade 5 | |Primary Core Content Standards referenced With Cumulative Progress Indicators |
|Unit Number/Title: |Unit 1 - The Reading Life | | RL 4.3 | | RL 5.3 | |RI 5.1 |
|Making Connections |Text Structure- Characteristics|Describe in depth a character, | Mentor Text |MM Unit 1 |Throughout Unit -Class Meetings |9.1.4.A.1 |Unit Assessment – Making Connections |
| |of fiction: characters, |setting, or events in a story or |Listen to mentor texts that introduce and |Wk1 pp. 6, 9-10, 14 |Work together to solve problems. |9.1.4.A.5 |–Use mentor or IDR text to make and |
| |setting, plot |drama, drawing on specific details in |expose features of the genre. | |Apply critical thinking and |9.1.8.A.1 |analyze connections in a text |
| | |the text | | |problem solving skills. |9.1.4.B.1 | |
| | | | |Readers' response journals | |9.1.4.C.1 |Small group participation rubric |
| | |Compare and contrast two or more |Compare and contrast elements in mentor | |Throughout unit -Turn to your |9.1.4.D.1 | |
| | |characters, settings, or events in a |texts or other shared texts. | |Partner | |Class assessment – MM Assessment |
| | |story or drama, drawing on specific | | |Participate in brainstorming | |Resource Book pp. 6-8 |
| | |details in the text. | | |sessions to seek information. | | |
| | | | | |Practice collaborative skills in | |Teacher conference notes of IDR |
| | |Quote accurately from a text when | | |groups. | |(Teacher made or MM Assessment Resource|
| | |explaining what the text says | | |Use effective oral communication. | |Book pp 52 -53) |
| |Comprehension Strategies- |explicitly and when drawing inferences|Mentor Text | | | | |
| |How to make connections while |from the text |Students will record pages in the text | | | |Quiz – Making Connections |
| |reading | |where they draw inferences. |MM Unit 1 | | | |
| | |Make connections between the text of a| |Wk1 pp. 12-13, 16 | | | |
| | |story or drama and a visual or oral | |Wk2 p. 26 | | | |
| | |presentation of the text, identifying | | | | | |
| | |where each version reflects specific |Mentor Text | | | | |
| | |descriptions and directions in the |Listen to mentor texts that enable |Readers' response journals | | | |
| | |text. |students to make connections. | | | | |
| | | | | | | | |
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| | |By the end of the year, read and | | | | | |
| | |comprehend literature, including | | | | | |
| |Fluency |stories, dramas, and poetry at the | | | | | |
| |Good readers read at an |high end of the grades 4-5 text | | | | | |
| |appropriate rate using |complexity band independently and | | | | | |
| |expression and intonation |proficiently. | | | | | |
| | | | | | | | |
| | | |Through IDR, students will increase their | | | | |
| | | |reading comprehension. Teacher conferences| | | | |
| | |Read with sufficient accuracy and |will assess a student’s reading level. | | | | |
| | |fluency to support comprehension | |MM Wk1 pp. 28-30, 32-33 | | | |
| | | | | | | | |
| | | | | | | | |
| |Fluency |Quote accurately from a text when | | | | | |
| |Good readers read text fluently|explaining what the text says | | | | | |
| |while citing text as evidence |explicitly and when drawing inferences| | | | | |
| | |from the text. | | | | | |
| | | |Partner Reading | | | | |
| | | |Readers’ Theater | | | | |
| |Vocabulary and Concept | | | | | | |
| |Development |Know and apply grade level phonics and| | | | | |
| |Using context clues |word analysis skills in decoding | | | | | |
| |Prefixes |words. | |Readers' Theater scripts | | | |
| |Multiple meanings | |Individualized Daily Reading (IDR) | | | | |
| |Idioms |Determine the meaning of words and | | | | | |
| |Synonyms/ |phrases as they are used in text, |Teacher conference | | | | |
| |Antonyms |including figurative language such as | | | | | |
| | |metaphors and similes. | |MM excerpts, IDR books, Leveled Text | | | |
| | | | | | | | |
| |Speaking and Listening | | | | | | |
| |Strategies- | | | | | | |
| |The structure and purpose of |Engage effectively in a range of | | | | | |
| |class meetings |collaborative discussions with diverse|Use mentor text to focus on prefixes, | | | | |
| | |partners on grade 5 topics and texts, |idioms, antonyms, and multiple meanings. | | | | |
| | |building on others’ ideas and | | | | | |
| | |expressing their own clearly. |Word Study Activities | | | | |
| | | | |Vocab. Book | | | |
| | |Summarize a written text aloud | |Week 1 pp. 1- 30 | | | |
| | | | |Week 2 pp. 31-54 | | | |
| | | | | | | | |
| | | | | | | | |
| | | | |Word Work Literacy Stations/Routines | | | |
| | |Summarize the points a speaker makes | |Vocabulary Crossword Puzzles | | | |
| | |and explain how each claim is | | | | | |
| | |supported by reasons and evidence | | | | | |
| | | | | | | | |
| | |Report on a topic or text or present |Turn to your partner | | | | |
| | |an opinion; speak clearly at an |Think, Pair, Share | | | | |
| | |understandable pace | | | | | |
| | | |Establishing Reading Partnerships | | | | |
| | |Adapt speech to a variety of contexts |Work cooperatively and collaboratively |Throughout unit | | | |
| | |and tasks, using formal English when |with a reading partner. Partners offer | | | | |
| | |appropriate to task and situation |support, while working on reading |Reading partnerships | | | |
| | | |comprehension activities. |Whole class and small group | | | |
| | | | |discussions | | | |
| |Reading Strategies- | | | | | | |
| |Before- procedures for reading | | | | | | |
| |class, bookwalk | | | | | | |
| | | | | | | | |
| | |Build background knowledge to prepare |Use sentence prompts to agree or disagree | | | | |
| |During- Good readers stop make |to read a book. |during group discussions | | | | |
| |connections to the text | | | | | | |
| | | | | | | | |
| |After- How to write a | | | | | | |
| |persuasive/ opinion paper about| | | | | | |
| |the shared text or their own |Relate personal experiences to the | | | | | |
| |leveled book |text. | | | | | |
| | | | | | | | |
| | | | | | | | |
| | |Write opinion pieces about a text, | |Throughout the unit | | | |
| | |supporting a point of view with | | | | | |
| | |reasons | |Mentor texts, excerpts, small group | | | |
| | | | |novels, leveled text, articles | | | |
| | | | | | | | |
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| | | | | | | | |
| | | |Small group instruction | | | | |
| | | | | | | | |
| | | |Bookwalk- Preview the book by analyzing | | | | |
| | | |the front and back cover and visuals | | | | |
| | | |within the book. | | | | |
| | | | | | | | |
| | | | |Readers' response journals | | | |
| | | | |MM Unit 1 | | | |
| | | |Have students make connections while you |Wk1pp. 5-6, 12-13 | | | |
| | | |read aloud. | | | | |
| | | | | | | | |
| | | | | | | | |
| | | |Have students write a positive or negative| | | | |
| | | |opinion about the book they read. | | | | |
| | | | |Mentor texts, excerpts, small group | | | |
| | | | |novels, leveled text, articles | | | |
| | | | | | | | |
| | | | |Mentor texts, excerpts, small group | | | |
| | | | |novels, leveled text, articles | | | |
| | | | | | | | |
| | | | | | | | |
Unit Modifications for Special Population Students:
|Struggling Learners |Gifted and Talented Students |English Language Learners |Special Education Students |
| |(Challenge Activities) | | |
|Preview text and show illustrations to struggling learners prior to |Model how to select appropriate texts. |Preview text and show illustrations to ELL students prior to reading |Preview text and show illustrations to special education students |
|reading text aloud to class. | |aloud to class. |prior to reading text aloud to class. |
|Provide vocabulary support either in writing or orally |Help students to select appropriate IDR texts by providing choices |Discuss additional vocabulary |Provide illustrated or written copies of vocabulary words prior to and|
| |within students’ level. | |during read aloud. |
|Provide prompts for response |Model and provide practice making text to text and text to world |Provide prompts for response |Provide prompts for response or modify response form. For example, |
| |connections in mentor and/or IDR texts. | |have students share connections or information about reading lives |
| | | |orally. |
|Model responses for reader response journal page on reading life. | |If appropriate, have students share their memories of their homeland |If appropriate, have students draw experiences that relate to mentor |
| | |or experiences coming to America. |texts to show connections. |
|Model how to select appropriate texts. | |Model responses for reader response journal page on reading life. |Modify journal response, if needed. Students can share orally, or |
| | | |make a bulleted list instead of writing sentence responses. |
|Help students to select appropriate IDR texts by providing choices | |Model how to select appropriate texts. |Allow students to draw response to IDR texts in reading log, if |
|within students’ level. | | |needed. |
|Model IDR log entry. | |Help students to select appropriate IDR texts by providing choices |Help students to select appropriate IDR texts by providing choices |
| | |within students’ level. |within students’ level. |
|Show illustrations to prompt student responses in summarizing text. | |Model IDR log entry and/or have students draw a picture in the comment|If needed, use alternative texts in a small group setting to reinforce|
| | |section of IDR Reading Log. |making connections strategy. |
| | |Use pictures and/or symbols to illustrate class meeting ground rules. |Modify unit assessment, if needed. |
| | |Provide a copy of the chat with pictures, symbols, and words to ELL | |
| | |students. | |
| | |Provide copies of mentor texts for students to review and practice |Prior to discussion, practice retelling mentor text story in small |
