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Close Reading of Complex Text Grade 42013BlurbEssential QuestionGuiding QuestionsLearning Outcomes Assessment EvidenceStudents will become used to moving between the different types of short text genres (realistic fiction, non-fiction, poems, folktales, myths, legends, fantasy, biographies, etc.) so they become flexible readers who quickly assess a text and rally the reading strategies to read it successfully.Students will build reading stamina and volume.Students will practice reading for understanding by drawing conclusions, inferring, distinguishing facts and opinion, finding word meaning in context, and identifying the author’s purpose.Students will learn how to write in response to text based questionsMultiple choice scoresRubric scores for short and extended writingStandardsResources Scans of textThe Plan:Reading Workshop:Provide a teaching point to support the processing through and comprehension of short/complex text in a variety of genresTeacher models the thinkingStudents practice multiple choice/Teacher assesses and record data to drive further instructionSmall Group Instruction: Teach a strategy that will lead to a skill - based on dataIndependent Reading to build reading stamina in just right books (may be during reading workshop )Writing Workshop: Short Response PracticeProvide a model short response from a short/complex text used during reading workshop in a selected skillStudents practice answering a short response questionTeacher grades, assesses and records data -provides written actionable feedback to students designed to improve their performance Students practice answering an additional short response question (same skill)- support is differentiatedExtended Response PracticeProvide students with an extended response questionSupport with planning page as needed - early in the unitStudents write an extended response -timed Teacher grades, assesses and provides actionable feedback for students that will improve their performance 184594543180Types of Text Based Questions (Chart)Identifying the main idea and providing supporting details from the text Identifying the theme or central message and providing supporting details from the text Drawing conclusions (make judgments, form opinions, infer, predict) from the text and providing supporting details from the textIdentifying cause and effect and providing supporting details from the textAnalyzing by comparing and contrasting and providing supporting details from the text Determining the author’s purpose and providing supporting details from the textDetermining a narrator’s point of view and providing supporting details from the text Recalling facts and details in order to analyze and providing supporting details from the textRecognizing time and sequence of events and providing supporting details from the textAnalyzing characters and providing supporting details from the text (ex. describe how actions contribute to the sequence of events, describe a character’s motivation and actions, describe the connection between two individuals)Identifying structures of text and providing supporting details from the textIdentifying fact and opinion and providing supporting details from the textUsing context clues to figure out unknown words and providing details from the textReading MinilessonsLesson 1Lesson 2Reading Teaching Point: Readers can use reading comprehension strategies like visualizing, summarizing, questioning, using prior knowledge and understanding text structure to get through this more difficult text. Our upcoming unit is on close reading of complex text.Close Reading - Reading where we analyze, pick apart, dissect, synthesize, infer, judge, form opinions, critique, evaluate, investigate, explore, examine, inspect, study, consider, scrutinize… in order to understand.We have to make the switch from reading on the literal level - for the words that are there on the page to the analytical or critical level.Art: Dali Painting Show the painting on the Smart board and ask children what they see (the literal) and what they think it means (inferential)That’s what we’re going to do with author’s words…Text: The Hundred Dresses - excerptQuestion: What does this mean on 2 levels? Literal and Analytical? What conclusions can you draw?Model: Authors write the story - We can read on the literal level. It’s our job as readers to figure out the deeper meanings. Let me show you what I mean…“They didn’t often come to school together. Jake had to get to school very early because he helped old Mr. Heany, the school janitor, with the furnace, or raking up the dry leaves, or other jobs before school opened.” p.25 I can take it for the literal meaning. I can visualize and see Wanda and Jake coming to school together. The author gives me the literal reason why they don’t walk to school together. It’s because Jake helps Mr. Heany, the janitor, before school opens every day. The author has left a gap for me to analyze and go past the literal level. I can’t just read the words on the page. I have to stop and think…I have to dig a bit deeper into the meaning of the text. “Jake must be helping out because he needs some extra money. I can draw the conclusion that his family is poor.” (Model on blank “What I See, What it Means” chart)Active Engagement: Now you have a try: from Belle Prater’s Boy“Granny’s phone started ringing off its cradle that evening - always for Woodrow and it didn’t slow down for as long as he lived there.”Do a shared filling in of the chart. (attached below painting)Reading Teaching Point: Readers understand more than what the words say by visualizing the literal meaning of the words and thinking about what they might meanText: The Poor Boy and the EmperorActive Engagement:Student Oral Practice Question1: What does this mean on 2 levels? Literal and Analytical? What conclusions can you draw?“The law is the law.”Student Written Practice Question 2: What does this mean on 2 levels? Literal and Analytical? What conclusions can you draw?