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K-5 ELA Lesson Plan

Teacher:

Grade: 5th Grade

Date(s): August 2012

Unit Title: Reading /Writing Apprentice

Corresponding Unit Task: Day 4

Essential Question(s): How do readers use what they know about the patterns of text structure to read nonfiction text?

Materials/Resources

Essential Vocabulary

Teacher/Student:

Teacher:

Elmo

Young Colonist-Harcourt School Publisher by Polly Peterson

Venn Diagram

Signal Word Chart

Chart Paper

Student:

Notebook paper

Signal Word Chart

Signal Words

Compare : As well as, also, too, like, much as, similarly, similar to, both

Contrast: Contrast, However, different than, but, on the other hand, yet, less than, although, unlike, though,

while

Other vocabulary: electric, refrigeration, bicycle, colonial, artisans

Learning Experience(s)

Gradual Release of Responsibility:

Modeled

Shared

Guided Practice

Independent

Reading

Standards: RI.5.5 Compare and Contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

I Can Statement(s): I can compare and contrast 2 concepts in a text.

Instructional Plan:

Modeled

Discuss with students how you compare and contrast by comparing two objects in the classroom.

Teacher will use Elmo to model how the author compare and contrast Page 2 of book using Venn diagram with a think aloud as she selects the items for the Venn from paragraph 2.

Make sure when modeling how to make a topic of each side of the Venn diagram.

Teacher should read each signal word from the compare side and then from the contrast sides, making sure students understand meaning of words.

Teacher should let students know that Signal Words may not appear in each text to determine how to compare and contrast but the text will show that the ideas of comparing and contrasting.

Let students know this isnt a new skill but theyve used it in the past with different words such as like and difference.

Shared

Then students will use page 3, paragraph 2 to compare and contrast colonial family life on notebook paper with a partner

One person from each group should share their comparison with the class

Guided

Pair of students could use Page 4 on Colonial Houses and compare and contrast the houses in colonial time.


Modeled

Shared

Guided Practice

Independent

Writing

Standards: W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

I Can Statement(s): I can use my compare and contrast Venn Diagram to write a paragraph about Colonial families.

Instructional Plan: Modeled

Teacher should use the paragraph from page 2 to model how to write a comparative paragraph with 3 or more sentences. Use link below to use as a reference on finished product.

http://www.timeforkids.com/homework-helper/a-plus-papers/compare-and-contrast-essay

http://www.bookrags.com/articles/5.html Use this link to give information on how to write a compare and contrast paper with conclusion.

http://www.readwritethink.org/files/resources/interactives/compcontrast/

Model for students how to write a paragraph using a think aloud to let them know why you chose the words of the sentence without plagiarism.

Shared

Students will then take their Venn diagram to write their paragraph on notebook paper with a partner from the previous notes taken from page 3 of the book.

Then each pair should write their paragraph on chart paper to share with class.

Display charts in room as anchor charts to help students remember activity for review for later lessons.


Modeled

Shared

Guided Practice

Independent

Word Study

Standards:

I Can Statement(s):

Instructional Plan:


Modeled

Shared

Guided Practice

Independent

Speaking & Listening

Standards: SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others ideas and expressing their own clearly.

I Can Statement(s): I can share what Ive learned with a group of people, a partner or a small group.

Instructional Plan:

One person from each group should share their comparison with the class

See reading above.

Closing/Summarizing Strategy

Students will rotate to a different pair and share their comparisons and writing.

Differentiation Strategies

Extension

Intervention

Language Development

Students should use their graphic organizer created as a plan for an expository writing essay. Students will write a 4 paragraph essay as follows:

Paragraph 1 Introduction (compare and contrast sentence of colonial time)

Paragraph 2 Differences

Paragraph 3 Similarities

Paragraph 4 Conclusion (include why the differences in colonial times helped the colonies)

Give students a complete G.O. based on a familiar topic for a reference during the lesson.

Give students visual representation to show compare and contrast.

Peer read text several times during lesson.

Useful tools for comparing and contrasting:

ELL may use the sentence frames provided by the teacher.

Assessment(s) & Reflection

Assessment(s): Graphic Organizer used in lesson.

Teacher Reflection: (Next steps?)

Note: This template does not reflect the lesson plans for Guided Reading.

Guilford County Schools Office of Curriculum & InstructionMay 2012

Name____________________________ _Date________________

Homework Helper

TIME For KIds._This_page_may_be_photocopied_for_use_with_students.

