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2nd Nine Weeks – 5th Grade

Week OneLanguage Word Study Reader’s Workshop Writer’s Workshop

After following a link, click Alt then back arrow (not backspace) to return.Big question: What challenges do lifelong learners face?Enduring understanding: Exploring new concepts requires people to take risks, seek connections, and build on prior knowledge. Literate people always persevere even when faced with what may seem a vast amount of unknown information.

Guiding questions: How does one begin to acquire new learning? Why is it essential that learners take risks? What are the rewards of internalizing a new concept?

30Min Language / Word Study

TEKSRC-5A 5B 5C 5D 5E 5F

Cognitive Strategy Instruction

Focus Strategy: Metacognition should continue to be modeled and practiced.

Read Aloud Books: Any fiction read aloud that displays strong story structure would support this week’s lessons.

TEKS

5.2A5.2B5.2C5.22A

Word StudyInstruction

Spelling Focus: Plurals-Change “f” to “v” and add “es” Core Word Wall Words Core Spelling List

Extension ListBuddy Study Cycle

Give students pretest using Core Spelling List. Have students replace any word spelled correctly with a word from the Extension List. Choose five words from the Core Word Wall These words will be added to the basic spelling

list and then be posted on the word wall for the following week. Core Word Wall words should be words that your students are having difficulty spelling in their writing.

Buddy Study Cycle for Spelling Mini-Lesson Word Sort

Vocabulary Focus Tier II Academic Words

predicament, admire, paradise, entitledContent Specific Academic Words

analyze

NOTE: The Tier II Academic words were selected from the basal mentor texts and 10 trade book mentor texts. Four of these words will be listed each week to teach during Direct Vocabulary Instruction. The mentor sentences, and page numbers for each word, can be found by following the Tier II Academic Words link above. During a week that the mentor text is revisited, four different Tier II vocabulary words will be listed.

Please use the criteria for selecting Tier II academic words if you choose to use another trade book to introduce the reading strategy.

Vocabulary Mentor Sentences Direct Vocabulary Instructions Some Vocabulary activities to use

throughout the year. Vocabulary sheet #1 (completed sample ) Vocabulary sheet #2 ( completed sample )

There are thirty-one district selected academic vocabulary words for the year from ELA content area.

© Klein Independent School District 2nd Quarter/ Week 1/5th grade 5/6/2023

DO NOT PRINT THIS ENTIRE DOCUMENT – Follow the link and print off only the lessons, information and resources you need each week.

Reader’s WorkshopTEKS: 5.2B,5.6B,5.11A,5.11C, RC-5A, RC-5B, RC-5C, RC-5D, RC-5E, RC-5FCCRS: II A 3, B 1-3, III B 1-2, IV 3Suggested ELPS: 1(F), 4(F), 4(J), 4(K), 4(G), 4(I), 4(K)Strategic Reading Focus: Spiral Review and District Benchmark-Scott Foresman Unit #1

Focus TEK: Review

Reader’s Workshop: Teach and Assess Strategic Lesson 8 and 9

Curriculum Resources:

Teach and Assess by Geraldine Haggard Strategic Lesson 8 and 9

Additional Resources: Developing Readers (original edition-red, white, and blue cover) Developing Readers (revised edition-black cover, grade level specific) Guide on the Side. Envision It! TEKS Handbook

Independent Reading Guided ReadingWorkstations

Gradually increase the independent reading time throughout the year to allow time to meet with at least two guided reading groups. Follow the link “Independent Reading” for explanation of the independent reading time as it evolves throughout the year.

While students are reading independently meet with guided reading groups.

1. In students’ small groups, revisit the strategy mini-lesson, using text on students’ instructional reading level.

2. As they are introduced, the strategy posters should be posted near teacher’s guided reading tables and then referred to throughout the year to spiral reading strategies.

Additional Support/ARI/Dyslexia3. For students who are having difficulty with the

reading strategy focus use the Small Group Strategic Intervention section from Scott Foresman T.E., GOTS Differentiated Instruction or the reteach section from First Stop.

