THIRD EDITION - collaborativeclassroom.org · Revisiting the Reading Community 1 week Prepare book...

Making Meaning® Scope and Sequence, Grade 5 © Center for the Collaborative Classroom 1

G R A D E 5S C O P E A N D S E Q U E N C E

The Making Meaning program integrates the academic rigor of reading instruction with

collaborative structures that teach students to make sense of text, support their own

opinions, and appreciate and respect the ideas of others. Each lesson is built on the

assumption that academic and social learning flourish when they are integrated naturally,

rather than pursued separately.

The following scope and sequence provides a complete calendar of the skills and reading

covered by the program in each unit, week, and day. It also details the comprehension

strategies taught by the program, along with the vocabulary words and word-learning

strategies students encounter.

THIRD EDITION


Teaching the ProgramHow the Grade 5 Program Is OrganizedThe Making Meaning program for grade 5 consists of ten units. The units vary in length from one to five weeks. Each week has four days of instruction and practice. The calendar below provides an overview of the year.

Sample Calendar for Grade 5

Unit/Read-aloud Length Focus

FALL

1. The Reading Community: Fiction

•The Lotus Seed by Sherry Garland

•Something to Remember Me By by Susan V. Bosak

•Everybody Cooks Rice by Norah Dooley

2 weeks Listen to and discuss stories

Learn the procedures for gathering, “Turn to Your Partner,” “Think, Pair, Share,” and Individualized Daily Reading

Build the reading community

2. Using Text Features: Expository Nonfiction

•Rainforests by James Harrison

•“Follow That Ball! Soccer Catching On in the U.S.”

•“All Work and No Play: Trends in School Recess”

•Great Women of the American Revolution by Brianna Hall

3 weeks Use text features to find and understand information

Learn the procedure for “Think, Pair, Write”

3. Questioning: Expository Nonfiction

•Big Cats by Seymour Simon

2 weeks Use questioning to think about expository texts

Use schema to think about all they know about a topic

Build a body of knowledge about animal life

Learn the procedure for “Stop and Ask Questions”

4. Analyzing Text Structure: Fiction

•Tuck Everlasting by Natalie Babbitt

4 weeks Explore narrative text structure through discussions of plot, setting, character, conflict, and theme

Use questioning to think about narrative text

(continues)



Unit/Read-aloud Length FocusW

INT

ER

5. Making Inferences: Fiction and Poetry

•The Van Gogh Cafe by Cynthia Rylant

•“Speech Class” by Jim Daniels

•“October Saturday” by Bobbi Katz

•“Eraser and School Clock” by Gary Soto

•“back yard” by Valerie Worth

2 weeks Make inferences to understand narrative texts

Make inferences and visualize to understand poetry

Use a double-entry journal

Learn the procedure for “Heads Together”

6. Making Inferences: Fiction and Expository Nonfiction

•Richard Wright and the Library Card by William Miller

•Uncle Jed’s Barbershop by Margaree King Mitchell

•Hurricanes by Seymour Simon

•Global Warming by Seymour Simon

•Rainforests by James Harrison

3 weeks Make inferences to understand narrative and expository texts

Make inferences to explore causal relationships in narrative and expository texts

Learn the procedure for “Group Brainstorming”

7. Analyzing Text Structure: Expository Nonfiction

•“Copycats: Why Clone?”

•“The Debate on Banning Junk Food Ads”

•“All-girls’ and All-boys’ Schools: Better for Kids”

•“Do Kids Really Need Cell Phones?”

•“How to Make an Origami Cup”

•“Ashton Hammerheads Schedule for September 2015”

•“Blue Line Train Schedule”

•“Frontier Fun Park”

•Survival and Loss: Native American Boarding Schools

5 weeks Analyze expository text structure

Explore ways in which articles and functional texts are organized

Explore the use of cause and effect, chronological, and compare and contrast relationships in textbooks

ANSWERING QUESTIONS IN RESPONSE TO TEXT UNIT FROM THE READING ASSESSMENT PREPARATION GUIDE (1 WEEK)

(continued)

(continues)



Unit/Read-aloud Length FocusSP

RIN

G

8. Determining Important Ideas and Summarizing: Narrative Nonfiction and Fiction

•A River Ran Wild by Lynne Cherry

•Harry Houdini: Master of Magic by Robert Kraske

•“Mrs. Buell” from Hey World, Here I Am! by Jean Little

4 weeks Determine important ideas in texts

Distinguish between important and supporting ideas in texts

Use important ideas to summarize

9. Synthesizing: Fiction and Expository Nonfiction

•“Review of ‘Mrs. Buell’ ”

•“Zoo” by Edward D. Hoch

•“12 seconds from death” by Paul Dowswell

•“The Pros and Cons of Year-round Schools”

•“Year-round School: I’m for It”

•“Year-round School: I’m Against It”

•“Review of The Legend of Sleepy Hollow” by Jennifer B. (age 12)

4 weeks Synthesize by forming opinions and making judgments about texts

10. Revisiting the Reading Community 1 week Prepare book recommendations and generate summer reading lists

Reflect on the students’ growth as readers

Reflect on the reading community

Focus on ComprehensionIn the Making Meaning program, students are taught the reading comprehension strategies that research shows good readers use to make sense of texts. They learn and practice the strategies with guidance and support from you before using them in their independent reading.