Use_the_Venn_diagram_below_to_help_you_compare_and_contrast_two_people,_places_or_things._Write_the_name_of_your_first_topic_above_the_first_circle_and_your_second_above_the_second_circle._List_the_differences_in_the_outer_circles._List_the_similarities_in_the_middle.

Compare-and-Contrast Essay Organizer

Topic_1: Topic_2:

Vogt & Echevarra (2008). 99 Ideas and Activities for Teaching English Learners with THE SIOP MODEL. Boston: Allyn & Bacon.

*Sarah Russell, Washow County Schools, Reno, Nevada

If you are asked to

compare two or more things, use these words:

As well as

Also

Too

Like

Much as

Similarly

Similar too

Signal Words

If you are asked to

contrast two or more things, use these words:

However

But

On the other hand

While

Although

Different from

Less than

Though

Yet

Whereas



Because

Since

Therefore

Consequently

In order that

As a consequence

Signal Words

As a result

Then

Ifthen

Thus

Due to

If you are asked to describe

cause and effect or

problem and solution, use these words:



First

Second

Third

In the first place

First of all

Then

Before

After

Last

Meanwhile

Now

Finally

For one thing

Next

Signal Words

If you are asked to describe the

sequence or order in which things happened, use these words:



To illustrate

For instance

In addition

And

Again

Moreover

Also

Too

Furthermore

Another

First of all

Signal Words

If you are asked to write a

description or list use these words:

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Teaching Text Structure

October 2009

Pearl River County School DistrictS. Baudoin

Teaching Text Structure

October 2009

Pearl River County School District

S. Baudoin

Sequential Order

Texts that follow this structure tell the order in which steps in a process or series of events occur.

Questions to Consider

What happened?

What is the sequence of events?

What are the substages?

Graphic Organizers

Flow Map

Multi-flow Map

Timeline

Sequential Order Signal Words

afterafterwardas soon asbeforeduringfinallyfirstfollowingimmediatelyinitallylatermeanwhilenextnot long afternowon (date)precedingsecondsoonthenthirdtodayuntilwhen

Compare and Contrast

Texts that follow this structure tell about the differences and similarities of two or more objects, places, events or ideas by grouping their traits for comparison.


What are the similar and different qualities of these things?

What qualities of each thing correspond to one another? In what way?

Graphic Organizers

Double Bubble Map

Venn Diagram

Compare and Contrast Signal Words

althoughas well asas opposed tobothbutcompared withdifferent fromeither...oreven thoughhoweverinstead ofin commonon the other handotherwisesimilar tosimilarlystillyet

Description

This structure resembles an outline. Each section opens with its main idea, then elaborates on it, sometimes dividing the elaboration into subsections.


What are you describing?

What are its qualities?

Graphic Organizers

Bubble Map

Description Signal Words

aboveacrossalongappears to beas inbehindbelowbesidebetweendownin back ofin front oflooks likenearon top ofontooutsideoversuch asto the right/leftunder

Problem-Solution

The writer presents a problem then expounds upon possible solutions for that problem.


What is the problem?

What are the possible solutions?

Which solution is best?

How will you implement this solution?

Graphic Organizers

Circle Map

Flow Map

Multi-flow Map

Problem-Solution Signal Words

the question isone answer isone reason forrecommendations includebecause causesincethereforeconsequentlyas a result ofthis let to coso that neverthelessaccordinglyif . . . thenthus

Cause and Effect

In texts that follow this structure, the reader is told the result of an event or occurrence and the reasons it happened.


What are the causes and effects of this event?

What might happen next?

Graphic Organizers

Multi-flow Map

Cause and Effect Signal Words

accordinglyas a result ofbecausebegins withconsequentlyeffects offinallyfirstfor this reasonhow tohowif...thenin order tois caused byleads/led tomay be due tonextso thatsteps involvedthereforethuswhen...then

Examples of Text Structure

Description
Example: "The crocodile is the master of deception in the water. It stalks its prey and then swiftly closes in for the kill.

Problem/Solution
Example: "One problem to resolve in crocodile watching is transportation. How can an observer get close enough to watch without scaring it away or being attacked?

Sequential Order
Example: "Archaeologists have helped us to understand that the evolution of the crocodile began with ...

More Examples

Comparison/Contrast
Example: "The power of the crocodile is like that of a monstrous machine. With one lunge it can destroy its prey and protect the kill from other predators.

Cause/Effect
Example: "We observed the crocodile as it stalked a raccoon moving through the moonlight toward the edge of the water. As a result of a noise we made, the raccoon bolted...