“Your honesty has touched my heart”Graphic Organizer: What I See-What it MeansMultiple Choice Practice:Assess and Record Data:Multiple Choice:Assess and Record Data:Small Group Strategy Lesson:Small Group Strategy Lesson:Read Aloud: Read Aloud:What I SeeWhat it Means1549400-52705Fictional TextShort Response - Skill-Recalling Facts and Details and Analyzing CharacterLesson 1Lesson 2Review Short Response Rubric (charted)Review Steps to Answering Text Based Questions (charted)Steps to Answering Text Based Questions (Chart)Read to get the gist (What the text is mostly about)Read the question and make sure you understand it… “This question is asking me to…”Re-read text with purpose: to find significant or meaningful moments or key words or phrasesWrite to answer the question and to develop your ideas -Echo the question.Use text evidence to support your thinkingCheck your work against the rubricText: The Crocodile in the BedroomTeacher Model Short Response: Why does Crocodile’s wife say, “You are spending too much time in bed. Come out into my garden where the air is fresh and the sun is bright and warm.”?Use details from the text in your response.Text: The Poor Boy and the EmperorTeacher Model Short Response:What did the Poor Boy do in the story that the Emperor thought was honest? Why is that important to the Emperor? Use details from the passage to support your answer.First: review Steps to Answering Text Based Questions (Chart)Independent Student Short Response Question 1: Why does Crocodile say, “The flowers and leaves in this garden are growing in a terrible tangle! They are all scattered! They are messy and entwined!”? Use details from the text in your response.Independent Student Short Response Question 1:What made the Emperor give the Poor Boy and his family a chest of gold? Use details from the passage to support your answer.Grade - Record -Set goal for improvement in writing to studentGrade - Record -Set goal for improvement in writing to studentStudent Short Response Question 2: How does Crocodile feel at the beginning and at the end of the story? Use details from the passage to support your answer. Small Group InstructionLevel 0 – Shared work on question 2Level 1- Give feedback and discuss how to get a 2Level 2 –Additional Independent PracticeStudent Short Response Question 2:Based on the events of the passage, how will the Poor Boy most likely feel about going into the forest again? Use details from the passage to support your answer.Small Group InstructionLevel 0 – Shared work on question 2Level 1- Give feedback and discuss how to get a 2Level 2 –Additional Independent PracticeReading MinilessonsLesson 3Lesson 4Reading Teaching Point: Readers read a complex text closely, carefully and strategically. Readers of complex text: (chart)use the text’s title, picture, bold words, to predict what the text might be about.identify the theme central message or main idea, and know which details from the text support itidentify character traits or main ideasidentify the meaning of unknown words using context cluesidentify the text structures that the author uses (problem/solution, compare or contrast, cause and effect, list, chronological order, step-by-step directions)integrate visual images and the information they give us to either support or negate the main idea of a text. (visual literacy)Text: The Ducks and The FoxModel: Read story to get the gistTurn and Talk: Tell your partner the gist of the storyReading Teaching Point: Readers annotate (add critical or important notes about their thinking) as they read to help hold onto thinking in a longer textText: Model: Watch and listen as I annotate or write down important parts of the text quickly that are my thoughts. Part 1Active Engagement: Now you have a try with this part: part 2 - students need a copy of the textReview annotationsThese annotations will help us when we have to answer questions about the text. It’s important to read through and note your thinking quickly because you know some questions are coming…Student Written Practice: Students should practice annotating part 3Teacher collects and analyzes for next stepsEither move on or do a class shared annotating of part 4Multiple Choice Practice:Assess and Record Data:Multiple Choice:Assess and Record Data:Small Group Strategy Lesson:Small Group Strategy Lesson:Short Response - Skill-Recalling Facts and Details and Analyzing CharacterLesson 3Lesson 4Text: The Ducks and The FoxTeacher Model Short Response: Why does the second duck say, “You are being just plain silly. That fox smiled at us. He seemed most gentlemanly.” Use details from the text in your response.Text: The Ducks and The FoxIndependent Student Short Response Question 1: Why does the fox say, “Lovely ladies, I was expecting you. I am glad that you have not disappointed me.”? Use details from the text in your response. Independent Student Short Response Question 3: In the story it says, “The next morning, the two ducks did not go out. On the following day, they carefully searched for a new and different road.” Why did the ducks do this?Grade - Record -Set goal for improvementGrade - Record -Set goal for improvementStudent Short Response Question 2: In the fable, the first duck sister says, “We are sure to meet that fox again if we go our usual way. I did not like his looks. Today is the day that we must find another road.” Why does the duck say this to her sister?Small Group InstructionLevel 0 – Shared work on question 2Level 1- Give feedback and discuss how to get a 2Level 2 –Additional Independent PracticeStudent Short Response Question 4:How are the duck sisters different from the beginning of the fable to the end of the fable? Small Group InstructionLevel 0 – Shared work on question 2Level 1- Give feedback and discuss how to get a 2Level 2 –Additional Independent PracticeReading MinilessonsLesson 5Lesson 6Reading Teaching Point: Readers annotate by determining importance. They can do this on the sentence level or paragraph levelText: The Hen and the Apple TreeModel: First I’m going to use the title to predict and use the pictures and my knowledge of the genre (review “Readers of Complex Text” chart quickly)Read story through aloud to get the gistConsider structures, character changes, themesModel how to annotate and determine importance at the sentence and paragraph level -part 1Active Engagement: Have students try with section fable - maybe have them jot notes on wipe boards - at carpet.. Then share outStudent Written Practice: Students finish annotating rest of story independentlyTeacher collects to assess and analyze for next stepsReading Teaching Point: Readers annotate to hold onto meaning by circling and underliningTeacher Model Text: Text: The Lobster and the CrabStudent Written Practice: Annotating by circling and underliningMultiple Choice Practice:Assess and Record Data:Multiple Choice:Assess and Record Data:Small Group Strategy Lesson:Small Group Strategy Lesson:Short Response - Skill-Recalling Facts and Details and Analyzing CharacterShort Response - Recalling Facts and Details and Analyzing CharacterLesson 5Lesson 6Text: The Hen and the Apple TreeTeacher Model Short Response: Why does Hen say, “I am certain that there was no tree standing in that spot yesterday.”