| | |retelling story in a small group or with a partner. |group or with partner by looking at illustrations |
UNIT OVERVIEW
|Course Title: |Reading - Grade 5 |
| | |
|Unit #: |UNIT 2 OVERVIEW |Unit Title: |Recognizing Text Features |
| | |
|Unit Description and Objectives: |
|During this unit, the students explore expository text features. During IDR, the students read nonfiction texts independently, explore text features, and write about their reading. Socially, they learn the procedure for “ Think, Pair, Write” and develop the |
|group skill of explaining their thinking. They continue to analyze why it is important to be both respectful and responsible. |
Essential Questions and Enduring Understandings:
|Essential Questions: |Enduring Understandings/Generalizations |Guiding Questions |
| |Students will understand that: | |
|1. How do good readers use text’s features, structures, and characteristics to make |1. Understanding of a text’s features, structures, and characteristics facilitate the |How does understanding a text’s structure help me better understand its meaning? |
|meaning of the text? |reader’s ability to make meaning of the text. | |
|2. How do good readers use context clues and language structure to figure out the word|2. Readers use language structure and context clues to identify the intended meaning |How do I figure out a word I do not know? |
|meanings? |of words and phrases as they are used in text. | |
|3. How does chunking phrases together aid in comprehension? |3. Fluent readers group words quickly to help them gain meaning from what they read. |How does fluency affect comprehension? |
|4. How do good readers use strategies to help them make meaning of the text? |4. Good readers employ strategies to help them understand text. Strategic readers can|What do readers do when they do not understand everything in a text? |
| |develop, select and apply strategies to enhance their comprehension. | |
|5. How does word choice influence the meaning of text? |5. Words powerfully affect meaning. |Why do readers need to pay attention to a writer’s choice of words? |
|6. How do good readers use strategies to make text personally relevant and useful? |6. Good readers compare, infer, synthesize and make connections (text to text, text to|How do readers construct meaning from text? |
| |world, text to self) to make text personally relevant and useful. | |
CURRICULUM UNIT PLAN
|Course Title/Grade: |Reading - Grade 5 | |Primary Core Content Standards referenced With Cumulative Progress Indicators |
|Unit Number/Title: |Unit 2 Recognizing Text Features | |RI 4.5 |
|Preview text and show illustrations to struggling learners prior to |Model how to select appropriate texts. |Preview text and show illustrations to ELL students prior to reading |Preview text and show illustrations to special education students |
|reading text aloud to class. | |aloud to class. |prior to reading text aloud to class. |
|Provide vocabulary support either in writing or orally |Help students to select appropriate IDR texts by providing choices |Discuss additional vocabulary |Provide illustrated or written copies of vocabulary words prior to and|
| |within students’ level. | |during read aloud. |
|Provide prompts for response |Have interested students answer the class questions about recess by |Provide prompts for response |Provide prompts for response or modify response form. For example, |
| |researching information about the relationship of exercise and | |have students share text features orally. Or, provide a checklist for|
| |academic performance on the Internet. | |students to check off features they find in the text they are using. |
|Model responses for reader response journal. |See Extension Activity – Read a News Story Using Investigative |Help ELL students to identify something they have written in their IDR|If appropriate, have students draw examples or symbols for text |
| |Questions T.M. pg.73 |journal that they can share in pairs. Have them rehearse what they |features they find. |
| | |will share. | |
|Model how to select appropriate texts. |See Extension Activity – Build Community Throughout the Day T.M. 94 |Model responses for reader response journal page on reading life. |Modify journal response, if needed. Students can share orally, or |
| | | |make a bulleted list instead of writing sentence responses. |
|Help students to select appropriate IDR texts by providing choices | |Model how to select appropriate texts. |Allow students to draw response to IDR texts in reading log, if |
|within students’ level. | | |needed. |
|Model IDR log entry. | |Help students to select appropriate IDR texts by providing choices |Help students to select appropriate IDR texts by providing choices |
| | |within students’ level. |within students’ level. |
|Show illustrations to prompt student responses in summarizing text. | |Model IDR log entry and/or have students draw a picture in the comment|If needed, use alternative texts in a small group setting to reinforce|
| | |section of IDR Reading Log. |finding text features. |
| | |Discuss graphs prior to using with the rest of the class. |Modify unit assessment, if needed. |
| | |Provide copies of mentor texts for students to review and practice |Prior to discussion, practice retelling main ideas of mentor text |
| | |retelling information in a small group or with a partner. |section in small group or with partner by looking at text features |
| | | |such as headings, captions, and illustrations |
| | |Reread parts of article to help students recall text. | |
UNIT OVERVIEW
|Course Title: |Reading - Grade 5 |
| | |
|Unit #: |UNIT 3 OVERVIEW |Unit Title: |Questioning |
| | |
|Unit Description and Objectives: |
|During this unit, the students continue explore expository text and use schema to articulate all they know about a topic before they read. They learn the procedure for “Stop and Ask Questions” and use questioning to help them make sense of texts. . During IDR,|
|the students read nonfiction texts independently and recognize text features to help them make sense of the texts. Socially, they explain their thinking, use prompts to add to one another’s thinking and analyze why it is important to be responsible. |
Essential Questions and Enduring Understandings:
|Essential Questions: |Enduring Understandings/Generalizations |Guiding Questions |
| |Students will understand that: | |
|1. How do good readers use text’s features, structures, and characteristics to make |1. Understanding of a text’s features, structures, and characteristics facilitate the |How does understanding a text’s structure help me better understand its meaning? |
|meaning of the text? |reader’s ability to make meaning of the text. | |
|2. How do good readers use context clues and language structure to figure out the word|2. Readers use language structure and context clues to identify the intended meaning |How do I figure out a word I do not know? |
|meanings? |of words and phrases as they are used in text. | |
|3. How does chunking phrases together aid in comprehension? |3. Fluent readers group words quickly to help them gain meaning from what they read. |How does fluency affect comprehension? |
|4. How do good readers use strategies to help them make meaning of the text? |4. Good readers employ strategies to help them understand text. Strategic readers can|What do readers do when they do not understand everything in a text? |
| |develop, select and apply strategies to enhance their comprehension. | |
|5. How does word choice influence the meaning of text? |5. Words powerfully affect meaning. |Why do readers need to pay attention to a writer’s choice of words? |
|6. How do good readers use strategies to make text personally relevant and useful? |6. Good readers compare, infer, synthesize and make connections (text to text, text to|How do readers construct meaning from text? |
| |world, text to self) to make text personally relevant and useful. | |
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CURRICULUM UNIT PLAN
|Course Title/Grade: |Reading - Grade 5 | |Primary Core Content Standards referenced With Cumulative Progress Indicators |
|Unit Number/Title: |Unit 3 Questioning | |RI 5.2 |
|Preview text and show illustrations to struggling learners prior to |Model how to select appropriate texts. |Preview text and show illustrations to ELL students prior to reading |Preview text and show illustrations to special education students |
|reading text aloud to class. | |aloud to class. It may be necessary to read the text to them prior to|prior to reading text aloud to class. |
| | |the lesson. See T.M. pg. 98. | |
|Provide vocabulary support either in writing or orally |Help students to select appropriate IDR texts by providing choices |Discuss additional vocabulary |Provide illustrated or written copies of vocabulary words prior to and|
| |within students’ level. | |during read aloud. |
|Provide prompts for response |See Extension Activity – Ask Questions in Content-area Reading T.M. |Provide prompts for response |Provide prompts for response or modify response form. For example, |
| |pg.107 | |provide a list of words to begin questions. |
|Model responses for reader response journal. |See Extension Activity – Practice in Content-area Reading T.M. pg.129 |Help ELL students to identify something they have written in their IDR|Modify journal response, if needed. Students can share orally, or |
| | |journal that they can share in pairs. Have them rehearse what they |make a bulleted list instead of writing sentence responses. |
| | |will share. | |
|Model how to select appropriate texts. | |Model how to select appropriate texts. |Allow students to draw response to IDR texts in reading log, if |
| | | |needed. |
|Help students to select appropriate IDR texts by providing choices | |Help students to select appropriate IDR texts by providing choices |Help students to select appropriate IDR texts by providing choices |
