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:It is important for students to be aware of the language that author’s use toinfluence the reader’s thoughts and actions.When reading text to students, be sure to model the way that you determinean author’s intentions. If a text has been identified as being persuasive, itmay be helpful to locate facts and opinions in the text.Have students work with you to identify which specific words give clues thatthe author is persuading them to think or do something.Finally, have students decide if they agree with what the author is saying ornot, and state their reasons why: “The author included the advertisement onpage 469 to persuade the reader that alternative energy sources are a goodidea. I can tell the author is trying to persuade me to agree with himbecause of all the facts in the text that support this viewpoint. He also liststestimonials of hybrid drivers. What language do you see that tells us theauthor is trying to convince us to think or do something?”See Power Point Presentation on persuasive techniques.Comprehension Skill Questions:1. What does the author want you to think about ___?2. What words is the author using to make you think that?3. How does the author use facts to support opinions?4. How does the author conclude this passage?5. Can this statement be checked and proven? What does that mean?6. What is the author trying to convince you to think/do?7. Why is the author trying to persuade you to think/do _________?8. How does the author try to convince the reader to think about _____?9. What words does the author use to influence the reader to think as he/she doesabout _________?Best Practices (ELPS, GT, Differentiation)Non-fiction sentence frames are a great way to provide support for EnglishLanguage Learners when reading an expository text. Read a few sentences at atime. Then have students complete sentence frames to show theirunderstanding of the text. For example, We depend on oil because ________.New cars can use other alternative fuels such as _______. Elaborate on orclarify students’ responses.It is important for students to be able to recognize when an author isattempting to use language in a persuasive way. Many children assume thateverything they read in non-fiction books is true. It is sometimes difficult forchildren to analyze an author’s intentions. Read aloud various smallsamplings of text. Have students decide whether an author is trying topersuade them to think or do something. Post the factual statements and thepersuasive statements in two categories for students to reference. Highlightthe language the author uses to persuade. Or you might create a web ofwords the author uses to persuade as shown in the Anchor of Supportbelow.You could also further this lesson by using this explicit instructionalsequence to re-teach students who do not understand or havemisconceptions.Anchors of Support:• Highlight key terms• “What we notice about Persuasive Writing” after reading a persuasive article.What We Notice About Persuasive Writing• States an opinion or position• Gives reasons for opinions• Backs up opinions with data, evidence, expert quotes, examples, and so on.• Offers possible solutions• Restates position in conclusionWords the authoruses to convince thereader to think or dosomethingTeacher Tips: Have students look for examples of parallelism, comparison, causality and other persuasive techniques in advertisements.Language Arts Reading Street View Last Updated: December 19, 2011 Page 2
Reading Street View • 5th Grade • Week 20 • Jan. 9-13Arc: Comprehension of Expository Texts/ Understanding Organizational Patterns Unit 6: Nonfiction Genre StudyRecommendations for Read Aloud (RA), Shared Reading (SR), Guided Reading (GR), and Independent Reading (IR)RA /SR:GR:IR:The Extreme Costs of Extreme Weather (Treasures, Unit 2, p. 220)Hurricanes (Treasures, Unit 2, p. 223)Shark Attack, Treasures, Unit 4, p.440A Friend Indeed, Treasures, Unit 4, p. 441Use the small group lesson guides (Treasures TE, Unit 2, p. 239N) to accompany theseleveled readers: Weather Extremes (Approaching), Weather Extremes (On Level), WeatherExtremes (Beyond Level), and Weather Extremes (ELL).* The Guided Reading Books listed above are only suggestions. Teachers should feel free to use their campusliteracy library and/or the Treasures Leveled Reader Database on ConnectEd.com as another resource to select setsof leveled books, especially for struggling students who may be reading well below 5th grade level material.Additional Resources for Read Aloud:A Drop Around the World by Barbara McKinneyThe Snowflake by Neil WaldmanEvery year, the National Science Teachers Associationpublishes a wonderful list of outstanding science trade books.Teachers should browse this list for ideas, and encourage thecampus librarian to purchase appropriate books from this list.Have a variety of nonfiction texts on different topics and levels for students to read during independent reading. Model how to use two column notes to recordimportant information in texts (main ideas) in the left column and details in the right.Discussing Genre:This week’s focus is on comprehension ofNon-Fiction text. To comprehend informationaltext, it is important for students to be able tolocate important information and find the mainideas in sections of texts.Non-fiction selections are written about a topic.The topic is what the selection is mainly about.The topic is the big, general idea beingpresented to the reader. The main idea is themost important point about a topic. Details arethe facts that support the main idea.Identifying important information in exciting,well written expository text can be difficult forstudents because compelling details may grabthe imagination and lead readers astray.Students need much modeling and practice tosift, sort, and separate out important ideasfrom interesting details.Nonfiction texts are intended to provide factualinformation through text and visual images;contain ideas, facts, and principles with theprimary purpose being to communicateinformation.Word Study:Words with Final el and en• Use the routines and activities forPHONICS FOCUS described inTreasures TE (p. 387C).• After explicit instruction, use the 5-DaySpelling activities (Treasures TE,413E) to practice PHONICS FOCUS.• Homework: PHONICS FOCUSactivities; Phonics / Spelling PracticeBook, p. 91-96. (On CD)• Application: Have students practicereading the PHONICS FOCUSpassages on p. 20 of the Teacher'sResource Book (On CD) until they areable to read them fluently.• Use Speed Drill on p. 135 of Teacher'sResource Book (On CD)Fluency:Use Transparency 10 for repeatedchoral reading and paired studentpractice of an excerpt fromHurricanes. (See Treasures TE, p.235A)Students can use timers duringrepeated reading to recordincreases in reading rate.Make sure to let students know thatreading rate is not the onlycomponent of fluent reading.Students should not considerfluency practice a “race” to readfast. Model each component offluency – rate, accuracy, reading thepunctuation, pitch, tone, etc.(prosody).Vocabulary:Use the 5-Day Vocabulary activities(Treasures TE, p. 239C) to teach:damages, property, available, contact,atmosphere, destruction, surgeTake time each day to review thesewords and use them in multiple contextsand explained in the vocabularyroutines.Language Arts Reading Street View Last Updated: December 19, 2011 Page 3
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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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