THE GRADE 5 COMPREHENSION STRATEGIES

The strategies that follow are formally taught or informally experienced in grade 5 of the program.

• Using schema/Making connections. Schema is the prior knowledge a reader brings to a text. Readers construct meaning by making connections between their prior knowledge and new information in a text. In Making Meaning grade 5, the students learn to connect what they know from their own experiences to texts before, during, and after a read-aloud. They also make connections between texts.

(continued)


• Visualizing. Visualizing is the process of creating mental images while reading. Mental images can include sights, sounds, smells, tastes, sensations, and emotions. Good readers form mental images to help them understand, remember, and enjoy texts. In Making Meaning grade 5, the students visualize to make sense of figurative language and deepen their understanding and enjoyment of poems and stories.

• Wondering/Questioning. Proficient readers wonder and ask questions to focus their reading, clarify meaning, and delve deeper into a text. They wonder what a text is about before they read, speculate about what is happening while they read, and ask questions after they read to gauge their understanding. In Making Meaning grade 5, the students wonder and ask questions before, during, and after a read-aloud to make sense of a text.

• Using text features. Readers who understand that expository texts have common features, such as tables of contents and indexes, headings and subheadings, and diagrams and charts, use those features to help them unlock a text’s meaning. In Making Meaning grade 5, the students identify features of expository texts and use those features to help them understand the texts.

• Making inferences. Not everything communicated by a text is directly stated. Good readers use their prior knowledge and the information in a text to understand implied meanings. Making inferences helps readers move beyond the literal to a deeper understanding of texts. In Making Meaning grade 5, the students identify features of expository texts and use those features to help them understand the texts.

• Determining important ideas. Determining the important ideas in a text helps readers identify information that is essential to know and remember. What is identified as important in a text will vary from reader to reader, depending on the purpose for reading and prior knowledge. In Making Meaning grade 5, the students explore which ideas in texts are important and support their thinking with evidence from the texts.

• Analyzing text structure. Proficient readers use their knowledge of narrative and expository text structure to approach and comprehend texts. For example, readers who understand that stories have common elements, such as setting, characters, and plot, have a framework for thinking about stories. Readers who understand that authors of expository texts organize information through text structures, such as chronological order, cause and effect, and compare and contrast, use those structures to understand and remember the information. In Making Meaning grade 5, the students use story elements to help them think about stories.

• Summarizing. Summarizing is the process of identifying and bringing together the essential ideas in a text. Readers summarize as a way of understanding what they have read and communicating it to others. In Making Meaning grade 5, the students identify important ideas and use those ideas to develop oral and written summaries.


• Synthesizing. Synthesizing is a complex process that requires the reader to visualize, use schema, question, infer, and summarize to develop new ideas and understandings based on information in a text. In Making Meaning grade 5, the students synthesize to form opinions and make judgments about texts.

THINKING TOOLS

The students learn various “Thinking Tools” that help them implement the strategies they are learning and delve more deeply into texts. In grade 5, the students learn and use:

• Stop and Ask Questions. The teacher stops at various places during a read-aloud, and the students write questions about what they are hearing. The students then have a record of their questions to use during partner or class discussions.

• Double-entry Journal. A student might write a quotation from a text in one column and his or her reaction to the quotation in the other column. Alternatively, he or she might write thoughts about a character at the start of a story in one column, and his or her thoughts about the character at the end of the story in the other column. This kind of writing in a double-entry journal helps the students to become more reflective about their reading and builds writing skills.


Day 1 Day 2 Day 3 Day 4

Week

1Read-aloud:The Lotus SeedFocus: • Learning the procedure for gathering •Hearing and discussing a story

Listening Practice:The Lotus SeedFocus: • Learning the procedure for “Turn to Your Partner” •Hearing a story again to increase comprehension

Read-aloud:Something to Remember Me ByFocus: •Hearing and discussing a story •Making text-to-self connections • Learning the procedure for Individualized Daily Reading (IDR)

Listening Practice:Something to Remember Me ByFocus: •Hearing a story again to increase comprehension •Making text-to-text connections •Comparing two stories • Learning a procedure for selecting texts at their independent reading levels

Week

2Read-aloud:Everybody Cooks RiceFocus: • Learning the procedure for “Think, Pair, Share” •Hearing and discussing a story •Making text-to-self connections

Strategy Lesson:Everybody Cooks RiceFocus: •Hearing part of a story again to increase comprehension •Making text-to-text connections •Exploring the use of first- and third-person points of view

Individualized Daily ReadingFocus: • Learning a procedure for self-monitoring •Reading independently

Individualized Daily ReadingFocus: • Learning how to use a reading log •Reading independently

