Reading street view • 5th grade • week 19 • jan. 5-6

Reading Street View • 5th Grade • Week 21 • Jan. 17-20Arc: Drawing Conclusions in Expository/ Informational TextsUnit 6: Nonfiction Genre StudyRecommendations for Read Aloud (RA), Shared Reading (SR), Guided Reading (GR), and Independent Reading (IR)RA /SR:GR:IR:Dr. Priscilla C. Grew, Geologist (Treasures, Unit 2, p. 138) to introduce vocabularyHidden Worlds (Treasures, Unit 2, p. 140)Spirit of Endurance, Treasures, Unit 4, p. 391Use the small group lesson guides (Treasures TE, Unit 2, p. 157N) to accompany theseleveled readers: Searching for Cures (Approaching), Searching for Cures (On Level),Searching for Cures (Beyond Level), and Searching for Cures (ELL).Additional Resources for Read Aloud:The Microscope (Treasures, Read Aloud Anthology,p. 141)* The Guided Reading Books listed above are only suggestions. Teachers should feel free to use their campusliteracy library as another resource to select sets of leveled books, especially for students who may be reading wellbelow 5th grade level material.Tips for Independent Reading: Students need to be surrounded by a variety of quality, accessible literature in their classrooms. When students finish a book, they need tobe able to start another book immediately! A helpful way for students to choose their next book is through the recommendation of other readers. You can help your students byproviding “book talks” periodically during Reader’s Workshop. A book talk is a very short, oral commercial that gives readers just enough information about a book to engageand interest them in reading the book. Book talks are short, usually 2 minutes or less, and give children important information about the genre, subject matter, and author. Themost important thing to convey to your students during a book talk is your enthusiasm for the book and for reading!Discussing Genre:Nonfiction texts tell about actual events, livingthings, or people. Duke (1993, 2003) makes acase for including a large amount ofinformational reading (at least 30%) inelementary age students’ reading. Nonfictionis the most frequently read kind of text outsideschools – over ninety-six percent of texts onthe Internet are expository. Informational textshelp build students’ knowledge of our world.Values of Informational Text:• Proficient reading of informational texts isrequired for school success and mostprofessions.• Many readers prefer nonfiction because itaddresses their interests and questions.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:Prefixes• Use the routines and activities forPHONICS FOCUS described inTreasures TE (p. 415C).• After explicit instruction, use the 5-Day Spelling activities (TreasuresTE, 437E) to practice PHONICSFOCUS.• Homework: PHONICS FOCUSactivities; Phonics / Spelling PracticeBook, p. 97-102. (On CD)• Application: Have students practicereading the PHONICS FOCUSpassages on p. 21 of the Teacher'sResource Book (On CD) until theyare able to read them fluently.• Use Speed Drill on p. 136 ofTeacher's Resource Book (On CD)Fluency:In the Transparencies booklet (on CD),use Fluency Transparency 6 forrepeated choral reading and pairedstudent practice of an excerpt fromHidden Worlds. (See Treasures TE, p.153A)Have students work in pairs repeatedlyreading the passage of text on page 50of the Practice Book (On CD) until theycan read the whole passage in 1 minuteand 30 seconds (100 words perminute). One student should readaloud while the other watches the clock(or uses a stopwatch), and then theyswap.Vocabulary:Use the 5-Day Vocabulary activities(Treasures TE, p. 157C) to teach:specimens, murky, dormant,scoured, biology, research,observer, transferred(ELL Practice Book p 33)Language Arts Reading Street View Last Updated: December 19, 2011 Page 5