Workstations4. Scott Foresman Practice Station Flip Chart

Continue to reinforce student’s active use of cognitive strategies, when necessary, during small group instruction.1. Detailed lessons to reinforce and revisit cognitive strategy instruction are provided in the book Strategies that

Work by Stephanie Harvey and Anne Goudvis (2007).2. Teachers should continue to prompt for strategic thinking. Use the following Prompting for strategic thinking

cards, as needed.3. Applying Cognitive Strategies to Fiction4. Applying Cognitive Strategies to Nonfiction

Share TimeA group meeting for all students brings Reader’s Workshop to a close. In this brief meeting time, students can share what they have learned and listen to what work others have completed. Call on a few students to tell quickly about their discoveries.


Writer’s WorkshopWriting Mini-lesson / Grammar

TEKS: 5.18A (i) (iii) (iv)CCRS: I A 3-5, Suggested ELPS: 5(B),5(F),5(G)Focus: Revitalizing the Writer’s Notebook Mini-lessons:

Weekly Mini-lesson BreakdownStudents will revisit their Writer’s Notebook in order to create authentic opportunities for students to become lifelong writers.

ConferringAdditional Resources on these topics: See the Writing Projects chart (p. 78 in Guiding Readers and Writers Grades 3-6) and read “Managing Writing Workshop, Conferences and Status of the Class” on p. 77 in Guiding Readers and Writers Grades 3-6.), and Conferences and Status of the Class” on p. 77 in Guiding Readers and Writers Grades 3-6.)

Grammar Focus: Capitalization for Abbreviations

Focus TEKS: 5.A (i)

Mini-lessons

Envision Targeted Resources:

Share: Student’s come together briefly to share their writing or something they noticed about themselves as a writer.


Spelling Mini Lesson

Focus: Plurals-change “f” to “v” and add “es”Rule: Some nouns that end in –f or –fe, change the –f to –v and add “es”. In these nouns the /v/ sound can be heard.

Lesson:1. Review that when changing a singular noun to a plural noun you add an “s”. 2. Write the word dog/dogs and trumpet/trumpets. Notice “s” was added to make

it plural.3. Write wife/wives and calf/claves on the board. Which are singular and plural?

What do they notice about the change?4. Tell the students that when some nouns end with “f” or “fe” you will remove the

“f” or “fe” and add “es”.5. Write shelf, knife and loaf on the board. Notice these words end with “f” and

“fe” how would we change these to the plural form?

wife wivesknife knivesloaf loaves

6. Write chieves and chiefs on the board. Which would be the plural for the word chief? Not all nouns ending with “f” or “fe” need to be changed. Notice you can hear the /f/ sound when you say chiefs. Chieves just doesn’t sound right.

Syllables:The 6 syllable types have been covered and reviewed during the first quarter. Students should still be coding word by syllables as part of their weekly spelling lesson. There are several ways you may incorporate this into your plans. This may be a buddy activity, assigned as homework, set up into a Word Work Station, or assigned as part their class work. Since we want our students to be able to spell by syllables this is an important part of their learning and should not be left behind.


The Buddy Study Cycle for Spelling

Format Mini-lesson. The teacher provides a mini-lesson that focuses on what students need to know about the spelling pattern for the week.

Spelling cycle can begin any day of the week. Example: new words can be introduced on Wednesday and spelling text taken on Tuesday.

Students will need a spelling spiral.

Day One

A spelling pretest is given over the target sound for the week. Students take pretest in their spelling spiral.

If the student has the word misspelled, it should be corrected. If the word is spelled correctly they will choose a word from the

extension list. The teacher or student can add words to this list throughout the year.

The words added need to follow the target-spelling pattern, or sound for the week.

Student’s spelling list is the words they missed from the pretest and any words they added from the extension list.

SuggestedActivities

for the week

Look, Say, Cover, Write, Check

Students use a folder with three or four flaps cut so that columns of words can be hidden or revealed.

The student writes the words accurately in the first column. Then, for each word, the student covers the word, says it, visualizes it, writes it in the second column, checks the word, and then writes it again in the third column, repeating the sequence each time.