U N I T 1 : T H E R E A D I N G CO M M U N I T Y



Week

1Read-aloud:RainforestsFocus: •Hearing and discussing part of an expository nonfiction book •Using text features, such as the table of contents, to better understand information in the book •Exploring an ethical issue in the book

Strategy Lesson:RainforestsFocus: • Learning the procedure for “Think, Pair, Write” •Hearing parts of an expository nonfiction book again to build comprehension •Using text features, such as photographs and captions, to better understand information in the book

Guided Strategy PracticeFocus: •Examining an expository nonfiction article •Using text features, such as text columns and diagrams, to better understand information in the article

Independent Strategy PracticeFocus: •Reading independently •Using text features to better understand information texts • Learning how to use a reading journal

Week

2Read-aloud:“Follow That Ball!”Focus: •Hearing and discussing an expository nonfiction article

Guided Strategy Practice:“Follow That Ball!”Focus: •Hearing an expository nonfiction article again to build comprehension •Using text features, such as a circle graph, to better understand and locate key information in the article

Read-aloud:“All Work and No Play”Focus: •Skimming an expository nonfiction article by reading the title, subtitle, and headings •Hearing and discussing the article •Using text features, such as the title, subtitle, and headings, to better understand and locate key information in the article

Guided Strategy Practice:“All Work and No Play”Focus: •Hearing an expository nonfiction article again to build comprehension •Using text features, such as a bar graph, to better understand and locate key information in the article

Week

3Read-aloud:Great Women of the American RevolutionFocus: •Hearing and discussing parts of an expository nonfiction book •Using text features, such as the table of contents and front and back covers, to better understand and locate key information in the book

Guided Strategy Practice:Great Women of the American RevolutionFocus: •Hearing part of an expository nonfiction book again to build comprehension •Using text features, including a chart, to better understand and locate key information in the book

Guided Strategy Practice:Great Women of the American RevolutionFocus: •Using text features, including an index and a timeline, to better understand and locate key information in an expository nonfiction book

Independent Strategy PracticeFocus: •Reading independently •Using text features to better understand and locate key information in texts •Writing in their reading journals

U N I T 2 : U S I N G T E X T F E AT U R E S



Week

1Read-aloud/Strategy Lesson:Big CatsFocus: •Hearing and discussing part of an expository nonfiction book •Using schema to tell what they know about a topic before listening to the book •Generating “I wonder” statements about the topic •Using wondering to make sense of the book

Read-aloud/Strategy Lesson:Big CatsFocus: •Hearing and discussing part of an expository nonfiction book •Asking questions about the book using who, what, where, when, why, and how •Using questioning to make sense of the book

Read-aloud/Strategy Lesson:Big CatsFocus: •Hearing and discussing part of an expository nonfiction book •Using schema to tell what they know about a topic before listening to the book •Using questioning to make sense of the book

Guided Strategy Practice:Big CatsFocus: •Reading and discussing part of an expository nonfiction book •Using questioning to make sense of the book •Writing in their reading journals

Week

2Read-aloud/Strategy Lesson:Big CatsFocus: •Hearing and discussing part of an expository nonfiction book • Learning the procedure for “Stop and Ask Questions” •Using questioning to make sense of the book

Guided Strategy Practice:Big CatsFocus: • Learning discussion prompts •Hearing part of an expository nonfiction book again to build comprehension •Using questioning to make sense of the book

Read-aloud/Guided Strategy Practice:Big CatsFocus: •Hearing, reading, and discussing part of an expository nonfiction book •Using questioning to make sense of the book •Exploring an ethical issue in the book

Independent Strategy PracticeFocus: •Reading independently •Using questioning to think about texts they read independently •Writing in their reading journals

U N I T 3 : Q U E S T I O N I N G



Week

1Read-aloud/Strategy Lesson:Tuck EverlastingFocus: •Hearing and discussing part of a novel, including the prologue •Discussing character, setting, and plot

Read-aloud/Strategy Lesson:Tuck EverlastingFocus: •Hearing and discussing part of a novel •Discussing character, setting, and plot

Read-aloud/Strategy Lesson:Tuck EverlastingFocus: •Hearing and discussing part of a novel •Discussing character, setting, and plot

Read-aloud/Guided Strategy Practice:Tuck EverlastingFocus: •Hearing and discussing part of a novel •Discussing character, setting, plot, and conflict

Week

2Read-aloud/Strategy Lesson:Tuck EverlastingFocus: •Hearing and discussing part of a novel •Using questioning to make sense of the novel •Discussing character, setting, plot, and conflict

Read-aloud/Strategy Lesson:Tuck EverlastingFocus: •Hearing and discussing part of a novel •Using questioning to make sense of the novel •Thinking about whether questions are answered directly, indirectly, or not at all •Discussing conflict and character change

Read-aloud/Strategy Lesson:Tuck EverlastingFocus: • Learning to use discussion prompts in pairs •Hearing and discussing part of a novel •Using questioning to make sense of the novel •Thinking about whether questions are answered directly, indirectly, or not at all