|within students’ level. | |within students’ level. |within students’ level. |
|Model IDR log entry. | |Model IDR log entry and/or have students draw a picture in the comment|If needed, use alternative texts in a small group setting to reinforce|
| | |section of IDR Reading Log. |asking questions. |
|Show illustrations to prompt student responses in summarizing text. | |Provide a list of words that can begin questions |Modify unit assessment, if needed. |
|If needed, use alternative texts in a small group setting to reinforce| |Provide copies of mentor texts for students to review and practice | |
|asking questions. | |retelling information in a small group or with a partner. | |
| | |Reread parts of article to help students recall text. | |
| | |Read excerpt with a partner or have teacher read passage aloud as | |
| | |student follows along. | |
UNIT OVERVIEW
|Course Title: |Reading - Grade 5 |
| | |
|Unit #: |UNIT 4 OVERVIEW |Unit Title: |Analyzing Text Structure |
| | |
|Unit Description and Objectives: |
|During this unit, the students continue explore narrative text structure, including character, setting, plot and conflict. They use questioning to help them make sense of text and they think about whether their questions are answered explicitly or implicitly. |
|During IDR, they analyze character, setting, and plot and ask themselves questions as they read independently. Socially, they practice the group skill of using prompts to add to one another’s thinking. |
Essential Questions and Enduring Understandings:
|Essential Questions: |Enduring Understandings/Generalizations |Guiding Questions |
| |Students will understand that: | |
|1. How do good readers use text’s features, structures, and characteristics to make |1. Understanding of a text’s features, structures, and characteristics facilitate the |How does understanding a text’s structure help me better understand its meaning? |
|meaning of the text? |reader’s ability to make meaning of the text. | |
|2. How do good readers use context clues and language structure to figure out the word|2. Readers use language structure and context clues to identify the intended meaning |How do I figure out a word I do not know? |
|meanings? |of words and phrases as they are used in text. | |
|3. How does chunking phrases together aid in comprehension? |3. Fluent readers group words quickly to help them gain meaning from what they read. |How does fluency affect comprehension? |
|4. How do good readers use strategies to help them make meaning of the text? |4. Good readers employ strategies to help them understand text. Strategic readers can|What do readers do when they do not understand everything in a text? |
| |develop, select and apply strategies to enhance their comprehension. | |
|5. How does word choice influence the meaning of text? |5. Words powerfully affect meaning. |Why do readers need to pay attention to a writer’s choice of words? |
|6. How do good readers use strategies to make text personally relevant and useful? |6. Good readers compare, infer, synthesize and make connections (text to text, text to|How do readers construct meaning from text? |
| |world, text to self) to make text personally relevant and useful. | |
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CURRICULUM UNIT PLAN
|Course Title/Grade: |Reading - Grade 5 | |Primary Core Content Standards referenced With Cumulative Progress Indicators |
|Unit Number/Title: |Unit 4 Analyzing Text Structure | |RL4-3 |
|Preview text and show illustrations to struggling learners prior to |Model how to select appropriate texts. |Preview text and show illustrations to ELL students prior to reading |Preview text and show illustrations to special education students |
|reading text aloud to class. | |aloud to class. |prior to reading text aloud to class. |
|Provide vocabulary support either in writing or orally |Help students to select appropriate IDR texts by providing choices |Discuss additional vocabulary |Provide illustrated or written copies of vocabulary words prior to and|
| |within students’ level. | |during read aloud. |
|Provide prompts for response |See Extension Activity – Watch Stories T.M. pg 150 |Provide prompts for response |Provide prompts for response or modify response form. For example, |
| | | |have students share connections or information about reading lives |
| | | |orally. |
|Model responses for reader response journal page on reading life. |See Extension Activity – Revisit Building a Caring Community |Model responses for reader response journal page on reading life. |If appropriate, have students draw events in story to show story |
| |Throughout the Day T.M. pg. 153 | |elements. |
|Model how to select appropriate texts. |See Extension Activity – Read About Children of the Holocaust |Model how to select appropriate texts. |Modify journal response, if needed. Students can share orally, or |
| |T.M.pg.168 | |make a bulleted list instead of writing sentence responses. |
|Help students to select appropriate IDR texts by providing choices | |Help students to select appropriate IDR texts by providing choices |Allow students to draw response to IDR texts in reading log, if |
|within students’ level. | |within students’ level. |needed. |
|Model IDR log entry. | |Model IDR log entry and/or have students draw a picture in the comment|Help students to select appropriate IDR texts by providing choices |
| | |section of IDR Reading Log. |within students’ level. |
|Show illustrations to prompt student responses in summarizing text. | |Use pictures and/or symbols to illustrate class meeting ground rules. |If needed, use alternative texts in a small group setting to reinforce|
| | |Provide a copy of the chat with pictures, symbols, and words to ELL |fiction text structure. |
| | |students. | |
|Provide a list of fictional elements and examples. | |Provide copies of mentor texts for students to review and practice |Modify unit assessment, if needed. |
| | |retelling story in a small group or with a partner. | |
|Reread story in small group or with a partner. | |Provide a simplified list of fictional elements and examples. |Prior to discussion, practice retelling mentor text story in small |
| | | |group or with partner by looking at illustrations |
|If needed, repeat Days 1,2,3 of Week 1 using an alternative text | |Provide appropriate background knowledge for read aloud story. | |
| | |Model the questioning strategy activity. | |
UNIT OVERVIEW
|Course Title: |Reading - Grade 5 |
| | |
|Unit #: |UNIT 5 OVERVIEW |Unit Title: |Making Inferences |
| | |
|Unit Description and Objectives: |
|During this unit, the students explore the difference between explicit and implicit meanings in text. They visualize to create mental images from narrative text and poetry, make inference to understand text, and continue to use questioning and understanding |
|text structures to make sense of narrative text and poetry, make inferences to understand text, and continue to use questioning and understanding text structure to make sense of narrative text. They also learn to use a double-entry journal to record their |
|thinking. During IDR, the students use strategies to make sense of their independent reading. Socially, they develop the group skills of clarifying questions and confirming that they understand another person’s thinking by repeating back what they heard. |
Essential Questions and Enduring Understandings:
|Essential Questions: |Enduring Understandings/Generalizations |Guiding Questions |
| |Students will understand that: | |
|1. How do good readers use text’s features, structures, and characteristics to make |1. Understanding of a text’s features, structures, and characteristics facilitate the |How does understanding a text’s structure help me better understand its meaning? |
|meaning of the text? |reader’s ability to make meaning of the text. | |
|2. How do good readers use context clues and language structure to figure out the word|2. Readers use language structure and context clues to identify the intended meaning |How do I figure out a word I do not know? |
|meanings? |of words and phrases as they are used in text. | |
|3. How does chunking phrases together aid in comprehension? |3. Fluent readers group words quickly to help them gain meaning from what they read. |How does fluency affect comprehension? |
|4. How do good readers use strategies to help them make meaning of the text? |4. Good readers employ strategies to help them understand text. Strategic readers can|What do readers do when they do not understand everything in a text? |
| |develop, select and apply strategies to enhance their comprehension. | |
|5. How does word choice influence the meaning of text? |5. Words powerfully affect meaning. |Why do readers need to pay attention to a writer’s choice of words? |
|6. How do good readers use strategies to make text personally relevant and useful? |6. Good readers compare, infer, synthesize and make connections (text to text, text to|How do readers construct meaning from text? |
| |world, text to self) to make text personally relevant and useful. | |
CURRICULUM UNIT PLAN
|Course Title/Grade: |Reading - Grade 5 | |Primary Core Content Standards referenced With Cumulative Progress Indicators |
|Unit Number/Title: |Unit 5 Making Inferences | |RL4-3 |
|Preview text and show illustrations to struggling learners prior to |Model how to select appropriate texts. |Preview text and show illustrations to ELL students prior to reading |Preview text and show illustrations to special education students |
|reading text aloud to class. | |aloud to class. |prior to reading text aloud to class. |
|Provide vocabulary support either in writing or orally |Help students to select appropriate IDR texts by providing choices |Discuss additional vocabulary |Provide illustrated or written copies of vocabulary words prior to and|