Buddy CheckSpelling buddies, who are matched by spelling development, give each other a test and check it. Students learn how to self-correct and develop strategies for tricky words.Making ConnectionsStudents write connections for each one of their spelling words. They connect words by the way they sound (phonetic connections; beginning, ending sounds, rhymes, homonyms), look (visual patterns), and mean (synonyms).

Day Five: Buddy Test

SpellingTest

Students are matched with a spelling buddy. Buddies give each other the spelling test in their spelling/word study

notebook. Students take their test on notebook paper Spelling buddy has the student’s list in their spelling notebook After the test the student puts the spelling test inside the spelling

notebook for the teacher to check.


Spelling List # 1

1 wharf 1 bookshelf2 wharves 2 bookshelves3 dwarf 3 pocketknife4 dwarves 4 pocketknives5 scarf 5 werewolf6 scarves 6 werewolves7 thief 7 cloverleaf8 thieves 8 cloverleaves9 shelf 9 meatloaf10 shelves 10 meatloaves11. afternoon12. finish13. sight14. forward15 silent


Extension Spelling List # 1

1 bookshelf2 bookshelves3 pocketknife4 pocketknives5 werewolf6 werewolves7 cloverleaf8 cloverleaves9 meatloaf10 meatloaves


Word Sort

Singular NounsPlural Nouns

Change “f” or “fe” to “v” and add “es”

Plural Nouns that just add

“s”

Nonsense Noun Plurals

sheaves

thief wolves giraffes

elfs surf life

shelves lifes thieves

wolf halves surves


Grammar Mini-LessonCapitalization Review

Grammar and mechanics will be taught through the use of mentor texts. Excerpts from the weekly read aloud will be utilized. Grammar mini-lessons will usually be presented on Days 1 and 2; concept review and mini-conferences will be utilized on Days 3 – 5.

Resources:

Day 1 – Invitation to NoticeThe focus of this lesson is capitalization for abbreviations.

Tell students:“We are going to collect some words that begin with capital letters and are abbreviations for longer words.”

Display passages Red Kayak Scott Foresman SE 26-41.

I’ve got to do it. I’ve got to do CPR-I had been taught how---Dad and I took a class at the community center. (p.36) (cardiopulmonary resuscitation)

And I remembered those guys at the fire station talking about the ABC’s. The first thing you did in an emergency was ABC’s. (p. 34) (A-airway, B-breathing, C-circulation) Model for students the steps of the activity:

1. What do you notice about these?1. I see that the letters in the word CPR are capitalized. This is the abbreviation for

cardiopulmonary resuscitation.2. ABC is capitalized. This is the abbreviation for airway, breathing, and circulation. It

could be part of a person’s name or in this case it represents an Iditarod race for a younger person. I will write it on one sticky note with the page number (34) beneath.”

3. “Let’s continue doing this together with another passage until we have found all the abbreviated words.”

Complete the activity. Save the sticky notes for modeling tomorrow.


Day 2 – Invitation to Collect

Using novels or any reading materials, students reread several pages they have read previously. As they reread, they collect any words that begin with capital letters and are abbreviations. Each student records words sticky notes with the page number beneath.

While students collect words, teacher monitors, answering and clarifying questions. This activity will take longer than a few minutes, it will be far more powerful than a

quick look day after day. Model the next step of the activity using the sticky notes collected yesterday.

Put some of the sticky notes on the board or under the document camera. Talk about the abbreviations they have found. Sort them by ones with a period and ones without. Ask “Why do you think these have periods?” (Usually abbreviations that have a lowercase letter in them end with a period.)

Have students work in table groups to combine and sort their sticky notes. Students share with the class. Record their findings in the class Grammar and

Mechanics chart with a few examples anchoring each category. Have students construct a similar chart in the Writer’s Toolbox or in their Writer’s Notebook.

Record the following abbreviation with only capital letters abbreviations with periods what the abbreviation stand for

Students may not find all the categories initially. Add categories to the chart as they are discovered in class by the students.