Independent Strategy PracticeFocus: •Reading independently •Using questioning to make sense of novels they read independently

Week

3Read-aloud/Strategy Lesson:Tuck EverlastingFocus: •Hearing and discussing part of a novel •Using questioning to make sense of the novel

Read-aloud/Strategy Lesson:Tuck EverlastingFocus: •Hearing and discussing part of a novel •Using questioning to make sense of the novel •Discussing conflict and character

Read-aloud/Strategy Lesson:Tuck EverlastingFocus: •Hearing and discussing part of a novel •Using questioning to make sense of the novel •Exploring climax •Discussing character change

Independent Strategy PracticeFocus: •Reading independently •Using questioning to make sense of novels they read independently

Week

4Read-aloud/Strategy Lesson:Tuck EverlastingFocus: •Hearing and discussing part of a novel •Using questioning to make sense of the novel •Discussing character change

Read-aloud/Strategy Lesson:Tuck EverlastingFocus: •Hearing and discussing part of a novel •Using questioning to make sense of the novel •Discussing plot and character change •Discussing an important theme

Read-aloud/Strategy Lesson:Tuck EverlastingFocus: •Hearing and discussing part of a novel, including the epilogue •Using questioning to make sense of the novel •Discussing character change •Discussing an important theme

Independent Strategy PracticeFocus: •Reading independently •Using questioning to make sense of novels they read independently •Writing about story elements

U N I T 4 : A N A LY Z I N G T E X T S T R U C T U R E



Week

1Read-aloud:The Van Gogh CafeFocus: • Learning a prompt to confirm another person’s thinking •Hearing and discussing part of a fiction chapter book •Using questioning to think about the story •Building awareness of making inferences as they hear the story

Guided Strategy Practice:The Van Gogh CafeFocus: •Hearing, reading, and discussing part of a fiction chapter book again to build comprehension •Building awareness of making inferences as they read and hear the story

Read-aloud/Strategy Lesson:The Van Gogh CafeFocus: • Learning to use clarifying questions and statements •Hearing and discussing part of a fiction chapter book •Using questioning to think about the story •Building awareness of making inferences as they hear the story

Independent Strategy PracticeFocus: •Reading independently •Building awareness of making inferences as they read independently •Writing in their reading journals

Week

2Read-aloud/Strategy Lesson:“Speech Class”Focus: •Hearing, reading, and discussing a poem •Building awareness of making inferences as they read and hear the poem • Learning to use a double-entry journal

Read-aloud/Strategy Lesson:“October Saturday”Focus: •Hearing, reading, and discussing a poem •Visualizing to make sense of the poem •Building awareness of making inferences as they read and hear the poem

Read-aloud:“Eraser and School Clock”Focus: • Learning the procedure for “Heads Together” •Hearing, reading, and discussing a poem •Building awareness of making inferences as they read and hear the poem

Read-aloud/Strategy Lesson:“back yard”Focus: •Hearing, reading, and discussing a poem •Visualizing to make sense of the poem •Building awareness of making inferences as they read and hear the poem

U N I T 5 : M A K I N G I N F E R E N C E S



Week

1Read-aloud:Richard Wright and the Library CardFocus: • Learning prompts to extend a conversation •Hearing and discussing a historical fiction book •Making inferences about the story’s plot, setting, and characters •Exploring social and ethical issues in the story

Strategy Lesson:Richard Wright and the Library CardFocus: •Hearing a historical fiction book again to build comprehension •Making inferences as they hear the story •Discussing character change in the story

Guided Strategy Practice:Richard Wright and the Library CardFocus: •Hearing, reading, and discussing part of a historical fiction book •Making inferences to explore causes of events in the story

Read-aloud/Strategy Lesson:Richard Wright and the Library Card; Uncle Jed’s BarbershopFocus: •Hearing and discussing a historical fiction book •Making inferences about the story’s plot, setting, and characters •Comparing two historical fiction books •Exploring the use of first- and third-person points of view

Week

2Read-aloud:HurricanesFocus: • Learning the procedure for “Group Brainstorming” •Hearing and discussing part of an expository nonfiction book •Exploring causes and effects in the book

Guided Strategy Practice:HurricanesFocus: •Hearing, reading, and discussing part of an expository nonfiction book •Exploring causes in the book

Independent Strategy PracticeFocus: •Reading independently •Making inferences and exploring causes and effects

Independent Strategy PracticeFocus: •Reading independently •Making inferences and exploring causes and effects •Writing in their reading journals

Week

3Read-aloud:Global WarmingFocus: •Practicing the procedure for “Group Brainstorming” •Hearing and discussing part of an expository nonfiction book •Exploring causes in the book

Read-aloud/Strategy Lesson:Global WarmingFocus: •Hearing and discussing part of an expository nonfiction book •Exploring effects in the book

Guided Strategy Practice:Global WarmingFocus: •Hearing, reading, and discussing part of an expository nonfiction book •Exploring causes in the book

