Reading street view Ã¢Â€Â¢ 5th grade Ã¢Â€Â¢ week 19 Ã¢Â€Â¢ jan. 5-6

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Building Comprehension:Teach students the distinction between a "literal" and a "figurative" or"metaphorical" interpretation of text. Authors often use expressions ormetaphors to convey ideas, and they do not expect their words to be takenLITERALLY. Nobody is LITERALLY "floating on a cloud" and nobody isLITERALLY "down in the dumps." Those are metaphors. Somebody couldLITERALLY spill the beans, or they could FIGURATIVELY spill the beans.Use those terms often with your students (literal, figurative, metaphorical)when reading text. Ask student things like, "Did Dr. King LITERALLY go to amountain top?" Is Rosa Parks LITERALLY the mother of the movement?Poetry is language that uses words, phrases, and sentences (andsometimes longer combinations of all) to create meaning. Poetry can benonfiction – a poem written about an outstanding individual or a heroic time,for example, writers can also publish their memoirs and autobiographies aspoetry. The important thing about poetry is how it speaks to the heart.Poetry:• supports the engagement of emotions,• evokes sensory images, lends itself to reading aloud,• incorporates rhythm and sometimes rhyme,• and captures deep meanings in very spare language from which thereader must make inferences. Poetry also offers opportunities for manyinterpretations.Differentiation:Tell students about the poems they are about to read. The Mother of theMovement is an imaginative portrait of a real person. The poems byLangston Hughes have been written to send a specific message.Explain to the students that poetry can combine literal language andfigurative language to send a specific message. Poets choose wordscarefully to set a certain mood or tone in the piece.Before reading the poems out loud, review the vocabulary and terminologythey will see. Come up with a Define/Example/Ask routine to do this (one isnot provided by the book). Explain the meaning of each word, provide anexample of how it is used in context, and ask a question to help the studentsto make connections to the new vocabulary.Comprehension Skill Questions:1. What are the characteristics of this poem? How would you categorize it?2. What is the main message in the poem? What makes you think that?3. Why does the poet include this line ___?4. The author of the poem included __ most likely to__?5. Why were lines __ through __ included in the poem?6. Which word best describes the feeling that the poet creates in this poem?7. What is the speaker doing (thinking) in the poem?8. Why do you think the poet titled the poem __?Figurative language can be very challenging for students who have difficulty readingand understanding even the surface information in text. For interventions, have studentsrepeatedly read short passages of text that contains figurative language until the studentscan read the passage fairly fluently. THEN ask the students comprehension questionsrelated to the figurative language. While students are struggling with decoding the text,their attention is often more on reading with accuracy than reading with comprehension,but if they practice to the point of fluency, then it makes more sense to discuss theLITERAL and FIGURATIVE language in the text.Anchors of Support:Post poems in the classroom (or in a poetry notebook) labeling the forms of poem andexplaining its characteristics. Provide students with many copies of poems so they canread and reread during independent reading.Post an anchor chart on the Elements of Poetry that includes examples of figurativelanguage such as metaphor, simile, and personification.Teacher Tips: The ReadWriteThink website has a handy "Figurative Language Cheat Sheet" that students can use to support their discussions of metaphor andfigurative language.Language Arts Reading Street View Last Updated: December 19, 2011 Page 10
Reading Street View • 5th Grade • Week 24 • Jan. 6- 10Arc: Sensory Language in PoetryUnit 7: PoetryRecommendations for Read Aloud (RA), Shared Reading (SR), Guided Reading (GR), and Independent Reading (IR)RA /SR:GR:IR:Paul Revere’s Ride (excerpt) (Treasures, Unit 1, p. 120)The Mother of the Movement (Treasures, Anthology p. 82)The Circle and the Poles, Read Aloud Anthology, pgs. 101-103Mojave (Treasures, Read Aloud Anthology p. 73)Suspense (Treasures, Unit 2, p. 236)A Symphony of Trees, Read Aloud Anthology, pgs. 23-25Continue to select leveled books and high interest chapter books from your school’s LiteracyLibrary for guided reading.After the lesson, take a moment to note observations, reflect, and take anecdotal recordsabout specific students and their reading behaviors in order to plan mini-lessons and smallgroup word study.Additional Resources for Read Aloud:The Microscope (Treasures, Read Aloud Anthology, p. 141)[The poem Mojave is also published as a beautiful picturebook.]Shel SilversteinWhere the Sidewalk EndsFalling UpA Light in the AtticJudith ViorstIf I Were In Charge of the World and Other WorriesConfetti: Poems for Children, by Pat MoraLove That Dog, by Sharon CreechGive your library time the purpose it deserves by making it a time to conference with individual students about book selection. This is a great time for you to check up on whatthey are choosing, and to suggest books they might enjoy. Teach students to utilize the school librarian, you, and their classmates as resources for finding books they’ll love.Discussing Genre:Writing poetry involves the use of imagery.Authors utilize sensory language to helpthe readers create images and feelings inresponse to their writing. Sensorylanguage is when the author uses wordsand details that appeal to the reader’ssenses (sight, sound, taste, touch, smell).Poetry is a concentrated blend of soundand imagery intended to create anemotional response.• Poetry is characterized by rhythmicalpattern of language, such assyllabification, rhyme, rhythm,alliteration, and onomatopoeia.• Poetry is read, heard, and enjoyedthrough the effects of figurativelanguage, literary elements, andsound devices.• Figurative language of poetry includessimile, metaphor, personification,hyperbole, and idioms.Poetry is the most condensed andconcentrated form of literatureWord Study:Words that end with ance and ence• Use the routines and activities forPHONICS FOCUS described inTreasures TE (p. 485C).• After explicit instruction, use the 5-Day Spelling activities (TreasuresTE, 513E) to practice PHONICSFOCUS.• Homework: PHONICS FOCUSactivities; Phonics / Spelling PracticeBook, p. 115-120. (On CD)• Application: Have students practicereading the PHONICS FOCUSpassages on p. 24 of the Teacher'sResource Book (On CD) until theyare able to read them fluently.• Use Speed Drill on p. 139 ofTeacher's Resource Book (On CD)Fluency:Reading poetry is a fun way to increasereading fluency because poems haverhythm and expression. They workparticularly well for echo and choral reading.1) Read the book or poem aloud to yourstudents several times while students arefollowing along.2) Read the poem through, line by line,doing an echo read, where you read a lineand then your students read the same line.3) Choral read the poem together.4) Your students now read the poem on theirown. Students re-read the same poem overagain until they can read with goodexpression and at an acceptable pace. It canbe fun and motivating for the child if you nowrecord him reading the poem.5) Students should each have a poetryfolder with a collection of poems – oneintroduced per week over the school year.Vocabulary:Types of Figurative Language include:• Imagery• Simile• Metaphor• Alliteration• Personification• Onomatopoeia• Hyperbole• IdiomsDefinitions can be found here!Palindrome – Palindromes are words orphrases that read the same in bothdirections, e.g. EYE,or RACECAR, orMADAM I'M ADAM.Tongue Twister –is a phrase that isdesigned to be difficult to articulateproperly. Tongue-twisters may rely onsimilar but distinct phonemesRiddle - is a statement or question orphrase having a double or veiled meaning,put forth as a puzzle to be solvedLanguage Arts Reading Street View Last Updated: December 19, 2011 Page 11
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Reading street view Ã¢Â€Â¢ 5th grade Ã¢Â€Â¢ week 19 Ã¢Â€Â¢ jan. 5-6

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