| |within students’ level. | |during read aloud. |
|Provide prompts for response |See Extension Activity – Read the Rest of The Van Gogh Café T.M. pg. |Provide prompts for response |Provide prompts for response or modify response form. For example, |
| |186 | |have students share connections or information about reading lives |
| | | |orally. |
|Model responses for reader response journal page on reading life. |See Extension Activity – Write Poems T. M. pg. 200 |Model responses for reader response journal page on reading life. |If appropriate, have students draw events in story to show story |
| | | |elements. |
|Model how to select appropriate texts. |See Extension Activity – Share Favorite Poems T.M. pg. 212 |Model how to select appropriate texts. |Modify journal response, if needed. Students can share orally, or |
| | | |make a bulleted list instead of writing sentence responses. |
|Help students to select appropriate IDR texts by providing choices |Create a list of types of figurative language and examples of each. |Help students to select appropriate IDR texts by providing choices |Allow students to draw response to IDR texts in reading log, if |
|within students’ level. | |within students’ level. |needed. |
|Model IDR log entry. |See Extension Activity – Practice Visualizing with Other Poetry T.M. |Model IDR log entry and/or have students draw a picture in the comment|Help students to select appropriate IDR texts by providing choices |
| |pg. 230 |section of IDR Reading Log. |within students’ level. |
|Show illustrations to prompt student responses in summarizing text. | |Use pictures and/or symbols to illustrate class meeting ground rules. |If needed, use alternative texts in a small group setting to reinforce|
| | |Provide a copy of the chart with pictures, symbols, and words to ELL |fiction text structure. |
| | |students. | |
|Provide a list of fictional elements and examples. | |Provide copies of mentor texts for students to review and practice |Modify unit assessment, if needed. |
| | |retelling story in a small group or with a partner. | |
|Reread story in small group or with a partner. | | | |
|Practice making inferences by underlining clues in excerpts from text.| | | |
| | |Reread story to ELL learners and stop frequently to ask questions |Prior to discussion, practice retelling mentor text story in small |
| | |prior to discussion of story on second day. |group or with partner by looking at illustrations |
|Provide examples of sample clarifying questions. | |Model for ELL students reading excerpt and underlining clues to make |Practice making inferences by underlining clues in excerpts from text.|
| | |inferences. | |
|Provide small group review of double-sided journal. | |Read poetry aloud to students and discuss it prior to discussing the |Provide a list of suggested clarifying questions or statements. |
| | |poem with the class. | |
|Provide a vocabulary list of figurative language in this unit along | |Have students draw what they picture |Provide a vocabulary list of figurative language in this unit along |
|with examples of each. | | |with examples of each. |
|Have students draw what they visualize and use these to discuss or | | |Have students draw what the visualize |
|respond to poetry. | | | |
UNIT OVERVIEW
|Course Title: |Reading - Grade 5 |
| | |
|Unit #: |UNIT 6 OVERVIEW |Unit Title: |Making Inferences |
| | |
|Unit Description and Objectives: |
|During this unit, the students make inferences to understand causes and effects in narrative and expository text. They continue to use text structure to explore narrative text. They also use schema to articulate all they think they know about a topic |
|before they read. During IDR, the students think about the inferences they make as they read independently. Socially, they develop the group skills of including one another, contributing to group work, and using prompts to extend a conversation. They also|
|have a check-in class meeting to discuss a problem. |
Essential Questions and Enduring Understandings:
|Essential Questions: |Enduring Understandings/Generalizations |Guiding Questions |
| |Students will understand that: | |
|1. How do good readers use text’s features, structures, and characteristics to make |1. Understanding of a text’s features, structures, and characteristics facilitate the |How does understanding a text’s structure help me better understand its meaning? |
|meaning of the text? |reader’s ability to make meaning of the text. | |
|2. How do good readers use context clues and language structure to figure out the word|2. Readers use language structure and context clues to identify the intended meaning |How do I figure out a word I do not know? |
|meanings? |of words and phrases as they are used in text. | |
|3. How does chunking phrases together aid in comprehension? |3. Fluent readers group words quickly to help them gain meaning from what they read. |How does fluency affect comprehension? |
|4. How do good readers use strategies to help them make meaning of the text? |4. Good readers employ strategies to help them understand text. Strategic readers can|What do readers do when they do not understand everything in a text? |
| |develop, select and apply strategies to enhance their comprehension. | |
|5. How does word choice influence the meaning of text? |5. Words powerfully affect meaning. |Why do readers need to pay attention to a writer’s choice of words? |
|6. How do good readers use strategies to make text personally relevant and useful? |6. Good readers compare, infer, synthesize and make connections (text to text, text to|How do readers construct meaning from text? |
| |world, text to self) to make text personally relevant and useful. | |
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CURRICULUM UNIT PLAN
|Course Title/Grade: |Reading - Grade 5 | |Primary Core Content Standards referenced With Cumulative Progress Indicators |
|Unit Number/Title: |Unit 6 Making Inferences | |RL 4.3 |
| |Model how to select appropriate texts. |Preview text and show illustrations to ELL students prior to reading |Preview text and show illustrations to special education students |
|Provide prompts for response or modify response form. | |aloud to class. |prior to reading text aloud to class. |
|If appropriate, have students draw events in story to show story |Help students to select appropriate IDR texts by providing choices |Discuss additional vocabulary |Provide illustrated or written copies of vocabulary words prior to and|
|elements. |within students’ level. | |during read aloud. |
|Modify journal response, if needed. Students can share orally, or |See Extension Activity Learn About Other African American Authors – |Provide prompts for response |Provide prompts for response or modify response form. For example, |
|make a bulleted list instead of writing sentence responses. |T.M. 250 | |have students share inferences orally. |
|Help students to select appropriate IDR texts by providing choices |See Extension Activity - Research Wildfires T.M. 269 |Help ELL students to identify something they have written in their IDR|If appropriate, have students draw events in story to show story |
|within students’ level. | |journal that they can share in pairs. Have them rehearse what they |elements. |
| | |will share. | |
|If needed, use alternative texts in a small group setting to reinforce|See Extension Activity - Research Earthquakes T.M. 284 |Model thinking about a text and writing questions that come to mind. |Modify journal response, if needed. Students can share orally, or |
|making inference skill. | | |make a bulleted list instead of writing sentence responses. |
|Practice making inferences by underlining clues in excerpts from text.| |Model how to select appropriate texts. |Allow students to draw response to IDR texts in reading log, if |
| | | |needed. |
|Review parts of text by reading headings and showing some | |Help students to select appropriate IDR texts by providing choices |Help students to select appropriate IDR texts by providing choices |
|illustrations. | |within students’ level. |within students’ level. |
|Provide models for double-sided journal entries. | |Preview questions that will be used during discussion. |If needed, use alternative texts in a small group setting to reinforce|
| | | |fiction text structure. |
|Provide prompts to help students complete journal entries. | |Have students draw visualizations |Modify unit assessment, if needed. |
| | |Model reading excerpt and underlining clues for inferences. |Provide everyday examples of cause and effect. |
| | | |Have student read excerpt with a partner. |
| | |Have students draw to express their thoughts about their reading. |Practice making inferences by underlining clues in excerpts from text.|
| | |Help students to generate questions about their text. |Provide a list of suggested clarifying questions or statements. |
| | |Model how to preview a text before reading. | |
UNIT OVERVIEW
|Course Title: |Reading - Grade 5 |
| | |
|Unit #: |UNIT 7 OVERVIEW |Unit Title: |Analyzing Text Structure |
| | |
|Unit Description and Objectives: |
|During this unit, the students explore how articles can inform by highlighting pros and cons and by investigating one side of an issue. They examine how functional texts such as tables and directions are organized to inform readers. They also look at textbooks |
|and think about how cause and effect, chronological and compare and contrast relationships are used to organize the information. |
|During IDR, the students use comprehension strategies. Socially, they take responsibility for their own learning during group work and develop the group skills of including one another and contributing to group work. |
Essential Questions and Enduring Understandings:
|Essential Questions: |Enduring Understandings/Generalizations |Guiding Questions |
| |Students will understand that: | |
|1. How do good readers use text’s features, structures, and characteristics to make |1. Understanding of a text’s features, structures, and characteristics facilitate the |How does understanding a text’s structure help me better understand its meaning? |
|meaning of the text? |reader’s ability to make meaning of the text. | |
|2. How do good readers use context clues and language structure to figure out the word|2. Readers use language structure and context clues to identify the intended meaning |How do I figure out a word I do not know? |
|meanings? |of words and phrases as they are used in text. | |
|3. How does chunking phrases together aid in comprehension? |3. Fluent readers group words quickly to help them gain meaning from what they read. |How does fluency affect comprehension? |
|4. How do good readers use strategies to help them make meaning of the text? |4. Good readers employ strategies to help them understand text. Strategic readers can|What do readers do when they do not understand everything in a text? |
| |develop, select and apply strategies to enhance their comprehension. | |
|5. How does word choice influence the meaning of text? |5. Words powerfully affect meaning. |Why do readers need to pay attention to a writer’s choice of words? |
|6. How do good readers use strategies to make text personally relevant and useful? |6. Good readers compare, infer, synthesize and make connections (text to text, text to|How do readers construct meaning from text? |
| |world, text to self) to make text personally relevant and useful. | |
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CURRICULUM UNIT PLAN
|Course Title/Grade: |Reading - Grade 5 | |Primary Core Content Standards referenced With Cumulative Progress Indicators |
|Unit Number/Title: |Unit 7 Analyzing Text Structure | |RI4-5 |
|Provide prompts for response or modify response form. |Model how to select appropriate texts. |Preview text and show illustrations to ELL students prior to reading |Preview text and show illustrations to special education students |
| | |aloud to class. |prior to reading text aloud to class. |
|Modify journal response, if needed. Students can share orally, or |Help students to select appropriate IDR texts by providing choices |Discuss additional vocabulary |Provide illustrated or written copies of vocabulary words prior to and|
|make a bulleted list instead of writing sentence responses. |within students’ level. | |during read aloud. |
|Help students to select appropriate IDR texts by providing choices |See Extension Activity - Read More About Cloning T.M. 308 |Provide prompts for response |Provide prompts for response or modify response form. |
|within students’ level. | | | |
|If needed, use alternative texts in a small group setting to reinforce|See Extension Activity - Research Advertising T.M. 319 |Help ELL students to identify something they have written in their IDR|Modify journal response, if needed. Students can share orally, or |
|text structure | |journal that they can share in pairs. Have them rehearse what they |make a bulleted list instead of writing sentence responses. |
| | |will share. | |
|Review parts of text by reading headings and showing some |See Extension Activity - Research and Write an Article on Cell Phones|Model responses for reader response journal page on reading life. |Allow students to draw response to IDR texts in reading log, if |
|illustrations. |for Kids T.M.344 | |needed. |
|Provide models for double-sided journal entries. |See Extension Activity - Make Origami Cups T.M.356 |Model how to select appropriate texts. |Help students to select appropriate IDR texts by providing choices |
| | | |within students’ level. |
|Provide prompts to help students complete journal entries. |See Extension Activity - Create a Functional Texts Bulletin Board |Help students to select appropriate IDR texts by providing choices |If needed, use alternative texts in a small group setting to reinforce|
| |T.M. 369 |within students’ level. |expository nonfiction text structure. |
|Work in a small group to reread parts of articles. |See Extension Activity - Research the Trail of Tears T.M. 382 |Summarize articles for ELL students. Read aloud, if needed. |Modify unit assessment, if needed. |
|Provide examples of functional texts at various levels. |See Extension Activity - Research Native American Chiefs T.M. 388 |Provide prompts for ELL students to use when they share. |Reread parts of article with students. |
|In small group, provide examples of chronological, cause/effect, and | | |Provide a list of prompts a student could use in class discussions. |
|compare/contrast relationships in texts. | | | |
| | | |Provide examples of functional texts. |
| | | |Provide alternative texts to practice recognizing cause/effect |
| | | |relationships. |
UNIT OVERVIEW
|Course Title: |Reading - Grade 5 |
| | |
|Unit #: |UNIT 8 OVERVIEW |Unit Title: |Determining Important Ideas and Summarizing |
| | |
|Unit Description and Objectives: |
|During this unit, the students continue to make inferences to understand text. They also think about important and supporting ideas in text and use important ideas to summarize. During IDR, the students explore the important ideas in their independent reading. |
|Socially, they give reasons for their opinions, discuss opinions respectfully, reach agreement, and give feedback in a caring way. |
Essential Questions and Enduring Understandings:
|Essential Questions: |Enduring Understandings/Generalizations |Guiding Questions |
| |Students will understand that: | |
|1. How do good readers use text’s features, structures, and characteristics to make |1. Understanding of a text’s features, structures, and characteristics facilitate the |How does understanding a text’s structure help me better understand its meaning? |
|meaning of the text? |reader’s ability to make meaning of the text. | |
|2. How do good readers use context clues and language structure to figure out the word|2. Readers use language structure and context clues to identify the intended meaning |How do I figure out a word I do not know? |
|meanings? |of words and phrases as they are used in text. | |
|3. How does chunking phrases together aid in comprehension? |3. Fluent readers group words quickly to help them gain meaning from what they read. |How does fluency affect comprehension? |
|4. How do good readers use strategies to help them make meaning of the text? |4. Good readers employ strategies to help them understand text. Strategic readers can|What do readers do when they do not understand everything in a text? |
| |develop, select and apply strategies to enhance their comprehension. | |
|5. How does word choice influence the meaning of text? |5. Words powerfully affect meaning. |Why do readers need to pay attention to a writer’s choice of words? |
|6. How do good readers use strategies to make text personally relevant and useful? |6. Good readers compare, infer, synthesize and make connections (text to text, text to|How do readers construct meaning from text? |
| |world, text to self) to make text personally relevant and useful. | |
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CURRICULUM UNIT PLAN
|Course Title/Grade: |Reading - Grade 5 | |Primary Core Content Standards referenced With Cumulative Progress Indicators |
|Unit Number/Title: |Unit 8 Determining Important Ideas and Summarizing | |RL 4.3 |
|Preview text and show illustrations prior to reading text aloud to |Model how to select appropriate texts. |Preview text and show illustrations to ELL students prior to reading |Preview text and show illustrations to special education students |
|class. | |aloud to class. |prior to reading text aloud to class. |
|Provide illustrated or written copies of vocabulary words prior to and|Help students to select appropriate IDR texts by providing choices |Discuss additional vocabulary |Provide illustrated or written copies of vocabulary words prior to and|
|during read aloud. |within students’ level. | |during read aloud. |
|Provide prompts for response or modify response form. |See Extension Activity - Learn More About Jane Yolen T.M. 433 |Provide prompts for response |Provide prompts for response or modify response form. |
|Help students to select appropriate IDR texts by providing choices |See Extension Activity - Learn More About Protecting the Environment |Help ELL students to identify something they have written in their IDR|Modify journal response, if needed. Students can share orally, or |
|within students’ level. |T.M. 460 |journal that they can share in pairs. Have them rehearse what they |make a bulleted list instead of writing sentence responses. |
| | |will share. | |
|If needed, use alternative texts in a small group setting to reinforce|See Extension Activity - Learn More About Harry Houdini T.M. 481 |Model responses for reader response journal page on reading life. |Allow students to draw response to IDR texts in reading log, if |
|determining important ideas. | | |needed. |
|Reread parts of texts with students. | |Model how to select appropriate texts. |Help students to select appropriate IDR texts by providing choices |
| | | |within students’ level. |
|Provide a list of prompts a student could use in class discussions. | |Help students to select appropriate IDR texts by providing choices |If needed, use alternative texts in a small group setting to reinforce|
| | |within students’ level. |determining important ideas. |
|Model responses for identifying important and supporting ideas. | |Preview questions that will be used in discussions. |Modify unit assessment, if needed. |
|Have students identify important and supporting ideas in an | |Summarize story for ELL students prior to read aloud. |Reread parts of article with students. |