? Use details from the text in your answer.Text: The Lobster and the CrabIndependent Student Short Response Question 1: What are the three ways that Wolf tries to get Hen to come outside? Use details from the passage in your answer.Independent Student Short Response Question 1: Why does the crab say, “It is foolhardy to venture out on a day like this.”? Use details from the passage in your answer. Grade - Record -Set goal for improvementGrade - Record -Set goal for improvementStudent Short Response Question 2: Why does Hen tell the tree that some trees lose all of their leaves at this time of the year?Small Group InstructionLevel 0 – Shared work on question 2Level 1- Give feedback and discuss how to get a 2Level 2 –Additional Independent PracticeStudent Short Response Question 2: How does Crab change from the beginning of the story to the end of the story? Use details from the passage in your answer.Small Group InstructionLevel 0 – Shared work on question 2Level 1- Give feedback and discuss how to get a 2Level 2 –Additional Independent PracticeReading MinilessonsLesson 7Lesson 8Reading Teaching Point: Readers visualize in order to help them to recall facts and details throughout the reading of the text. Readers need to be on the look-out for character development and problem/solution like structures.Readers visualize the characters living through the story events and retelling/summarizing how they have handled the challenge or problem they were faced withText: The Young RoosterModel: Active Engagement: Reading Teaching Point: Readers visualize in order to help them to recall facts and details throughout the reading of the text. Readers need to be on the look-out for character development and problem/solution like structures.Readers visualize the characters living through the story events and retelling/summarizing how they have handled the challenge or problem they were faced withText: Fable Text used so far…Active Engagement:Graphic Organizer: Multiple Choice Practice:Assess and Record Data:Multiple Choice:Assess and Record Data:Small Group Strategy Lesson:Small Group Strategy Lesson:Short Response - Skill-Recalling Facts and Details and Analyzing CharacterShort Response - Skill Determining the Central Message or ThemeLesson 7Lesson 8Text: The Young RoosterText: Crocodile in the BedroomTeacher Model Short Response: What is the central message in the fable, The Crocodile in the Bedroom? Use details from the fable to answer.Independent Student Short Response Question 1: According to the story, when the young rooster “tried a weak and scratchy croak”, why didn’t the sun come up? Use details from the fable to answer.Text: Independent Student Short Response Question 1: What is the central message in the fable, The Hen and the Apple Tree? Use details from the fable to answer.Grade - Record -Set goal for improvementGrade - Record -Set goal for improvementStudent Short Response Question 2: How is Rooster different from the beginning to the end of the fable? Use details from to answer in your response.Small Group InstructionLevel 0 – Shared work on question 2Level 1- Give feedback and discuss how to get a 2Level 2 –Additional Independent PracticeText: Student Short Response Question 2: What is the central message in the fable, The Lobster and the Crab? Use details from the fable to answer.Small Group InstructionLevel 0 – Shared work on question 2Level 1- Give feedback and discuss how to get a 2Level 2 –Additional Independent PracticeStudent Short Response Question 3: Student Short Response Question 3: What is the central message in the fable, The Young Rooster? Use details from the fable to answer.Student Short Response Question 4: What is the central message in the fable, The Ducks and the Fox? Use details from the fable to answer.Reading MinilessonsLesson 9Lesson 10Reading Teaching Point: Readers visualize in order to help them to recall facts and details throughout the reading of the text. Readers need to be on the look-out for character development and problem/solution like structures.Readers visualize or go back into text to consider which story events caused the characters to change and can retell in sequenceText: What Mary Jo SharedModel: Active Engagement: Reading Teaching Point: Readers visualize in order to help them to recall facts and details throughout the reading of the text. Readers need to be on the look-out for character development and problem/solution like structures.Readers visualize or go back into text to consider which story events caused the characters to change and can retell in sequenceText: The Cookie CaperActive Engagement:Multiple Choice Practice:Assess and Record Data:Multiple Choice:Assess and Record Data:Small Group Strategy Lesson:Small Group Strategy Lesson:Short Response - Short and Extended Response PracticeLesson 9Lesson 10Text: What Mary Jo SharedText: The Cookie CaperIndependent Student Short Response Question 1: In the beginning of the passage, Mary Jo does not want to share. Use details from the passage to explain why.Independent Student Short Response Question 1: How do the boy’s feelings towards Nana and Paps change during the story? Use details from the story in your answer.Grade - Record -Set goal for improvementGrade - Record -Set goal for improvementStudent Short Response Question 2: According to the passage, Mary Jo wanted to share something unique - something no one else in the class had shared. Using details from the passage explain Mary Jo's plan.Small Group InstructionLevel 0 – Shared work on question 2Level 1- Give feedback and discuss how to get a 2Level 2 –Additional Independent PracticeText: The Crocodile in the BedroomModel: How to use a planning page before writing your essayStudent Extended Response Question: The fable, The Crocodile in the Bedroom, teaches a lesson. Circle the best lesson this fable teaches:Too much order is a bad thing.Feeling comfortable is importantThen write an essay that shows how the fable teaches that lesson. Be sure to:Describe Crocodile and his problemDescribe how his wife feelsExplain how the setting helps to teach the lessonStudent Short Response Question 3: What story events supported Mary Jo to change throughout the passage? Use details from the passage in your answer.Lesson 11Lesson 12Reading Teaching Point: Readers visualize in order to help them to recall facts and details throughout the reading of the text. Readers need to be on the look-out for character development and problem/solution like structures.Readers then draw conclusions about the character - (traits and actions)Readers make statements, make judgments and form opinions and do some big thinking about the topic or message -make “life statements” or consider themesText: The Clever RabbitQuestion: Model: Active Engagement: Reading Teaching Point: Readers visualize in order to help them to recall facts and details throughout the reading of the text. Readers need to be on the look-out for character development and problem/solution like structures.Readers then draw conclusions about the character - (traits and actions)Readers make statements, make judgments and form opinions and do some big thinking about the topic or message -make “life statements” or consider themesText: Lolo and the CycloneActive Engagement:Student Oral Practice Question1: Student Written Practice Question 2: Graphic Organizer: Multiple Choice Practice:Assess and Record Data:Multiple Choice:Assess and Record Data:Small Group Strategy Lesson:Small Group Strategy Lesson:Short Response - Lesson 11Lesson 12Text: The Clever RabbitText: Lolo and the CycloneIndependent Student Short Response Question 1: Explain why the pine tree and the ox thought it was fair for the tiger to eat the man. Use details from the story in your answer.Independent Student Short Response Question 1: On this trip, what did Lolo learn about the Samoan culture? Give at least two examples. Use details from the story in your answer.Grade - Record -Set goal for improvementGrade - Record -Set goal for improvementStudent Short Response Question 2: Explain how the Rabbit tricked the tiger. Use details from the story in your answer.Small Group InstructionLevel 0 – Shared work on question 2Level 1- Give feedback and discuss how to get a 2Level 2 –Additional Independent PracticeStudent Short Response Question 2: At the end of the story why did Lolo say, “I wouldn’t have missed this for anything-not even if there had been a real cyclone!”? Use details from the story to support your answer.Small Group InstructionLevel 0 – Shared work on question 2Level 1- Give feedback and discuss how to get a 2Level 2 –Additional Independent PracticeReading MinilessonsLesson 13Lesson 14Reading Teaching Point: Readers visualize in order to help them to recall facts and details throughout the reading of the text. Readers need to be on the look-out for character development and problem/solution like structures.Readers can retell story events by using their visualizations and annotations to discuss or write about what happened first, next and last – determine importanceReaders can skim and scan the text to support the retellingReaders summarize their retelling and consider what the story is mostly aboutReaders connect the story events and consider their thoughts/questions and determine importance about the character’s actionsText: The Best Thing About Maya’s BrotherQuestion: Model: Active Engagement: Graphic Organizer: Story Plot MapReading Teaching Point: Readers visualize in order to help them to recall facts and details throughout the reading of the text. Readers need to be on the look-out for character development and problem/solution like structures.Readers can retell story events by using their visualizations and annotations to discuss or write about what happened first, next and last – determine importanceReaders can skim and scan the text to support the retellingReaders summarize their retelling and consider what the story is mostly aboutReaders connect the story events and consider their thoughts/questions and determine importance about the character’s actionsText: Abby’s ExperimentActive Engagement:Student Oral Practice Question1: Student Written Practice Question 2: Graphic Organizer: Story Plot MapMultiple Choice Practice:Assess and Record Data:Multiple Choice: Assess and Record Data:Small Group Strategy Lesson:Small Group Strategy Lesson:Short Response - Skill-Recalling Facts and Details and Analyzing CharacterLesson 13Lesson 14Text: The Best Thing About Maya’s BrotherTeacher Model Short Response:Text: Abby’s ExperimentIndependent Student Short Response Question 1: Explain why Maya was having a bad day. Use at least two examples from the story in your answer.Independent Student Short Response Question 1: What are some of the difficulties Abby faced when she spent the day asking questions? Use details from the story in your answer.Grade - Record -Set goal for improvementGrade - Record -Set goal for improvementStudent Short Response Question 2: At the end of the story why did Maya write, “The best thing about my brother Abdul…”? Use details from the story to support your answer.Small Group InstructionLevel 0 – Shared work on question 2Level 1- Give feedback and discuss how to get a 2Level 2 –Additional Independent PracticeStudent Short Response Question 2: Explain why you think Abby’s experiment failed or was a success? Use details from the story to support your choice.Small Group InstructionLevel 0 – Shared work on question 2Level 1- Give feedback and discuss how to get a 2Level 2 –Additional Independent PracticeReading MinilessonsLesson 15Lesson 16Reading Teaching Point: Readers of narrative texts notice the turning point, a place where a problem may be solved, or a when something important happens to the character.readers visualize how characters feel (what they look like, what they say, how they’re described and how they act –decisions