Day 3 – Day 5 Teacher continuously reviews abbreviations within the Writer’s Workshop strand for

the whole week. Teacher identifies words with abbreviations within his/her own model writing

(Personal Stories) Students continue writing and identifying abbreviated words. Teacher closely monitors students’ progress in “mini” conferences with students


Selecting Tier II Words for

Direct Vocabulary Instruction

Words can be divided into three categories:

There are two different vocabulary words that will be covered through out the year Tier 2 words that research shows will increase comprehension by 33% and a core list of Tier 3 words specific to English Language Arts.

When using a trade book to introduce the reading strategy choose Tier 2 words for Direct Vocabulary Instruction. Students should complete a vocabulary sheet on the words.


Tier 1

Tier 2

Tier 3

Tier 3

Words that are domain (subject) specific (ie.

Photosynthesis, theme)

Tier 1

Basic words like “clock” and “baby” that rarely

require instructional attention to their

meaning.

Tier 2Words that are of high frequency for mature language users across a variety of domains. (Ex. coincidence, absurd, industrious)Rich knowledge of these words has a powerful impact on verbal functioning.Direct instruction of Tier two words can be most productive.Consider which words will be most useful in helping students to understand.

How to Choose Tier II Words

Tier I are common words that do not need to be taught such as happy and baby.

Tier II words are useful across a range of contexts. Tier III words are content specific such as photosynthesis

and idiom. Tier II words need direct teaching and explanation. Tier II words are the words that the more mature language

user would utilize such as furious for mad, or plump for fat. Think utility when choosing Tier II words. Criteria for choosing Tier II words:

1. Importance and utility : Words that are characteristic of mature language users and appear frequently across a variety of domains. (relative, bloom)

2. Instructional possibility : Words that can be worked with in a variety of ways so that students can build rich representations of them and of their connections to other words and concepts. (surround, market)

3. Conceptual understanding : Words for which students understand the general concept but provide precision and specificity in describing the concept. (sigh, decide)

More Information:Bringing Words to Life: Robust Vocabulary Instruction, Beck, McKeown, and Kucan

© Klein Independent School District 2010 2nd Quarter/ Week 1/5th grade

Revised 9/2011

Vocabulary2nd Quarter Week 1

Words taken from Peter’s Predicament 1. predicament

noun--- problem; difficult situation“His predicament was that Peter just refused to part with even his oldest, ripped-up pair.”

2. admire verb--- to really like something

“Your sneakers were definitely the most disgusting. You won first place! We are displaying them in a closed case where people can admire the shoes without the odor.”

3. paradise noun--- a place of great happiness or joy “He knew precisely where he wanted Grandfather to take him, Smith’s Athletic Store, a paradise for sneaker lovers.”

4. entitled verb--- to give a right or claim to “It said that Peter was entitled to one free pair of sneakers!”

Direct Vocabulary Instruction

Each week four or five vocabulary words will be taken from the read aloud for direct vocabulary instruction. When the nonfiction text are used as read aloud the core list will be given for direct vocabulary instruction and a separate list of words, called content vocabulary, will be given that the teacher may need to address and discuss to aid comprehension. These content words are more specific to social studies and science.


Revised 9/2011

Students will need a vocabulary notebook or three ring binder with copies of the vocabulary sheet. Other forms can be used throughout the year to work on vocabulary words such as concept ladders, Venn diagrams and forms from Thinking Maps.

Students will complete one vocabulary sheet for each word. (Alternate vocabulary sheet) (View completed #1, #2 for an example.) This lesson can be broken up over two days by having students complete all of the vocabulary sheet using the following procedures for half the words on one day and the other half on the next day or by completing steps 1-4 on all words and steps 5-7 on all words on day two.

Note: struggling readers have a much harder time with vocabulary so vocabulary lessons should be done together with the teacher not as an independent assignment of looking words up in the dictionary.