|alternative text. | | | |
|Provide multiple examples of reviews. | | |Provide a list of prompts a student could use in class discussions. |
|Use a guided writing strategy to write a summary. | | |Model responses for identifying important and supporting ideas. |
| | | | |
|Provide a format for writing a summary of a text | | |Provide students with one important idea and have them identify one |
| | | |supporting idea. |
| | | |Use a guided writing strategy to write a summary. |
UNIT OVERVIEW
|Course Title: |Reading - Grade 5 |
| | |
|Unit #: |UNIT 9 OVERVIEW |Unit Title: |Synthesizing |
| | |
|Unit Description and Objectives: |
|During this unit, the students synthesize by making judgments and forming opinions about text, using evidence from the text to support their conclusions. During IDR, the students practice verbally summarizing their reading, and they make judgments and form |
|opinions about their independent reading. They also read magazine and newspaper articles and discuss points of view. Socially, the students continue to relate the values of respect and responsibility to their behavior. They develop the group skills of |
|giving and receiving feedback, expressing their true opinions, giving reasons for their opinions, and discussing their opinions respectfully. |
Essential Questions and Enduring Understandings:
|Essential Questions: |Enduring Understandings/Generalizations |Guiding Questions |
| |Students will understand that: | |
|1. How do good readers use text’s features, structures, and characteristics to make |1. Understanding of a text’s features, structures, and characteristics facilitate the |How does understanding a text’s structure help me better understand its meaning? |
|meaning of the text? |reader’s ability to make meaning of the text. | |
|2. How do good readers use context clues and language structure to figure out the word|2. Readers use language structure and context clues to identify the intended meaning |How do I figure out a word I do not know? |
|meanings? |of words and phrases as they are used in text. | |
|3. How does chunking phrases together aid in comprehension? |3. Fluent readers group words quickly to help them gain meaning from what they read. |How does fluency affect comprehension? |
|4. How do good readers use strategies to help them make meaning of the text? |4. Good readers employ strategies to help them understand text. Strategic readers can|What do readers do when they do not understand everything in a text? |
| |develop, select and apply strategies to enhance their comprehension. | |
|5. How does word choice influence the meaning of text? |5. Words powerfully affect meaning. |Why do readers need to pay attention to a writer’s choice of words? |
|6. How do good readers use strategies to make text personally relevant and useful? |6. Good readers compare, infer, synthesize and make connections (text to text, text to|How do readers construct meaning from text? |
| |world, text to self) to make text personally relevant and useful. | |
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CURRICULUM UNIT PLAN
|Course Title/Grade: |Reading - Grade 5 | |Primary Core Content Standards referenced With Cumulative Progress Indicators |
|Unit Number/Title: |Unit 9 - Synthesizing | |RL 4.3 |
|Preview text and show illustrations prior to reading text aloud to |Model how to select appropriate texts. |Preview text and show illustrations to ELL students prior to reading |Preview text and show illustrations to special education students |
|class. | |aloud to class. |prior to reading text aloud to class. |
|Provide illustrated or written copies of vocabulary words prior to and|Help students to select appropriate IDR texts by providing choices |Discuss additional vocabulary |Provide illustrated or written copies of vocabulary words prior to and|
|during read aloud. |within students’ level. | |during read aloud. |
|Provide prompts for response or modify response form. |See Extension Activity - Read More Science Fiction Stories T.M. 528 |Provide prompts for response |Provide prompts for response or modify response form. |
|Modify journal response, if needed. Students can share orally, or |See Extension Activity - Draw Mental Images From “Zoo” T.M. 532 |Help ELL students to identify something they have written in their IDR|Modify journal response, if needed. Students can share orally, or |
|make a bulleted list instead of writing sentence responses. | |journal that they can share in pairs. Have them rehearse what they |make a bulleted list instead of writing sentence responses. |
| | |will share. | |
|Help students to select appropriate IDR texts by providing choices |See Extension Activity - Create a class book of opinions T.M. 541 |Model responses for reader response journal page on reading life. |Allow students to draw response to IDR texts in reading log, if |
|within students’ level. | | |needed. |
|If needed, use alternative texts in a small group setting to reinforce|See Extension Activity - Read Other Stories From Heroes T.M. 551 |Model how to select appropriate texts. |Help students to select appropriate IDR texts by providing choices |
|making judgments and forming opinions | | |within students’ level. |
|Reread parts of article with students. |See Extension Activity - Read and Discuss More Articles T.M. 577 |Help students to select appropriate IDR texts by providing choices |If needed, use alternative texts in a small group setting to reinforce|
| | |within students’ level. |making judgments and forming opinions |
|Provide a list of prompts a student could use in class discussions. |See Extension Activity - Explore Websites with Book Reviews Written |Preview article prior to lesson. |Modify unit assessment, if needed. |
| |by Young People T.M. 587 | | |
|Provide examples of reviews and work in a small group to identify |See Extension Activity - Create a Class Book of Reviews T.M. 600 | |Reread parts of article with students. |
|parts of the review | | | |
|Provide summaries of books or movies. | | |Provide a list of prompts a student could use in class discussions. |
|Work in a group to generate an opinion about a text. | | |Model responses for identifying important and supporting ideas. |
| | | |Provide summaries of books or movies. |
| | | |Work in a group to generate an opinion about a text. |
| | | |Have students give book ratings orally. |
UNIT OVERVIEW
|Course Title: |Reading - Grade 5 |
| | |
|Unit #: |UNIT 10 OVERVIEW |Unit Title: |Revisiting the Reading Life |
| | |
|Unit Description and Objectives: |
|During this unit, the students synthesize by making judgments and forming opinions about text, using evidence from the text to support their conclusions. They continue to develop the group skills |
|of giving reasons for their opinions and discussing their opinions respectfully. During IDR, the students continue to practice self-monitoring and reflect on the reading strategies they use that |
|help them understand what they are reading. They have a class meeting to discuss their growth as readers and as members of a classroom community. |
| |
Essential Questions and Enduring Understandings:
|Essential Questions: |Enduring Understandings/Generalizations |Guiding Questions |
| |Students will understand that: | |
|1. How do good readers use text’s features, structures, and characteristics to make |1. Understanding of a text’s features, structures, and characteristics facilitate the |How does understanding a text’s structure help me better understand its meaning? |
|meaning of the text? |reader’s ability to make meaning of the text. | |
|2. How do good readers use context clues and language structure to figure out the word|2. Readers use language structure and context clues to identify the intended meaning |How do I figure out a word I do not know? |
|meanings? |of words and phrases as they are used in text. | |
|3. How does chunking phrases together aid in comprehension? |3. Fluent readers group words quickly to help them gain meaning from what they read. |How does fluency affect comprehension? |
|4. How do good readers use strategies to help them make meaning of the text? |4. Good readers employ strategies to help them understand text. Strategic readers can|What do readers do when they do not understand everything in a text? |
| |develop, select and apply strategies to enhance their comprehension. | |
|5. How does word choice influence the meaning of text? |5. Words powerfully affect meaning. |Why do readers need to pay attention to a writer’s choice of words? |
|6. How do good readers use strategies to make text personally relevant and useful? |6. Good readers compare, infer, synthesize and make connections (text to text, text to|How do readers construct meaning from text? |
| |world, text to self) to make text personally relevant and useful. | |
CURRICULUM UNIT PLAN
|Course Title/Grade: |Reading - Grade 5 | |Primary Core Content Standards referenced With Cumulative Progress Indicators |
|Unit Number/Title: |Unit 10 Revisiting the Reading Life | |RI 5.1 |
|Provide a list of appropriately leveled book selections for summer |Help students to select appropriate IDR texts by providing choices |Provide a list of appropriately leveled book selections for summer |Provide a list of appropriately leveled book selections for summer |
|reading. |within students’ level. |reading. |reading. |
|Have students share opinions in a small group prior to class |Present book reviews to other classes. |Provide discussion topics and discuss with ELL students prior to class|Have students share opinions in a small group prior to class |
|discussion. | |discussion. |discussion. |
|Provide prompts for community and partner work discussions. |Write recommendation letters to fourth graders to give them advice |Have students share opinions in a small group prior to class |Provide prompts for community and partner work discussions. |