Guided Strategy Practice:RainforestsFocus: •Hearing, reading, and discussing part of an expository nonfiction book •Exploring causes and effects in the book •Writing in their reading journals

U N I T 6 : M A K I N G I N F E R E N C E S



Week

1Read-aloud:“Copycats: Why Clone?”Focus: •Skimming an expository nonfiction article by reading the title, subtitle, headings, and subheadings •Hearing and discussing the article • Identifying what they learn from the article

Strategy Lesson:“Copycats: Why Clone?”Focus: •Reading and discussing an expository nonfiction article •Analyzing how information in the article is organized •Exploring how articles can inform by highlighting pros and cons

Read-aloud:“The Debate on Banning Junk Food Ads”Focus: •Skimming an expository nonfiction article by reading the title, headings, and subheadings •Hearing and discussing the article • Identifying what they learn from the article

Strategy Lesson:“The Debate on Banning Junk Food Ads”Focus: •Reading and discussing an expository nonfiction article •Analyzing how information in the article is organized •Exploring how articles can inform by highlighting pros and cons

Week

2Read-aloud:“All-girls and All-boys Schools: Better for Kids”Focus: •Skimming an expository nonfiction article by reading the title, subtitle, and headings •Hearing and discussing the article • Identifying what they learn from the article

Guided Strategy Practice:“All-girls and All-boys Schools: Better for Kids”Focus: •Reading and discussing an expository nonfiction article •Analyzing how information in the article is organized •Exploring how articles can inform by investigating one side of an issue •Exploring the author’s opinion

Read-aloud:“Do Kids Really Need Cell Phones?”Focus: •Skimming an expository nonfiction article by reading the title and headings •Hearing and discussing the article • Identifying what they learn from the article

Guided Strategy Practice:“Do Kids Really Need Cell Phones?”Focus: •Reading and discussing an expository nonfiction article •Analyzing how information in the article is organized •Exploring the author’s opinion •Exploring how articles can inform by investigating one side of an issue

Week

3Read-aloud:“How to Make an Origami Cup”Focus: •Hearing, reading, and discussing a functional text •Analyzing the text • Identifying what they learn from the text

Read-aloud/Guided Strategy Practice:“Ashton Hammerheads Schedule for September 2015”; “Blue Line Train Schedule”Focus: •Hearing, reading, and discussing two functional texts •Analyzing the texts • Identifying what they learn from the texts •Exploring how the texts inform readers •Using the texts together to solve problems

Read-aloud/Guided Strategy Practice:“Frontier Fun Park”Focus: •Hearing, reading, and discussing a functional text •Analyzing the text • Identifying what they learn from the text •Exploring how the text informs readers •Writing in their reading journals

Independent Strategy PracticeFocus: •Examining functional texts independently •Sharing the texts with classmates • Identifying what they learn from the texts •Exploring how the texts inform readers

U N I T 7: A N A LYZ I N G T E XT ST R U C T U R E

(continues)



Week

4Read-aloud:Survival and LossFocus: •Hearing and discussing part of an expository text • Identifying what they learn from the text

Read-aloud:Survival and LossFocus: •Hearing and discussing part of an expository text • Identifying what they learn from the text



Week

5Strategy Lesson:Survival and LossFocus: •Using text structure to analyze an expository text •Exploring sequence in the text •Exploring how information can be organized in expository text

Strategy Lesson:Survival and LossFocus: •Using text structure to analyze an expository text •Exploring cause/effect relationships in the text •Exploring how information can be organized in expository text

Guided Strategy Practice:Survival and LossFocus: •Using text structure to analyze an expository text •Exploring sequence, cause/effect relationships, and compare/contrast relationships in the text •Exploring how information can be organized in expository text

Independent Strategy PracticeFocus: •Reading independently •Using text structure to analyze an expository text •Exploring sequence, cause/effect relationships, and compare/contrast relationships in the text •Exploring how information can be organized in expository text •Writing in their reading journals

U N I T 7: A N A LYZ I N G T E XT ST R U C T U R E(continued)



Week

1Read-aloud:A River Ran WildFocus: •Hearing and discussing a narrative nonfiction story •Making inferences about the story

Strategy Lesson:A River Ran WildFocus: •Hearing and discussing part of a narrative nonfiction story again to build comprehension •Making inferences about the story •Thinking about what is important in the story

Guided Strategy Practice:A River Ran WildFocus: •Hearing and discussing part of a narrative nonfiction story again to build comprehension •Making inferences about the story •Thinking about important ideas in the story

Strategy Lesson:A River Ran WildFocus: •Determining important ideas and supporting details in a narrative nonfiction story

Week

2Strategy LessonFocus: •Hearing, reading, and discussing summaries •Exploring what a summary is

Read-aloud:Harry HoudiniFocus: •Hearing and discussing part of a narrative nonfiction story •Using schema to tell what they know about the topic before listening to the story •Making inferences about the story