they make and how they interact with others) across the text by identifying descriptive words and paying close attention to the dialogue, how they react to plot /setting eventsText: Butterfly HouseQuestion: Model: Active Engagement: Graphic Organizer: Story Plot MapReading Teaching Point: Readers of narrative texts notice the turning point, a place where a problem may be solved, or a when something important happens to the character.readers visualize how characters feel (what they look like, what they say, how they’re described and how they act –decisions they make and how they interact with others) across the text by identifying descriptive words and paying close attention to the dialogue, how they react to plot /setting eventsText: Why t he Rooster Crows at DawnActive Engagement:Student Oral Practice Question1: Student Written Practice Question 2: Graphic Organizer: Story Plot MapMultiple Choice Practice: Butterfly House MCAssess and Record Data:Multiple Choice: Why t he Rooster Crows at Dawn MCAssess and Record Data:Small Group Strategy Lesson:Small Group Strategy Lesson:Short Response - Extended ResponseLesson 15Lesson 16Text: Butterfly HouseText: Why the Rooster Crows at DawnIndependent Student Short Response Question 1: In the passage, “Butterfly House,” the girl wants the butterfly to be happy in the house until it flies away. How do the girl and her grandpa make the house special for the butterfly? Use details from the passage to support your answer.Independent Student Short Response Question 1: Why did Brownie the cow decide to trick the rooster? Use details from the passage to support your answer.Grade - Record -Set goal for improvementGrade - Record -Set goal for improvementStudent Short Response Question 2: How does the girl in “Butterfly House” feel at the end of the passage? Why does she feel that way? Use details from the passage to support your answer.Small Group InstructionLevel 0 – Shared work on question 2Level 1- Give feedback and discuss how to get a 2Level 2 –Additional Independent PracticeStudent Short Response Question 2: At the end of the story, why are the cows laughing? Use details from the story to support your answer.Small Group InstructionLevel 0 – Shared work on question 2Level 1- Give feedback and discuss how to get a 2Level 2 –Additional Independent PracticeReading MinilessonsLesson 17Lesson 18Reading Teaching Point: Readers notice persuasive quality of text. The notice:an argument/claim/position or stance on an issuea controlling ideaevidencea themeText: Are Contests Bad for Students?Reading Teaching Point: Readers look for the different stances and locate evidence to support it while reading.Text: The Importance of Crop Rotation Multiple Choice Practice: Are Contests Bad for Students? MCAssess and Record Data:Multiple Choice: The Importance of Crop Rotation MCAssess and Record Data:Small Group Strategy Lesson:Small Group Strategy Lesson:Short Response - Extended ResponseLesson 17Lesson 18Text: Are Contests Bad for Students?Text: The Importance of Crop RotationIndependent Student Short Response Question 1: Using information from the passage, explain whether or not you agree that contests are bad for students. Use details from the passage to support your response.Independent Student Short Response Question 1: What is important about crop rotation? Use details from the passage in your responseGrade - Record -Set goal for improvementGrade - Record -Set goal for improvementStudent Short Response Question 2: According to the article, “Contests allow people to focus on their own strengths and to choose their own goals”. Why is that important? Use details from the passage to support your response.Small Group InstructionLevel 0 – Shared work on question 2Level 1- Give feedback and discuss how to get a 2Level 2 –Additional Independent PracticeStudent Short Response Question 2: Explain how crop rotation helps to reduce pests. Use details from the passage in your response Small Group InstructionLevel 0 – Shared work on question 2Level 1- Give feedback and discuss how to get a 2Level 2 –Additional Independent Practice Reading MinilessonsLesson 19Lesson 20Reading Teaching Point: Readers preview and think about what they already know about a subject (non-fiction) and expect to be informed about that subject.Readers preview a text to get a sense about what the subject is about and what genre (structure) it is to get their mind ready to read. Read the titleAsk yourself: What is the literal meaning and is there a possible deeper meaning or pun? What do I already know about the topic/subject?Get ready for the genre: Think about the features of the genreReview featuresReaders use visual literacy skills to help them to make meaning beyond the text: Maps, Graphs/Charts/Photos/diagramsModel: Expository Text and ProceduralReview Text Structures Briefly:Chronological-SequentialCompare/ContrastCause and EffectDescriptive or List-LikeProblem-SolutionLanguage Signals: (Chart)Descriptive for example, such as, for instance, also, first, next, then, some features, characteristics, types, many parts, to begin with, as time passed, laterList/Like: vertical like a menu or ingredients in a recipe or embedded with commas- often used with supporting details.Question and Answer: The question words Compare and Contrast: instead, however, in contrast, like, on the other hand, similar to, meanwhile, although, even so, despite, different from, compared withCause and Effect: because, so, result, cause, effect, and may be due to, in consequence of, as a result of, hence, if…then…Text: Black SundayReading Teaching Point: Readers preview and think about what they already know about a subject (non-fiction) and expect to be informed about that subject.Readers preview a text to get a sense about what the subject is about and what genre (structure) it is to get their mind ready to read. Read the titleAsk yourself: What is the literal meaning and is there a possible deeper meaning or pun? What do I already know about the topic/subject?Get ready for the genre: Think about the features of the genreReview featuresReaders use visual literacy skills to help them to make meaning beyond the text: Maps, Graphs/Charts/Photos/diagramsModel: Expository Text and ProceduralReview Text Structures Briefly:Chronological-SequentialCompare/ContrastCause