| |about reading and books. |discussion. | |
| | |Provide prompts for community and partner work discussions. | |
| | | | |
UNIT 11 OVERVIEW
|Course Title: |Reading – Grade 5 |
| | |
|Unit #: |UNIT 11 OVERVIEW |Unit Title: |Genre Units |
| | |
|Unit Description and Objectives: |
|During this unit, the students work in leveled groups to read books in various genres. |
Essential Questions and Enduring Understandings:
|Essential Questions: |Enduring Understandings/Generalizations |Guiding Questions |
| |Students will understand that: | |
|1. What do good readers do when they read that helps them to comprehend text? |1. Understanding of a text’s features, structures, and characteristics facilitate the|1.1 How does understanding a text’s structure help me better understand its meaning? |
| |reader’s ability to make meaning of the text. | |
|2. How does a making personal connection to the text improve reading comprehension? |2. Readers use language structure and context clues to identify the intended meaning |2.1 How do I figure out a word I do not know? |
| |of words and phrases as they are used in text. | |
|3. How can discussing a text with others develop stronger reading skills and |3. Fluent readers group words quickly to help them gain meaning from what they read. |3.1 How does fluency affect comprehension? |
|strategies? | | |
| |4. Good readers employ strategies to help them understand text. |4.1 What do readers do when they do not understand everything in a text? |
| | | |
| |5. Strategic readers can develop, select, and apply strategies to enhance their |5.1 How do readers construct meaning from text? |
| |comprehension. | |
| |Words powerfully affect meaning. | |
| |6. Words powerfully affect meaning. |6.1 Why do readers need to pay attention to a writer’s choice of words? |
| |7. Good readers compare, infer, synthesize, and make connections (text to text, text | |
| |to world, text to self) to make text personally relevant and useful. | |
[pic]
CURRICULUM UNIT 10 PLAN
|Course Title/Grade: |Reading – Grade 5 | |Primary Core Content Standards referenced With Cumulative Progress Indicators |
|Unit Number/Title: |11 | |Standards cited in Genre Units |
|Struggling learners will benefit from hearing the story and seeing the|Encourage Gifted and Talented students to further explore topics of |English Language Learners will benefit from hearing the story and |Special Education students will benefit from hearing the story and |
|illustrations before you read aloud to the class. |interest that arise during instruction using the internet, classroom |seeing the illustrations before you read aloud to the class. |seeing the illustrations before you read aloud to the class. |
| |library, school and local libraries, and resources they have at home. | | |
|Struggling learners will benefit from repeating lessons as needed | |English Language Learners may benefit from more frequent stops and |Special Education students will benefit from repeating lessons as |
|using Alternative Books cited. | |discussions during the read aloud. |needed using Alternative Books cited. |
|Struggling learners may benefit from previewing vocabulary. | |Support ELL students with limited proficiency in English by providing |Special Education students may benefit from more frequent stops and |
| | |them with prompts for responding to questions during instruction and |discussions during the read aloud. |
| | |partner activities. | |
|Provide books on tape or compact disc for students to listen to | |Review the characteristics of each genre with English Language |Consider having students draw a picture in response to reading prior |
|stories, hear standard pronunciation, develop story language, and | |Learners to increase schema during this unit. |to discussion or writing written responses to texts. |
|increase understanding. | | | |
|Offer one-on-one support by enlisting instructional assistants, | |English Language Learners will benefit from discussing additional |Modify classroom assignments if needed, according to IEP goals. |
|student teachers, and parents to read with students during reading | |vocabulary, as noted in the teacher’s manual within each unit. | |
|time and at home. | | | |
| | |For more information about supporting EL students, see Making Meaning |Modify unit tests as needed, according to IEP guidelines. |
| | |teacher’s manual. | |
| | | | |
CROSS-CONTENT STANDARDS ANALYSIS
|Course Title: |Making Meaning |Grade: |5 |
Unit Title: |Visual and Performing Arts |Comp. Health & Physical Ed. |Language Arts Literacy |Mathematics |Science |Social Studies |World Languages |Tech. Literacy |Career Education/ Consumer, Family & Life Skills | |Unit 1: The Reading Life | | |W 5.1 | | | | | |9.1.4.A.1
9.1.4.A.5
9.1.8.A.1
9.1.4.B.1
9.1.4.C.1
9.1.4.D.1 | |Unit 2: Recognizing Text Features | | |W 5.1 | |5.3.4.C.2
5.3.6.C.1 |6.1.4.A.9
6.1.4.A.13
6.1.4.D.2
6.1.4.D.15 | | |9.1.4.A.1
9.1.4.A.5
9.1.8.A.1
9.1.4.B.1
9.1.4.C.1
9.1.4.D.1 | |Unit 3: Questioning
| | | | | | | | |9.1.4.A.1
9.1.4.A.5
9.1.8.A.1
9.1.4.B.1
9.1.4.C.1
9.1.4.D.1 | |Unit 4: Analyzing Text Structure | | |W 5.1 | | |6.1.4.A.9
6.1.4.D.16 | | |9.1.4.A.1
9.1.4.A.5
9.1.8.A.1
9.1.4.B.1
9.1.4.C.1
9.1.4.D.1 | |Unit 5: Making Inferences | | |W 5.1 | | | | | |9.1.4.A.1
9.1.4.A.5
9.1.8.A.1
9.1.4.B.1
9.1.4.C.1
9.1.4.D.1 | |Unit 6: Making Inferences | | | | |5.3.4.C.2
5.3.6.C.1
5.4.8.D.2 | | | |9.1.4.A.1
9.1.4.A.5
9.1.8.A.1
9.1.4.B.1
9.1.4.C.1
9.1.4.D.1 | | Unit 7: Analyzing Text Structure | | | | |6.1.4.A.9
6.1.4.D.1
6.1.4.D.15 | | | |9.1.4.A.1
9.1.4.A.5
9.1.8.A.1
9.1.4.B.1
9.1.4.C.1
9.1.4.D.1 | |Unit 8: Determining Important Ideas and Summarizing | | |WS 5.1 | | | | | |9.1.4.A.1
9.1.4.A.5
9.1.8.A.1
9.1.4.B.1
9.1.4.C.1
9.1.4.D.1 | |Unit 9: Synthesizing | | |WS 5.1 | |6.1.4.D.12 | | | |9.1.4.A.1
9.1.4.A.5
9.1.8.A.1
9.1.4.B.1
9.1.4.C.1
9.1.4.D.1 | |Unit 10: Revisiting the Reading Life | | |W 5.1 | | | | | |9.1.4.A.1
9.1.4.A.5
9.1.8.A.1
9.1.4.B.1
9.1.4.C.1
9.1.4.D.1 | |Unit 11: Genre Units (on-going) | | |W 5.1 | | | | | |9.1.4.A.1
9.1.4.A.5
9.1.8.A.1
9.1.4.B.1
9.1.4.C.1
9.1.4.D.1 | |*All core content areas may not be applicable in a particular course.
Washington Township Public Schools
Department of Student Personnel Services
CURRICULUM MODIFICATION
The regular curriculum is modified for Special Education students enrolled in both self-contained and resource center classes.
Modifications address individual learning rates, styles, needs and the varying abilities of all special populations served in the programs available in the district.
The intent is three-fold:
• To provide alternative materials, techniques and evaluation criteria to address the range of students' needs;
• To parallel the regular curriculum in skill, content sequence and coverage to prepare students for mainstreaming;
• To maximize students' potential for movement to less restrictive environments.
In the event there is a conflict between the prescribed curriculum and the IEP for an individual student, the IEP will take precedence and will constitute the individually prescribed proficiencies for the student.
-----------------------
Theme:
Expository Text
Conceptual Lens:
Questioning
UNIT GRAPHIC ORGANIZER
Theme:
Fiction
Conceptual Lens: Making Connections
Make Connections
Sub-Concept/Topics:
Fluency
• Read orally with a partner
• Shared excerpts, citing text as evidence,
Sub-Concept/Topics:
Vocabulary and Concept Development
• Using context clues
• Prefixes
• Multiple meanings
• Idioms
• Synonyms/Antonyms
Sub-Concept/Topics:
Text Structure
• Analyze characteristics of fiction: setting, plot and conflict characters, [pic]theme
Sub-Concept/Topics:
Listening and Speaking
• Class meetings
• Turn to your partner
Sub-Concept/Topics:
Reading Strategies
• Before- procedures for reading class, bookwalk
• During- stopping to discuss connections
• After - Opinion Paper
• to make connections
• After- students write a persuasive/opinion paper about the shared text or their own leveled book
Sub-Concept/Topics:
Comprehension Strategies
• Making inferences
• Visualizing
• Questioning
UNIT GRAPHIC ORGANIZER
Theme:
Expository Nonfiction
Conceptual Lens:
Recognizing Text Features
Sub-Concept/Topics:
Fluency
• Read orally with a partner
• Shared excerpts, citing text as evidence
Sub-Concept/Topics:
Vocabulary and Concept Development
• Using context clues
• Suffixes
• Multiple meanings
• Synonyms/Antonyms
Sub-Concept/Topics:
Text Structure
• Analyze characteristics of nonfiction: examples include table of contents, graphs, charts, headings, index, glossary
Sub-Concept/Topics:
Listening and Speaking
• Class meetings
• Think, pair, write
• Think, pair, share
• Turn to your partner
Sub-Concept/Topics:
Reading Strategies
• Before- bookwalk
• During- stopping to discuss text and how text features aid in comprehension
Sub-Concept/Topics:
Fluency
• Read orally with a partner
• Shared excerpts, citing text as evidence, and readers’ theater
UNIT GRAPHIC ORGANIZER
Theme:
Expository Text
Conceptual Lens:
Questioning
Sub-Concept/Topics:
Fluency
• Read orally with a partner
• Shared excerpts, citing text as evidence, and readers’ theater
Sub-Concept/Topics:
Vocabulary and Concept Development
• Using context clues
• Prefixes/Suffixes
• Multiple meanings
• Idioms
• Synonyms/Antonyms
Sub-Concept/Topics:
Text Structure
• Analyze characteristics of nonfiction: examples include table of contents, maps, italics
Sub-Concept/Topics:
Listening and Speaking
• Class meetings
• Think, pair, write
• Think, pair, share
• Turn to your partner
• Stop and Ask Questions
Sub-Concept/Topics:
Reading Strategies
• Before- bookwalk
• During- stop and ask questions
• After – Use discussion prompts
Sub-Concept/Topics:
Comprehension Strategies
• Generate “I wonder” statements
• To question to help students make sense of the text.