Guided Strategy Practice:Harry HoudiniFocus: •Hearing and discussing part of a narrative nonfiction story again to build comprehension •Determining important ideas and supporting details in the story

Strategy LessonFocus: •Building a summary as a class •Writing in their reading journals

Week

3Read-aloud:“Mrs. Buell”Focus: •Hearing and discussing a fiction story • Identifying important ideas in the story

Guided Strategy PracticeFocus: • Identifying important ideas in a fiction story •Taking notes about important ideas

Guided Strategy PracticeFocus: • Identifying important ideas in a fiction story •Taking notes about important ideas •Writing in their reading journals

Guided Strategy PracticeFocus: •Building a summary as a class

Week

4Independent Strategy PracticeFocus: •Reading independently •Thinking about important ideas in their texts

Independent Strategy PracticeFocus: •Building summaries of their own texts •Thinking about important ideas in the texts

Independent Strategy PracticeFocus: •Building summaries of their own texts •Thinking about important ideas in the texts

Independent Strategy PracticeFocus: •Sharing their summaries with partners •Giving each other feedback about their summaries •Revising their summaries

U N I T 8 : D E T E R M I N I N G I M P O RTA N T I D E A S A N D S U M M A R I Z I N G



Week

1Read-aloud/Strategy Lesson:“Review of ‘Mrs. Buell’ ”Focus: • Learning what a review is •Hearing, reading, and discussing reviews

Read-aloud:“Zoo”Focus: •Hearing and discussing a science fiction story

Guided Strategy Practice:“Zoo”Focus: •Rereading a science fiction story to build comprehension • Forming opinions about the story • Learning to write a review

Independent Strategy PracticeFocus: • Forming opinions about texts read independently •Adding opinion paragraphs to summaries

Week

2Read-aloud:“12 seconds from death”Focus: •Hearing and discussing a narrative nonfiction story

Guided Strategy Practice:“12 seconds from death”Focus: •Rereading a narrative nonfiction story to build comprehension • Forming opinions about the story • Finding evidence in the story that supports their opinions

Independent Strategy PracticeFocus: •Reading independently • Forming opinions about stories • Finding evidence in the stories that supports their opinions

Independent Strategy PracticeFocus: •Reading independently • Forming opinions about stories • Finding evidence in the stories that supports their opinions

Week

3Read-aloud/Strategy Lesson:“The Pros and Cons of Year-round Schools”Focus: •Skimming an expository nonfiction article by reading the title, headings, and subheadings •Hearing, reading, and discussing the article

Read-aloud/Guided Strategy Practice:“Year-round School: I’m for It”Focus: •Hearing, reading, and discussing an essay •Considering pro arguments • Forming opinions

Read-aloud/Guided Strategy Practice:“Year-round School: I’m Against It”Focus: •Hearing, reading, and discussing an essay •Considering con arguments • Forming opinions

Guided Strategy Practice:“The Pros and Cons of Year-round Schools”; “Year-round School: I’m for It”; “Year-round School: I’m Against It”Focus: •Considering pro and con arguments • Forming opinions • Integrating information from three texts on the same topic to speak knowledgeably about the topic

Week

4Read-aloud/Strategy Lesson:“Review of The Legend of Sleepy Hollow”; “Review of The Ballad of Lucy Whipple”Focus: •Hearing, reading, and discussing two book reviews •Analyzing the summary and opinion in a book review •Beginning their summer reading lists

Independent Strategy PracticeFocus: •Revisiting their reading logs and identifying favorite books •Selecting books to review

Guided Strategy PracticeFocus: •Gathering information for their book reviews

Guided Strategy PracticeFocus: •Writing book reviews •Giving each other feedback about their book reviews •Revising their book reviews

U N I T 9 : SY N T H E S I Z I N G



Week

1Sharing Book RecommendationsFocus: •Preparing to share book recommendations for summer reading •Sharing book recommendations for summer reading •Planning their summer reading

Sharing Book RecommendationsFocus: •Sharing book recommendations for summer reading •Planning their summer reading

Sharing Book Recommendations and ReflectingFocus: •Sharing book recommendations for summer reading •Planning their summer reading •Reflecting on and writing about their reading lives •Reflecting on their growth as readers

Read-aloud and Reflection:Student-selected bookFocus: •Hearing and discussing a student-selected book •Reflecting on the comprehension strategies they are using •Planning their summer reading •Writing in their reading journals •Reflecting on their contributions to the reading community and how they have benefited from the reading community

U N I T 1 0 : R E V I S I T I N G T H E R E A D I N G CO M M U N I T Y


INDEPENDENT WORD-LEARNING STRATEGIES

Research shows that students benefit from both learning individual words and learning strategies for determining the meanings of unknown words they hear or encounter in their independent reading. In grade 5, the students learn the following strategies:

• Recognizing synonyms

• Recognizing antonyms

• Using the prefixes dis- and pre- to determine word meanings

• Using the suffixes -er and -less to determine word meanings

• Using Greek and Latin roots to determine word meanings

• Using context to determine word meanings

• Recognizing shades of meaning

• Recognizing words with multiple meanings

• Recognizing idioms

• Recognizing adages

• Using a print dictionary to determine word meanings

• Using an online dictionary to determine word meanings

• Using a print thesaurus to determine word meanings

• Using an online thesaurus to determine word meanings

• Using a glossary to determine word meanings

Each strategy is introduced through the discussion of a vocabulary word. (For example, recognizing shades of meaning is introduced through the word devour in Week 7.) For additional practice in using the strategies, More Strategy Practice activities are provided periodically. Although these activities are optional, we encourage you to do them with your students. We believe the students will benefit from the additional exposure to the strategies.