1. Write the sentence that contains the vocabulary word in the box labeled ‘Word’ and include part of speech.

2. Together as a class choose a student-friendly definition for the word and include it in the ‘Definition’ box.

3. Have students put the definition in their own words in the “explanation” box.4. Present examples of the word used in contexts different from the story context

and list this in the “explanation” box.5. Give non-examples of the word

Use antonyms if possible Predict what students may confuse in the definition of explanation.

6. Provide a nonlinguistic representation of the word in the picture box.7. Solicit questions and answers to check for understanding.


Revised 9/2011

Vocabulary Activities

These strategies from Words, Words, Words Teaching Vocabulary in grades 4-12 by Janet Allen gives students the opportunity to integrate words into their current vocabulary and use them in a meaningful way. Some of the strategies work better for certain words and concepts than others.

List-group-labelTo activate student’s prior knowledge before reading try list-group-label. Originally this strategy was designed for social studies classes but it works well with historical fiction.

1. List all the words you can think of related to _______ (major concept of text).2. Group the words that you have listed by looking for words that have something

in common.3. Once words are grouped, decide on a label for each group.

Word storming1. Ask students to write down all the words they can think of related to a given

concept, theme, or target word.2. When students have exhausted their contributions, help them add to their

individual lists by giving some specific directions: Can you think of words that describe someone without_______? Can you think of words that would show what someone might see, hear,

feel, touch, smell, in a situation filled with_______?

What are other words made from this root word?3. Ask the students to group and label their words.4. Introduce any words you think should be included and ask students to put them

in the right group.

Linear ArraysLinear arrays are visual representations of degree. Examples would be:


Revised 9/2011

minute small average huge immense

freezing cool tepid hot boiling

past yesterday present tomorrow future

Vocabulary Sheet

Definition Example

Explanation Non-examples

Word

________________________________________( )

Picture Questions and Answers


Revised 9/2011

SAMPLE

Definition

Perforated with something pointed.

Example

I punctured the balloon with a small needle.

Explanation

To make a small hole in.

Non-examples

Needle

Teeth

Word

Puncture (verb)

Picture Questions and Answers

Can you puncture a piece of paper with a pencil?


Revised 9/2011

Word or Words: Picture:

Category:

What it means:

Other words I think of:


Category:

What it means:

_________________________________________________



Category:

What it means:

_________________________________________________



Revised 9/2011

Word or Words:Puncture

Picture:

Category or Part of Speech: verb

What it means:To make a hole in something with an object

_________________________________________________


poke, stab, punch


Category or Part of Speech:

What it means:

_________________________________________________



Category or Part of Speech:

What it means:



Revised 9/2011

Mentor Text

The following mentor texts from the basal and ten trade books were selected as the mentor text for fifth grade. Specific lessons, using these books, have been written into the curriculum each week throughout the year. The same titles are revisited throughout the year in word study, Reader’s Workshop, and Writer’s Workshop. The trade books can be used as alternate resources if they are available in their campus library or personal libraries. Teachers are not required to purchase the trade books as each lesson in the curriculum will give the alternate basal story that can be used.

Fifth grade titles include:

Scott Foresman Basal Trade Books1. The Unsinkable Wreck of the R.M.S. Titanic

By Robert D. Ballard and Rick Archbold

(SE 5.2, p. 204 – 215)

1. The Wall by Eve Bunting

2. Leonardo’s Horse

By Jean Fritz (SE 5.1, p. 360-377)

2. Dear Mrs. LaRue: Letters from Obedience School by

Mark Teague

3. The Ch’i-lin Purse

By Linda Fang (SE 5.1, p.236-249)

3. Fiona’s Luck by Teresa Bateman

4. Thunder Rose

By Jerdine Nolan (SE 5.1 56-73)

4. Miss Rumphius by Barbara Cooney

5. The Red Kayak

by Priscilla Cummings (SE 5.1 26-41)

5. The Other Side by Jacqueline Woodson

6. The Gymnast

By Gary Soto (SE 5.2 142-151)

6. Hurricanes by Seymour Simon

7. Ghost Towns of the American West

By Raymond Bial (SE 5.2 290-301)

7. More than Anything Else by Marie Bradby

8. Mufaro’s Beautiful Daughters: An African Tale by

John Steptoe

9. My Great-Aunt Arizona by Gloria Houston

10. A Day’s Work by Eve Bunting


Revised 9/2011

Teach and Assess by Geraldine HaggardStrategic Lesson # 8

Peter’s Predicament (pg. 140)

The purpose for using Teach and Assess by Geraldine Haggard is to incorporate a spiral review of previously introduced skills. Make note that not all skills in each strategic lesson will be reviewed, since they might not have been introduced beforehand.