• Ask questions about text using who, what, why, when ,
UNIT GRAPHIC ORGANIZER
Theme:
Narrative fiction
Conceptual Lens:
Analyzing Text Structure
Sub-Concept/Topics:
Fluency
• Read orally with a partner
• Shared excerpts, citing text as evidence, and readers’ theater
Sub-Concept/Topics:
Vocabulary and Concept Development
• Using context clues
• Prefixes/Suffixes
• Multiple meanings
• Idioms
• Synonyms/Antonyms
Sub-Concept/Topics:
Text Structure
• Fiction Text: character, setting, plot, & conflict
Sub-Concept/Topics:
Listening and Speaking
• Class meetings
• Think, pair, share
• Turn to your partner
Sub-Concept/Topics:
Reading Strategies
• Before- bookwalk, activate schema
• During- stopping to discuss how narrative elements aid in comprehension and use discussion prompts
• After- students write a persuasive/opinion paper abut the shared text or their own leveled book
Sub-Concept/Topics:
Comprehension Strategies
• Explore narrative elements
• Use questioning
UNIT GRAPHIC ORGANIZER
Theme:
Fiction and Poetry
Conceptual Lens:
Making Inferences, Asking Questions, and
Visualizing to create mental images
Sub-Concept/Topics:
Fluency
• Read orally with a partner
• Shared excerpts, citing text as evidence, and readers’ theatre
Sub-Concept/Topics:
Vocabulary and Concept Development
• Using context clues
• Suffixes
• Multiple meanings
• Synonyms/Antonyms
Sub-Concept/Topics:
Text Structure
• Fiction Text: character, setting, plot, & conflict
• Poetry
Sub-Concept/Topics:
Listening and Speaking
• Class meetings
• Think, pair, share
• Turn to your partner
Sub-Concept/Topics:
Reading Strategies
• Before- activate schema, make predictions
• During- stopping to make inferences, using prompts, repeating partners statements, making double-entry journal
Sub-Concept/Topics:
Vocabulary and Concept Development
• Using context clues
• Prefixes/Suffixes
• Multiple meanings
• Idioms
• Synonyms/Antonyms
UNIT GRAPHIC ORGANIZER
Theme:
Fiction and Expository Nonfiction
Conceptual Lens:
Making Inferences
Identifying Causes/Effects
Sub-Concept/Topics:
Fluency
• Read orally with a partner
• Shared excerpts, citing text as evidence, and readers’ theater
Sub-Concept/Topics:
Vocabulary and Concept Development
• Using context clues
• Prefixes/Suffixes
• Idioms
• Synonyms/Antonyms
Sub-Concept/Topics:
Text Structure
• Fiction Text: character, setting, plot, & conflict
• Expository Nonfiction: causes/effects
Sub-Concept/Topics:
Listening and Speaking
• Class meetings
• Think, pair, share
• Turn to your partner
Sub-Concept/Topics:
Reading Strategies
• Before- activate schema
• During- stopping to make inferences and identify causes/effects
• After- Use double-entry journal
Sub-Concept/Topics:
Comprehension Strategies
Identifying narrative elements
• Use schema
UNIT GRAPHIC ORGANIZER
Theme:
Expository Nonfiction
Conceptual Lens:
Analyzing Text Structure
Sub-Concept/Topics:
Fluency
• Read orally with a partner
• Shared excerpts, citing text as evidence, and readers’ theatre
Sub-Concept/Topics:
Vocabulary and Concept Development
• Using context clues
• Prefixes/Suffixes
• Multiple meanings
• Synonyms/Antonyms
Text Structures
• Analyze characteristics of nonfiction and functional text
• Examine cause/effect, chronological, and compare/contrast text structures and pros/cons,and point of view in an article
Sub-Concept/Topics:
Listening and Speaking
• Class meetings
• Think, pair, share
• Turn to your partner
Sub-Concept/Topics:
Reading Strategies
• Before- bookwalk and activate schema
• During- stopping to discuss the different text structures
• After – Examine one side of an issue
Sub-Concept/Topics:
Comprehension Strategies
• Text Structure-Compare/contrast, cause/effect, and chronological order
UNIT GRAPHIC ORGANIZER
Theme:
Fiction and Narrative Nonfiction
Conceptual Lens:
Determining Important Ideas and Summarizing
Sub-Concept/Topics:
Fluency
• Read orally with a partner
• Shared excerpts, citing text as evidence, and readers’ theatre
Sub-Concept/Topics:
Vocabulary and Concept Development
• Using context clues
• Prefixes/Suffixes
• Multiple meanings
• Idioms
• Synonyms/Antonyms
Sub-Concept/Topics:
Text Structure
• Narrative nonfiction: character, setting, plot, & conflict (based on true events)
• Fiction: Character, setting, plot, and conflict
Sub-Concept/Topics:
Listening and Speaking
• Class meetings
• Think, pair, share
• Turn to your partner
Sub-Concept/Topics:
Reading Strategies
• Before- bookwalk, activate schema
• During and After- summarizing text and stopping to determine the important ideas
Sub-Concept/Topics:
Comprehension Strategies
• Making inferences
• Determining important and supporting ideas
• Summarizing
UNIT GRAPHIC ORGANIZER
Theme:
Revisiting the Reading Life
Conceptual Lens:
Summarize/Synthesize
Sub-Concept/Topics:
Fluency
• Read orally with a partner
Sub-Concept/Topics:
Vocabulary and Concept Development
• Using context clues
• Prefixes/Suffixes
• Multiple meanings
• Idioms
• Synonyms/Antonyms
Sub-Concept/Topics:
Comprehension Strategies
Synthesize by making judgments and forming opinions about text, using evidence from text to support their conclusions
Sub-Concept/Topics:
Listening and Speaking
• Class meetings
• Think, pair, share
• Turn to your partner
Sub-Concept/Topics:
Reflect on Growth as a Reader
Sub-Concept/Topics:
Fluency
• Read orally with a partner
• Shared excerpts, citing text as evidence, and readers’ theater
UNIT GRAPHIC ORGANIZER
Sub-Concept/Topics:
Comprehension Strategies
(Analyze Text Structure
(Ask Questions
Sub-Concept/Topics:
Comprehension Strategies
(Ask Questions
(Use Schema
Sub-Concept/Topics:
Comprehension Strategies
(Making Connections
Sub-Concept/Topics:
Comprehension Strategies
(Recognizing Text Features
Sub-Concepts/Topics
Comprehension Strategies
(Making inferences
(Activating schema
(Using Text Structure
Theme:
Fiction and Expository Nonfiction
Conceptual Lens:
Synthesizing
Sub-Concept/Topics:
Vocabulary and Concept Development
• Using context clues
• Prefixes/Suffixes
( Multiple meanings
Sub-Concept/Topics:
Text Structure
• Fiction and Expository Nonfiction – make judgments and form opinions about a text using evidence from text to support their conclusions
Sub-Concept/Topics:
Listening and Speaking
• Class meetings
• Think, pair, share
• Turn to your partner
• Heads Together
Sub-Concept/Topics:
Reading Strategies
• Before- bookwalk, activate schema
• During and After- forming and supporting opinions
Sub-Concept/Topics:
Comprehension Strategies
Synthesizing – Making judgments and forming opinions using evidence from a text
UNIT 11 GRAPHIC ORGANIZER
Genre Units
Realistic Fiction Unit
Title 1: Freak the Mighty by W Rodman Philbrick
Title 2: Loser by Jerry Spinelli
Title 3: How to Steal a Dog by Barbara O’Connor
Title 4: Donovan’s Word Jar by M. DeGross
Historical Fiction Unit
Title 1: My Brother Sam is Dead by James Collier
Title 2: Back in Time with Benjamin Franklin by Dan Gutman
Title 3: George Washington’s Socks by Elvira Woodruff
Title 4: Revolutionary War on Wednesday by M. Osborne
Alternate Title: Chains by Laurie Halse Anderson
Science Fiction Unit
Title 1: Found by Margaret Haddix
Title 2: City of Ember by Jeanne DuPrau
Title 3: My Teacher is an Alien by Bruce Conville
Title 4: Aliens for Breakfast by S. Spinner
Sub-Concept/Topics:
Reading Strategies
• Before- bookwalk
• During- stop and ask questions
• After – Use discussion prompts
Sub-Concept/Topics:
Listening and Speaking
• Class meetings
• Think, pair, write
• Think, pair, share
• Turn to your partner
• Stop and Ask Questions
Sub-Concept/Topics:
Text Structure
• Analyze characteristics of nonfiction: examples include table of contents, maps, italics
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