The table below provides a snapshot of how independent word-learning strategies are developed across grades K–5.

Independent Word-learning Strategy K 1 2 3 4 5

Recognizing synonyms ■ ■ ■ ■ ■ ■

Recognizing antonyms ■ ■ ■ ■ ■ ■

Using context to determine word meanings ■ ■ ■ ■ ■

Recognizing shades of meaning ■ ■ ■ ■ ■ ■

Recognizing words with multiple meanings ■ ■ ■ ■ ■ ■

(continues)


Independent Word-learning Strategy K 1 2 3 4 5

Using inflectional endings ■ ■

Using knowledge of compound words to determine meanings ■

Using prefixes to determine meanings ■ ■ ■ ■

Using suffixes to determine meanings ■ ■ ■ ■

Using Greek and Latin roots to determine word meanings ■ ■ ■

Recognizing idioms, adages, and proverbs ■ ■ ■

Using a dictionary, glossary, or thesaurus ■ ■ ■ ■

■ formally taught informally explored or reviewed

(continued)


GRADE Kactiveallowamusingassistassortmentbrightcare forcollidecomfortcomfortablecommunicatecompanioncompleteconcernedconfidentcontainercourageouscozycreaturecreepcrowdedcupboarddecidedeliciousdepartdescribedetermineddietdifficultdisappointeddrowsyeageredgeenergeticenjoyenormouseveningexcited

exhaustedexplorefacefactfitsfluffyfrightenedfrustratedfuriousgenerousglancegooeygreetgrinhaulhealthyicyimitateinvitekindlandlonelymachinemendmightyneednuisanceobserveoverheadpassengerpatientpedestrianpeerpersistentplayfulpleasantpleasedpointypounce

practiceproudreleaserepairrockyroughscoopscootscramblesignalsimilarsnatchsnoozesoarsoggyspherestraightstucksurviveswiftlyswitchtametangledtastytiptraintransportationtraveluncomfortableuncrowdedunhealthyunkindunpleasantupsetusefulvariousvisiblewadewarn

weakwelcomewhirlwild

GRADE 1admireadultadventureaffectionateamazingappetitearrangearriveastonishedaudiblebad-temperedbeambobboldchompcollapsecommotioncontentscooperatecrabbycrushcuriousdartdelighteddestinationdinedisappeardiscoverdisgustingdumpearsplittingessentialevidence

exclaimextraordinaryfaintfeastferociousfirmflashfondfrigidfuturegathergiganticglideglowgulphabitatherohopehoverhowlhumorousimpoliteinaudibleindependentinspectjourneylungematchmeadowmemorymigratemiserablemoanmunchmutterneighborhoodneighborlynervousodd

VOCABUL ARY WORDS K–5

(continues)


(continued)

(continues)

odorordinarypackpeacefulperseverepilepopularpossessionpoutpowerfulpredatorpreyprotectquarrelrapidlyrelaxremainrescueresentrespectridiculousrumblerushscrumptiousshallowsnugglesobspotsquintstompstorestudysurroundingsthrillingtidytimidtracktrembletrusttug

twirlundergrounduntidyvegetationwanderwobblewonderwriggle

GRADE 2accompanyannoyappreciateapproachapproveattachattractbehavebeneficialblobbulgechaoscharacteristiccollectcompassionatecomplexcongratulateconserveconsumecontentconvincecreatedampdashdecreasedelightfuldisapprovediscoverdisguisedisobedient

downcastdullduplicateeavesdropeavesdropperecstaticembarrassencourageexpandexpertfabulousfadefamiliarfearfulfearlessfetchflapflexibleflopfragilefragrantfreshgeniusglaregleamgobblegratitudegripgrumbleguidehospitalityhosthuddlehurlinsistminiaturemisbehavemurmurmushynecessary

notoriousnumerousobedientoccasionallyoptionaloverallsoverjoyedpesterpickyplentyprecautionpredictprepareprovideracketrarelyrecentlyrecreationregularlyroutinerudescrunchsheltershimmershrieksipslurpsnifflesolidsteer clearstreamstrenuousstuffstunnedsturdyswirlteamworkterribleterrifictourist

treattumbleuniqueunusualunwelcomeusualvaluablevanishvarietywhimper

GRADE 3abandonachieveadaptadjustadventuresomeadviseaggressiveappetizingaromaastoundingavoidbanbarricadebelongingsbewilderedblow your topboastbrainstormbustlecaretakercelebrationchallengecherishclatterclenchclingclutchcluttered