Focus: Context Clues Character Traits/Emotions/Motives Setting/Plot/Story/Resolution Cause/Effect: Literal and Inferred Comparing Story Variants (introduced in 4th grade-required for benchmark)

Additional Resources: Posters for the above skills Basal Stories or Trade Books used to introduce the above skills Teach and Assess by Geraldine Haggard Developing Readers (original edition, red, white, and blue cover) Developing Readers (revised edition, black cover, grade level specific)


Revised 9/2011

Whole Group:

1. Complete Before Reading activities pg. 140-142 (Setting a Purpose, Vocabulary (Best Definition/Multiple Meaning Words), Vocabulary (Context Clues), and Vocabulary (Figurative Language).

2. Student Read the article independently.3. Follow After Reading activity pg. 142 (Vocabulary (Best Definition/Multiple Meaning Words).

Review:4. After Reading-Character Traits/Emotions/Motives (skip summary) (pg. 142-143)5. After Reading-Plot/Story Problem/Resolution (pg. 146)6. After Reading-Setting (pg. 146)7. After Reading-Comparing Story Variants (pg. 148)

Independent Practice: Based on the needs of your students choose one of the above lessons for your students to complete independently.

Teach and Assess by Geraldine HaggardStrategic Lesson # 9

Sneakers: Shoes That Millions Choose (pg. 156)

The purpose for using Teach and Assess by Geraldine Haggard is to incorporate a spiral review of previously introduced skills. Make note that not all skills in each strategic lesson will be reviewed, since they might not have been introduced beforehand.

Focus: Context Clues Character Traits/Emotions/Motives Setting/Plot/Story/Resolution Cause/Effect: Literal and Inferred Comparing Story Variants (introduced in 4th grade-required for benchmark)

Additional Resources: Posters for the above skills Basal Stories or Trade Books used to introduce the above skills Teach and Assess by Geraldine Haggard Developing Readers (original edition, red, white, and blue cover) Developing Readers (revised edition, black cover, grade level specific)


Revised 9/2011

Whole Group:

1. Complete Before Reading activities pg. 156-157 (Setting a Purpose)2. Student Read the article independently.

Review:3. After Reading-Similarities and Differences Across Text(s)(pg. 157-159)4. After Reading-Cause and Effect (pg. 160)5. After Reading-Connect, Compare, Contrast Across Text(s) (pg. 162)

Independent Practice: Based on the needs of your students choose one of the above lessons for your students to complete independently.

5th Grade Core Word Wall Wordsadditionafternoonalreadyamongappeararriveauntbeautifulbecamebecomebegin belongboughtbridgebrotherbusinesscatchchancechargechurchcompanycomparecompoundconditionconsidercontinuecousincrowddemanddifficultdollarduringeitherelevenenjoy eveningexceptexpectfear

figure finish forwardfourthflewgladgradegroundguesshappenherselfhoweverhusbanditselfimportantincreasekeptknewlaborleastmajorminemomentmonthnationalofficeoftenperhapspicturepresidentproducequestionquiteratherreasonremainresultservice

severalsightsilent

sistersometimestoodstudy suggestsummersupposesystemthemselvesthoughtthousandtogethertowardtradetwelvetwentyuncleunderlinevaluevoicewaitwasn’twatchweightwentwhetherwholewhosewhomwifewomenwonderwon’twouldn’twrong


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Prompting for Strategic Thinking

Connecting

Does this text remind you of anything that ever happened to you or to anyone you know? Can you explain? (Text-to-Self connection)