Directions
Example: "When observing a crocodile, first you must...

How to Teach Text Structure

Introduce the idea that texts have a text structure. Explain to students that texts (even the text in their science and social studies textbooks) have different organizational patterns. These organizational patters are called text structures.

Introduce common text structures. Explain that text structures can often be identified by certain signal words.


Show examples of paragraphs that correspond to each text structure.

Make an outline of the text to find how the text is structured.

Examine topic sentences that clue the reader to a specific structure. Look for the signal words that are associated with each text structure.

Highlight all the signal words in the text.


Model the writing of a paragraph that uses a specific text structure.

Have students try writing paragraphs on their own that follow a specific text structure. Writing paragraphs that follow certain text structures will help students recognize these text structures when they are reading.

Strategies to Teach Text Structures during Writing Instruction

Provide explicit instruction. For example, the teacher shows students specifically how and when to use strategies such as attending to signal words while reading different content areas or using signal words when writing expository text.

Scaffold instruction. For example, the teacher helps students by providing some clues and supports as they attempt to identify the text structures in various texts. One clue might be to provide students with examples of situations where these text structures are most commonly used.

Model the use of strategies. For example, while students watch, the teacher writes a paragraph using a particular text structure and describes her actions as she is writing.

More Strategies

Model a think-aloud strategy. This strategy is best used by the teacher as part of a modeling process, as described above. In addition, the students are encouraged to talk aloud as they engage in the processes. For example, the teacher asks students to talk about the clues in a given text as they try to identify the text structure.

Ask focusing questions. Teachers can use focusing questions as a means of scaffolding the use of strategies or assisting students in the think-aloud process. For example, the teacher asks a student which signal word might be best to show a particular relationship among ideas in a text structure.

Use and create graphic organizers. For example, the teacher models charting the structure of specific paragraphs while reading and also provides practice in using the graphic organizer to write different text genres.

More Strategies

Use guidelines for pattern guides and teacher-made organizers. These tools help students focus on the key elements of the reading selection.

Introduce and work on patterns in this order: sequencing, cause/effect, and compare-contrast.

Resources

http://www.lz95.org/msn/faculty/snoisey/Strategies/text_structures.htmhttp://www.literacymatters.org/lessons/textstructure.htmhttp://www.literacymatters.org/content/text/intro.htmhttp://www.somers.k12.ny.us/intranet/reading/questions.htmlhttp://www.smasd.org/pssa/html/Reading/rihand.htmhttp://www.everestquest.com/reading.htmhttp://go.hrw.com/social/strategies/STRAT02U.PDFhttp://score.rims.k12.ca.us/score_lessons/content_area_literacy/pages/understanding_text_struct.html

More Resources

http://teacher.scholastic.com/reading/bestpractices/nonfiction/fiveTextStructures.pdfhttp://www.literacyleader.com/?q=textstructurehttp://www.mde.k12.ms.us/acad1/frameworks/Appendix_B.pdfhttp://www.nea.org/tools/18412.htmhttp://forpd.ucf.edu/strategies/strattextstructure.htmlhttp://seedsofscience.org/PDFs/StrategyGuides/SG_JellybeanScientist.pdfhttp://www.adlit.org/strategies/23336http://engla.jppss.k12.la.us/Teaching%20reading%20in%20the%20Content%20Areas%20Files/Recognizing%20Text%20Structures.pdf

Comparison and

Contrast Paragraph.doc

Compare-Contrast Summary Paragraph

(Place the content of your paragraph in grayed area. Save and print your document.)

and are alike and are different in several ways. First, they are alike because but they are different because . Secondly, is

while is . Finally, and are alike because But, they are different because .

Comparison and

Contrast Form.doc

Compare-Contrast Summary Frame

and

are alike and are different in several ways.

First, they are alike because

but they are different because

Secondly,

is

while

is

Finally,

and

are alike because

But, they are different because

Color Coded Sentence Frames - pepnonprofit.org.pdf

Language Lines

Even as native English speakers we sometimes struggle with just the right words to explain, describe, or clarify what we want to communicate. Our brains are wired to understand (input) more than we can speak (output). A great way to positively engage English language learners (ELL), or any of your students for that matter, in actively acquiring new material is to give them a frame in which to communicate their responses. Research on the brain tells us that hearing and producing language helps us store and retrieve new knowledge. These Language Lines not only allow our students the opportunity to frame what they want to say by using academic language, but they also provide a solid foundation for writing more elaborate sentences.