and EffectDescriptive or List-LikeProblem-SolutionText: Culinary ColorMultiple Choice Practice: Black Sunday MCAssess and Record Data:Multiple Choice:Assess and Record Data:Small Group Strategy Lesson:Small Group Strategy Lesson:Short Response - Short Response -Lesson 19Lesson 20Text: Black SundayText: Culinary ColorIndependent Student Short Response Question 1: What events were responsible for the 1935 Dust Bowl? Use details from the passage to support your response.Independent Student Short Response Question 1: Compare natural dyes to synthetic dyes. Which do you think is better? Use details from the passage to support your response.Grade - Record -Set goal for improvementGrade - Record -Set goal for improvementStudent Short Response Question 2: Why was it important to photograph the Dust Bowl in 1935? Use details from the passage to support your response.Small Group InstructionLevel 0 – Shared work on question 2Level 1- Give feedback and discuss how to get a 2Level 2 –Additional Independent PracticeStudent Short Response Question 2: Should food be dyed? Why or why not? Use details from the passage to support your response.Small Group InstructionLevel 0 – Shared work on question 2Level 1- Give feedback and discuss how to get a 2Level 2 –Additional Independent PracticeStudent Short Response Question 3: Why is the passage titles Black Sunday? Use details from the passage to support your response.Extended Response: Write a persuasive letter to a farmer living during the late 1920’s in Kansas persuading him to make changes in his farming practices in order to try o prevent the Dust Bowl from occurring. Use information and examples from both The Importance of Crop Rotation and Black Sunday in your letter.Be sure to:Tell about the importance of crop rotationTell about new ways to stop soil from blowing awayUse specific details, examples and evidence from both passages in your letter Reading MinilessonsLesson 21Lesson 22Reading Teaching Point: Readers of Narrative Non-Fiction expect to pay attention and infer from the structure, headings and topic sentencesReaders can determine importance at the heading/subheading and sentence level. They can identify which words are worth remembering and make visual images -which makes the facts easier to remember/retellReaders can determine importance on the paragraph and whole text level by considering the central ideas - locating topic sentences, thinking about what the paragraph/text is mostly about and providing text evidenceReaders can ask: What did the writer want me to understand or what message did she want me to come away with after reading?Text: Play Then and NowReading Teaching Point: Readers of Narrative Non-Fiction expect to pay attention and infer from the structure, headings and topic sentencesReaders can determine importance at the heading/subheading and sentence level. They can identify which words are worth remembering and make visual images -which makes the facts easier to remember/retellReaders can determine importance on the paragraph and whole text level by considering the central ideas - locating topic sentences, thinking about what the paragraph/text is mostly about and providing text evidenceReaders can ask: What did the writer want me to understand or what message did she want me to come away with after reading?Text: Faster But is it Better?Multiple Choice Practice: Play Then and Now MCAssess and Record Data:Multiple Choice:Assess and Record Data:Small Group Strategy Lesson:Small Group Strategy Lesson:Short Response - Extended ResponseLesson 21Lesson 22Text: Play Then and NowText: Faster But is it Better?Independent Student Short Response Question 1: Why would friends from long ago be amazed at the toys available today? Use details from the passage to support your response.Independent Student Short Response Question 1: How has the invention of the computer changed communication over time? Use at least 2 examples from the text in your response.Grade - Record -Set goal for improvementGrade - Record -Set goal for improvementStudent Short Response Question 2: How do some of today’s computer games help people practice real-life skills? Use details from the passage to support your response.Small Group InstructionLevel 0 – Shared work on question 2Level 1- Give feedback and discuss how to get a 2Level 2 –Additional Independent PracticeStudent Short Response Question 2: How is Mule Mail similar to the Pony Express? Use details from the passage to support your response.Small Group InstructionLevel 0 – Shared work on question 2Level 1- Give feedback and discuss how to get a 2Level 2 –Additional Independent PracticeStudent Short Response Question 3: What are the major differences between toys made during the 1700s-1900s and from 2000 to present day? Use details from the passage to support your response.Student Short Response Question 3: What were the 2 most reliable types of mail delivery systems used prior to 1940? Use details from the passage to support your response.Student Short Response Question 4: Is faster really better? Use details from the passage to support your response.Reading MinilessonsNon Fiction Texts -Recalling Facts and DetailsLesson 23Lesson 24Reading Teaching Point: Readers divide up the text into manageable pieces or sections and annotate as they read in order to be able to summarize, synthesize, and cope with difficulties.When they come to challenging or unknown words:they use their prior knowledge and make predictions about what the word means. They also use the context of the sentence and words and sentences around the unfamiliar word in order to figure out what it might mean.They might substitute a word in place of the unfamiliar word to retain meaning while readingReaders also rely on their use of visuals in the text like timeline, inset, photos, graphs, maps, sidebarsReaders use visual cues (if they are there) to figure out words in context Text: The Mpemba EffectReading Teaching Point: Readers divide up the text into manageable pieces or sections and annotate as they read in order to be able to summarize, synthesize, and cope with difficulties.When they come to challenging or unknown words:they use their prior knowledge and make predictions about what the word means. They also use the context of the