Have you read another book that is like this one in any way? How is it the same (Text-to-Text connection)

What do you know already (from your background knowledge) that can help you understand this text better? (Text-to-background knowledge)

Is this book like real life in any way? How is it like read life? (Text-to-World connection)

How does your connection to this text help you to understand it? (link strategic thinking to comprehension)

Visualizing

What picture do you get in your mind when you read this (paragraph, sentence)? What other senses can you use to get a good impression of the scene this text

brings to your mind? Go beyond just the words on the page to describe the picture in your mind. …now add some more details to that picture in your mind so I can get a better

picture of it in my mind. Look at the picture on the page. What did the illustrator think of putting in his/her

picture that wasn’t in your picture? What did you put in your picture of this scene that the illustrator left out of his or her picture?

What other words could the author have included here to give the reader a better sense of this same scene?

What were the clues in the text that helped you create this mental picture? How did the pictures in your mind help you to understand this text? (Link strategic

thinking to comprehension)

Questioning

Look at the cover and the title of this story what questions do you have about this story? (A question to ask before reading)

What questions has the text answered so far? What are you still wondering about? (A question to ask during reading) Now that we have finished this reading, do you have any questions that were left

unanswered? (A question to ask after reading) Are you still confused about anything? If you could ask this author one (or more) questions what would you ask? Why do

you want to know the answers to these questions? Is their something that the author has left unanswered?

Determining Importance

Noticing Important Clues to Meaning

What words in this (sentence/line/paragraph) do you think are the most important? Why?

How can you tell that the author thinks___________is really important? Find proof in the text to support your answer. (Supporting opinion with text evidence)

What are some techniques the author used in this story to make the writing lively and interesting? Could I use any of them in my own writing?

From what point of view is this story written? Why do you think the author chose this voice? Give examples from the text to support your answer.

What is the most important idea (theme) in this text? How did noticing important clues in the text help you understand this text better?

(Link the strategy of noticing to comprehension)

Inferring

The author is showing us something here rather than telling us directly. What do you think the author wants us to know, to be able to figure out for ourselves? (Using inference to draw conclusions)

What caused______________ to happen? Although the author doesn’t tell us directly, we can figure out for ourselves what caused that to happen. (Using inference to see cause and effect relationships)

Do you think the author is trying to teach us a lesson (or send us a message) through this text? What is it? Why do you think that is the message the author is sending the readers in this text? (Using inference to determine theme)

Predicting

What do you think will happen in this story? What do you think will happen next? How do you think this story will end?

What do you expect to learn from this text? (Informational text) How did your making predictions about what would happen next in the story help

you to understand this story? (Link predictions to comprehension)

Synthesizing

In just a few sentences, describe this text as if you are discussing it with someone who has never read it.

At what point did you say to yourself, “Aha, now I get it!”? What were the best clues in this text, the ones that really helped you figure out

what was going on? (Using evidence to put the pieces together) Which strategies helped you to figure out the meaning of this text? (Recognizing

that many strategies converge to help readers synthesize) Did this reading change or confirm what you thought about _______? Explain.

(Synthesizing extends, changes, or reaffirms knowledge) How did you go about figuring this out? If a reader can’t figure out how all the pieces of a text fit together, how would you

help him/her to solve this problem? (Link synthesis with comprehension)

Name__________________________ Date:________________

Getting My Mind Ready to Read:Worksheet for Applying Cognitive Strategies to Fiction

StrategyGetting My Mind ReadyTo Read Narrative Text

Getting My Mind ReadyTo read ________________ Title

Predicting What will probably happen in this story?

Connecting What experiences have I had or what other books have I read that might relate to this story in some way?

Questioning What will the problem be?How will the problem get solved?

Determining Importance What other clues do I notice in this story that can help me: Do I know anything about the author or the topic?

Are there lots of chapters/pages or just a few?

Is there a blurb I can read on the back cover?

Visualizing Are there any illustrations? Can they help me predict the

story?Inferring/Synthesizing Does it look like this story will be easy

or difficult to read?Can I read it quickly, or should I read it slowly?