(continues)

coaxcollaboratecomfycommandcommenceconsideratecontentmentconvenientcrosscustomarydazzledeadlydebrisdeclinedeliriousdependdetectdeterminationdevastatedifferdiligentdisasterdisorganizeddisplaydisruptdistressdiversedodgedoubtfuldurableeaseenergizeevacuateexhilaratedfaintfantasizefantasticfierce/fiercestflabbergastedflashy

flickflimsyfloppyflutterforbidfortunatefrankfretfurygenerallyghastlygracefulgruffhandyhave a change of

hearthave eyes in the

back of your head

hazardousheadstrongheartbreakinghorizontalimmatureimmenseimpermissibleimproviseindustriousintensejoyfullikelylivelylongloungemagnificentmaturememorablemotionniftyobstinateopportunity

originaloverwhelmedparticularlypermissiblepermitpersistplainploppreferprowlquiverraprealizerecallreconsiderrefreshingreluctantrequireretrievereuniteroamruckussavoryscansecureself-confidentserveshufflesilkyskillskillfulslogslumpsnapsnugsorrowfulspectacularspeechlessspeedysquirm

strainstressfulstrugglesuccessfulswarmswervetasktexturethreatenedthrow yourself into

somethingtiptrampleunaggressiveunexpectedunfortunateungratefulunlikelyunsuccessfulunwindurgentuttervaluableverticalvolunteerwell-organizedwhizwhoopwhoosh

GRADE 4adequateadorealternativeambitionamiableanalyzeapprehensivebellowbizarre

blissblotchblurt outboostceremonycirculatecircumstancescompromiseconcealconditionsconsistentconsistentlycravecreakcriticalcrouchcustomdazeddeceivedefydejecteddensedesiredesperatedissimilardubiousedibleeerieeffectiveelatedeligibleendureengageenragedensureenthusiasticenvisionequitableexclusiveexperience

(continued)


(continues)

featfleefocusformalfumefunctionget-up-and-gogleefulglowerglumgreedyharasshardshiphazardhinderhumanehumblehumdrumidealimposingimpressiveimprudentin the blink of an

eyeinadequateinclusiveinconsistentindignantlyinedibleineffectiveineligibleinequitableinformalinhumaneinitialinspireintegrateintimidateintricatejittery

jubilantkeenlaborlandscapelaunchlend a handlethalloathelusciousmanuallymeritmisfortunemisjudgemisleadmistreatmysteriousneglectnosing aroundnoteobstacleofferoptimisticpeltperilouspermanentpessimisticpleadplungeprecariouspreciseprior toprocessproficientprudentpursueraises eyebrowsrecedereducerefugerejoice

reminiscereputationresemblereverericketyroverowdierrowdyrubbleruggedrummagesafeguardsagsandwichedscrutinizesecureseeksegregatesensitivesereneseveresidesplittingslightspeculatestalksurveysustaintemporarythoroughlytilttoppletransformtrendtrimuniformunwisevaliantvigilantwiseyearn

GRADE 5academicadvantagearguebatteredbefuddledbillowblow off steambluntbreathtakingbudgebundlecalamitycantankerousclamberclamorclankclashclustercommitcompelcomplyconspicuousconsume/consumercontactcontemplatecontentedconvertcuisinecurrentlydabdaringdefenselessdelectabledeliberatelydependentdesert/deserterdesirabledeterioratedevice

devourdignifieddilapidateddimdisadvantagediscontinuediscourteousdispositiondissatisfieddrasticdwellingefficientemergeengrossedenviousestablishethicalexertextendfancifulget on boardgrimacegrotesquehair-raisingharborheartlessheavehelter-skelterheroinehospitablehunchhungerimpactindicateinefficientinfluenceinforminjusticeinsignificantinteract

(continued)


internationalintrigueknowledgeablelolllose your nervelurchlurklushluxuriousmastermeagermementomobilemoistmomentousmoochermotionless

mystifynegativenourishon pins and

needlespandemoniumpeculiarpeerpicturesqueplummetpollutepositiveprejudicepreposterouspreteenpriorityprocedure

protestqualityreassureregulatereliableresilientresistresolverestorerestrictionreusereverierustlescarcescourselflesssequence

significantsociablesolitarysoothespectaclesquanderstaminastrollstunsuitsupportersupremesurgetatteredthoughtfulthoughtlessthrong

thrustthunderoustoweringtranquiltrickletypicaluneasyunethicalvaluesvaryvastvexedvividwide-eyedwidespread

wobbly

(continued)

THIRD EDITION - collaborativeclassroom.org · Revisiting the Reading Community 1 week Prepare book...

Documents

Transcript of THIRD EDITION - collaborativeclassroom.org · Revisiting the Reading Community 1 week Prepare book...