sentence and words and sentences around the unfamiliar word in order to figure out what it might mean.They might substitute a word in place of the unfamiliar word to retain meaning while readingReaders also rely on their use of visuals in the text like timeline, inset, photos, graphs, maps, sidebarsReaders use visual cues (if they are there) to figure out words in contextText: Never Say NeverMultiple Choice Practice: The Mpemba Effect MCAssess and Record Data:Multiple Choice:Assess and Record Data:Small Group Strategy Lesson:Small Group Strategy Lesson:Short Response - Extended ResponseLesson 23Lesson 24Text: The Mpemba EffectText: Never Say NeverIndependent Student Short Response Question 1: What are two reasons that Olivia could not achieve the Mpemba effect? Use details from the passage to support your response.Independent Student Short Response Question 1: Can being blind actually give you an advantage over others who can see? How does being blind sometimes give Erik an advantage? Use details from the passage to support your response.Grade - Record -Set goal for improvementGrade - Record -Set goal for improvementStudent Short Response Question 2: What are the different variables that can affect how water freezes? Use details from the passage to support your response.Small Group InstructionLevel 0 – Shared work on question 2Level 1- Give feedback and discuss how to get a 2Level 2 –Additional Independent PracticeStudent Short Response Question 2: How does the BrainPort help Erik? Why is that important? Use details from the passage to support your response.Small Group InstructionLevel 0 – Shared work on question 2Level 1- Give feedback and discuss how to get a 2Level 2 –Additional Independent PracticeReading Minilessons Non Fiction Texts - Determining Word Meaning in ContextLesson 25Lesson 26Reading Teaching Point: Readers of nonfiction draw conclusions and determine central ideas. They can summarize evidence that supports those ideas from the textReaders summarize and find the main idea of sections in narrative NF and expository texts They look for topic sentences at the beginning, middle and end of paragraphs or whole texts and support the main ideas with supporting detailsReaders can provide text evidence in answer to a question/prompt Text: Extreme StructuresReading Teaching Point: Readers of nonfiction draw conclusions and determine central ideas. They can summarize evidence that supports those ideas from the textReaders summarize and find the main idea of sections in narrative NF and expository texts They look for topic sentences at the beginning, middle and end of paragraphs or whole texts and support the main ideas with supporting detailsReaders can provide text evidence in answer to a question/promptText: Man vs. WaterMultiple Choice:Assess and Record Data:Small Group Strategy Lesson:Small Group Strategy Lesson:Short Response - Extended ResponseLesson 25Lesson 26Text: Extreme StructuresText: Man vs. WaterIndependent Student Short Response Question 1: Why are these structures considered extreme? Use details from the passage to support your response.Independent Student Short Response Question 1: According to Man vs. Water, why is building a dam so difficult? What is its main purpose? How is this useful for people? Use details from the text in your answer.Grade - Record -Set goal for improvementIndependent Student Short Response Question 2: According to Man vs. Water, why was the North Sea Protection Works such an important project? Use details from the text in your answer.Student Short Response Question 2: How did engineers plan to combat the forces of nature in building the Burj Dubai and the Akashi Kaikyo Bridge? Use details from the passage to support your response.Small Group InstructionLevel 0 – Shared work on question 2Level 1- Give feedback and discuss how to get a 2Level 2 –Additional Independent PracticeExtended Response:Over time water has been both useful and challenging for people. Both articles, Extreme Structures and Man vs. Water discuss human’s ability to conquer water. Describe how water has been useful to people and how water has been challenging to people. Use information from both articles in your essay.Reading Minilessons Non Fiction Texts - Determining Word Meaning in ContextLesson 27Lesson 28Reading Teaching Point: Readers of nonfiction consider the author’s purpose. What does the author want to teach us?Readers consider the author’s purpose. They ask themselves:Is the text narrated in first or third person?Why did the author write this text?What did she want me to learn or know?What is important to remember?What message should I consider?Once readers come up with a theory they look to support it with text evidenceReaders summarize how every section supports the theory they come up with about the author’s purpose Text: Dr. SkyeReading Teaching Point: Readers also consider the point of view of the authorThey ask: Who is the teacher of information?What stance on the topic presented do they take (if any)? What might another perspective be?What do I think about the topic?What’s my opinion?How does this apply to my own life?Text: Trunk Art and Great WhiteMultiple Choice Practice:Assess and Record Data:Small Group Strategy Lesson:Small Group Strategy Lesson:Short Response - Extended ResponseLesson 27Lesson 28Text: Dr. SkyeText:Trunk Art and Great WhiteIndependent Student Short Response Question 1: What does Dr. Skye suggest to help Rico overcome his phobia? Why might this method work? Use details from the text in your answer.Independent Student Short Response Question 1: Why do no two elephants create the same artwork? Use details from the text in your answer.Grade - Record -Set goal for improvementGrade - Record -Set goal for improvementStudent Short Response Question 2: Why is the fight-or-flight response so important? Use details from the text in your answer.Small Group InstructionLevel 0 – Shared work on question 2Level 1- Give feedback and discuss how to get a 2Level 2 –Additional Independent PracticeStudent Short Response Question 2: Why do many elephants get put out of work in Asian countries? Use details from the text in your answer.Small Group InstructionLevel 0 – Shared work on question 2Level 1- Give feedback and discuss how to get a 2Level 2 –Additional Independent