Weekly Lessons: Writer’s Workshop

Focus: Revitalizing the Writer’s Notebook

Resources: Lessons for the Writer’s Notebook Ralph Fletcher and JoAnn Portalupi

Lesson #1 – N-10 Reacting to the World

1. Teaching Point: Explain to students that interesting things happen in the world everyday. Ask students to reflect on their experiences of reading the newspaper, watching the news, or listening to the radio. Events that occur in the world sometimes make us angry, amaze us, or surprise us. When authors feel strongly about events in the world, they use their Writer’s Notebook to react.

2. Read aloud “Tsunami” and discuss. What do you notice?3. Read aloud “Mudslide!” and discuss. What do you notice?4. Teaching Point: Recording your reactions to the world will enable you to capture a particular time in

history. 5. Brainstorm current/past events in the world as a class. Invite students to choose an event and record

their reactions in their Writer’s Notebook. 6. While students are writing the teacher should confer with students. Some suggested guided questions are:

How’s it going? How did you feel when you first heard about this event? What affected you most strongly about it?

7. Provide time at the end of Writer’s Workshop for sharing and reflection. Allow students to demonstrate what they learned/wrote through small group/partner discussion. If time permits have students share to the whole group.

Lesson 2: N-9 Experimenting with Goof-Around Writing

1. Teaching Point: When you go to church or a wedding, you aren’t allowed to dress casually. School writing is a lot like wearing church/wedding clothes. Sometimes you have to follow the rules. However, the Writer’s Notebook is like putting on your “play clothes;” it is a place to relax and be yourself. This is called “goof-around” writing.

2. Read “My Nickel Philip” and discuss. What do you think?3. Read “The Morning Filled with Fog” and discuss.4. Scranimals by Jack Prelutsky is a picture book that demonstrates “goof-around” writing5. Invite students to experiment with “goof-around” writing. In their Writer’s Notebook.6. While students are writing the teacher should confer with students. Some suggested

guided questions are: How’s it going?7. Provide time at the end of Writer’s Workshop for sharing and reflection. Allow students to

demonstrate what they learned/wrote through small group/partner discussion. If time permits have students share to the whole group.

8. Important: HW must be assigned before next lesson: Homework: Bring artifacts from home (anything you collect, or holds a special place in your heart) Must be able to be taped in your notebook.

Lesson 3: N-12 Gathering Artifacts

1. Teaching Point: The Writer’s Notebook is not only a journal, but a scrapbook, or a “me” book to gather important objects from your life.

2. The teacher may share a couple of artifacts from their Writer’s Notebook, or use the samples provided.

3. Invite students to write about the artifact they brought to school in their Writer’s Notebook. 4. While students are writing the teacher should confer with students. Some suggested

guided questions are: How’s it going? Tell me about this particular artifact. Why did you include it? Have you thought about some writing you might do that would be inspired by this

artifact?5. Provide time at the end of Writer’s Workshop for sharing and reflection. Allow students to


Lesson 4: N-13 Capturing Memories

1. Teaching Point: The Writer’s Notebook is a place to store your memories. It is safe, private, and nobody has to read it unless you want them to.

2. Read “Coffee and Hot Chocolate” by Kelsey and discuss. What did you notice about Kelsey’s piece? What details did she include that made

this writing strong?3. Remember: You can either write the whole memory, or you can write only a piece of the

memory. Try to jot down important details that will create a visual representation of the events that occurred. Memories that are written in great detail can become seeds for future writing projects. Model writing positive and negative memories.

4. Invite students to write a detailed memory in their Writer’s Notebook. 5. While students are writing the teacher should confer with students. Some suggested

guided questions are: How’s it going? Tell me about this particular artifact. Why did you include it? Have you thought about some writing you might do that would be inspired by this

artifact?6. Provide time at the end of Writer’s Workshop for sharing and reflection. Allow students to


KISD, 09/14/11,

KISD, 09/14/11,

1st Nine Weeks – 2nd Grade - Klein Independent School · Web viewWord Sort Singular...

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