Language Lines (sentence frames) are a terrific ELD strategy to increase your students' English language fluency. Writing requires something to say, the words to say it, and the structure with which to write it (McCracken & McCracken, 1986). A sentence frame is a structure to focus student learning on specific elements of content or language. With the help of some outstanding teachers, The Positive Engagement Project has compiled six different sets of Language Line sentence frames that can be used to help give students a framework to express six essential comprehension skills: cause and effect, classifying, comparison and contrast, evaluating, predicting, and summarizing.

Beginning, early intermediate and intermediate levels can benefit by using sentence frames because it is an additive approach to each level's language development. For each of the six sets of Language Lines, we have color coded the frames to give the teacher an opportunity to differentiate the language skills for students in their classroom. Starting with purple for basic sentence development, the next color is blue for a step up in complexity. Brown, followed by red and green round out the five color spectrum used to separate the different levels for your students. Students enjoy responding to sentence framing and at the same time, Language Lines give the teacher an opportunity to easily separate instruction for a variety of English levels.

The Positive Engagement Project is always looking for ways to provide free and powerful tools to educators, so if you have any frame suggestions for our lists, please do not hesitate to email us at [email protected] and we, with your permission, will add your suggestions as we regularly update our Language Line sentence frames with newly acquired submissions.

mailto:[email protected]

Cause and Effect Language Lines ________________ , so _______________.

cause effect

________________ because _______________.

effect cause

Because ________________ , _______________.

cause effect

Since _____________, __________________ cause effect ________________ therefore _______________.

cause effect

Because ____________, led to______________ . cause effect As a result of ____________, ______________ .

cause effect

_____________ due to the fact that _______________. effect cause

Due to the fact that _____________ , _______________.

cause effect

Sorting and Classifying Language Lines __________ goes with _________ . _______ does not go with _________ . I would put ___________ with ______________ because _______________ . I would classify ___________ and ____________ together because ____________ . I think ____________ belongs in the same category as ___________ because ________ . I would not classify ______ and _______ in the same category because __________ .

Comparison / Contrast Language Lines

__________ and ___________ both have _______________. __________ is like __________ because ______________. __________ is unlike __________ because _____________. __________ and __________ are alike because ____________. __________ and __________ are the same because ____________. __________ and __________ are different because ____________. __________ and __________ are similar because they both ____________. __________ is ___________, but ___________ is ____________. __________ and __________ differ because ____________. __________ and __________ are different because __________, but __________ does not. __________ is __________ , however, _________ is __________. __________ has _________, yet __________ has ____________. __________ is similar to ____________ in many ways because __________ and __________. Both _________ and __________ are ___________, however, ___________ is ___________. Both _________ and __________ have ___________, however, ___________ has ___________. Even though _______ has ________, _________ has __________. _________ is ________. On the other hand, ________ is _________. Despite having ________ in common, __________ is different than __________ because ___________. One variation between __________ and __________ is that ___________ has ___________. _________ is _________. On the contrary, ___________ is ____________.

While there are differences between _________ and _________ , both __________ .

There are many differences between _________ and _________ . One of the biggest differences is ____________________ .

Evaluating Language Lines In my opinion, _______________ because ________ . I believe that_____________ because _____________. I think ___________________ because _____________________ . It seems to me that _______________ . I liked / disliked the way ______________ because ________________ . The __________ makes me feel __________ because _____________. I dont agree with the statement because __________. In my opinion, the author _________ because ________ . In my view, this _____________ is/was _____________ because ____________. I dont think the evidence supports_________ because__________. Although _________ is/was __________, I believe __________ because ____________ .

Prediction Language Lines I predict ___________ because ___________. Since __________, I predict __________. I read that _________, so I predict_________ . I think __________ will happen because ____________. From what I know about ____________, I predict ____________. Based upon ______, I believe _____will _____________. Because I know____________, I am sure that _______ will _______. Even though ________, I know that _________. So I predict _________.

Summary Language Lines In the beginning, ________. But then, ____________. At the end, ____________ . First ___________ . Then, __________ . Finally, _________ . First ________. Next, ________. Then _________. Finally, ________. ___________ wanted _______________, but ________________ so ________ . I saw that first, __________, then, _________ and at the end, ______________. In short, ___________________ needed ____________ but ___________ . So, __________________ . Eventually, ________________ . In summary, ________________ wanted _______________ but ______________. So, ______________. Finally _____________ .

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