PracticeStudent Short Response Question 3: What is the difference between a fear and a phobia? Why is that difference important to understand? Use details from the text in your answer.Student Short Response Question 3: How has painting changes the world for elephants? How has elephant painting changed our world? Use details from the text in your answer.Extended ResponseAnimals in captivity often become nervous and stressed. How did Ruby exhibit stress? How did the white shark exhibit stress? Tell if you think keeping animals in captivity is fair. In your response be sure to:Tell how Ruby exhibited stressTell how the white shark exhibited stressTell if you think keeping animals in captivity is fairReading Minilessons PoetryLesson 29Lesson 30Reading Teaching Point: Readers interpret how structure and figurative language contribute to the meaning of the poem, conveys point of view and helps to create an emotional or aesthetic response. Explore different types of poems and examine the deliberate word choices the poet made (simile, metaphors, alliteration, hyperbole, personification, onomatopoeia…etc)Readers examine how different poetic forms and structures affect meaning Text: Poetry ChallengeReading Teaching Point: Readers of poetry read across stanzas and lines to visualize, summarize, synthesize(put together ideas) and determine central messages or themesText: Active Engagement:Student Oral Practice Question1: Student Written Practice Question 2: Multiple Choice Practice:Assess and Record Data:Multiple Choice:Assess and Record Data:Small Group Strategy Lesson:Small Group Strategy Lesson:Short Response - Extended ResponseLesson 29Lesson 30Text: Text: Independent Student Short Response Question 1:Independent Student Short Response Question 1:Grade - Record -Set goal for improvementGrade - Record -Set goal for improvementStudent Short Response Question 2:Small Group InstructionLevel 0 – Shared work on question 2Level 1- Give feedback and discuss how to get a 2Level 2 –Additional Independent PracticeStudent Short Response Question 2:Small Group InstructionLevel 0 – Shared work on question 2Level 1- Give feedback and discuss how to get a 2Level 2 –Additional Independent PracticeGrade 4 Scoring Rubric for Short Response Questions2 PointsI used valid inference or claims from the text based on the questionI analyzed the text where required by the promptI included relevant facts, definitions, details or other information from the text to develop my responseI included a sufficient amount of relevant facts, definitions, details or other information from the text to develop my responseI used sentences that are easy to read1 PointMy answer to the question is literal - I didn’t analyze enoughI included some relevant facts, definitions, details or other information from the text to develop my responseI used incomplete sentences or bullets 0 PointMy answer is completely wrong or doesn’t answer the questionMy answer is not in English, not readable or not able to be scoredI did not do the work - I left my writing blankName ______________________________________ Score______________Next Steps:Grade 4/5 Extended Response Rubric20134 points3 points2 points1 pointO pointsI clearly introduced the topicI showed that I understood the text by drawing conclusionsI developed the topic with well chosen and relevant ideas, facts and definitionsI used varied evidence throughoutI grouped related information together - It flowed!I skillfully connected ideas using words and phrases (because, therefore, based on, according to)I used sophisticated language and specific vocabulary that makes sense for my topicI wrote a clear conclusion statement that restated the topic and/or summarized the information that I presentedMy writing was easy to read (Correct capitalization, punctuation, spelling and grammar)I introduced the topic of the essayI showed that I understood the text through analysisI developed the topic with relevant ideas, facts and definitionsI used only a limited variety of evidenceI tried to group related information together I connected ideas using words and phrases (because, therefore, based on)I used grade-appropriate language and specific vocabulary that makes sense for my topicI wrote a concluding statement that restated the topic and/or summarized the information that I presentedMy writing was easy to read but might have a few errors in capitalization, punctuation, spelling and grammar but it didn’t interfere with the meaning I madeI introduced the topic but it was unclear or confusingI only demonstrated a literal understanding of the textI developed the topic with few relevant ideas, facts and definitionsI used relevant information inconsistently - I said 2 different thingsI tried to group some related information together I was not consistent with connecting my ideas using linking words and phrasesI was not consistent with using grade-appropriate language and specific vocabulary for the text or taskI wrote a concluding statement but it didn’t completely restate or summarize the information I presentedMy writing was not so easy to read. It had some errors in capitalization, punctuation, spelling and grammar that interfered with the meaning I was trying to makeI didn’t introduce the topic logicallyI didn’t show that I understood the text muchI tried to use evidence but I used too little evidenceI used evidence that wasn’t strong enoughI used the wrong evidenceI was able to group a bit of information togetherI did not use linking words like “because” or “so that”I did not use grade-appropriate language and specific vocabulary for the text or taskMy conclusion statement made no senseMy writing has many errors in capitalization, punctuation, spelling and grammar that interfere with the meaning I was trying to makeI showed no understanding of the text or the taskI didn’t include evidence or the evidence I did include was completely irrelevantMy writing was unorganizedI didn’t use linking words or phrasesI used language that didn’t make sense or was copied directly from the textI didn’t write a conclusion statementMy writing had so many errors that it wasn’t scorableStudent NameShort Response Scores 2 pointsStudent NameExtended Response Scores 4 points ................
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