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:A quick- write is a tool you can use prior to reading that will make a difference in thecomprehension of a text. Prior to reading about a topic, students can list the related wordsand terms they know, write a paragraph discussing what they know about the topic, ormake notes about it. These actions help them activate and summarize their knowledge andanticipate what they will read about. After reading, they can go back and add to thisinformation, crossing out ideas that are not correct or do not apply to the topic and writinganother paragraph that reflects the integration of their existing and new knowledge.To infer in nonfiction texts, readers:• understand what is not stated but is implied in the text (both print and illustrations).• make conclusions that are not stated but are based on information found in the textor illustrations.• make judgments about events or theme that have not been explicitly stated.• think about the deeper meanings of text.• use background knowledge and information from the text to form theories about thesignificance of facts or events.Differentiation:Use the Treasures Visual Vocabulary Resources p. 70 – 81 to pre-teach the keyvocabulary, phrases, and basic words for the suggested reading selection to ELLstudents and others who may also benefit.(Refer to the ELL Resource Book p 33)Provide supports to students through instructional grouping. Consider implementing apartner reading structure or putting students into small cooperative groups with clearlydefined roles and expectations. Give students comprehension questions (see above)to use as checks for understanding with each other.Also, since you will be printing copies of text for students, let them write notes on thepassages. Use highlighters, pencils, pens or markers so that students can mark partsof the text to deepen their understanding.When working with ELL students, always use the ELPS to guide your planning. Usethe English/Spanish Cognates on the AISD website.Comprehension Skill Questions:In addition to the stopping point questions provided in the TE, use questions likethese as you read with students to prompt discussion on inference/drawingconclusions:• What do you already know about this subject or topic?• What did ___make you think about?• What is the author really trying to say? What in the text makes you think that?• What can you conclude (infer) about__? Where in the text…?• How can you tell that___? How do you know (background knowledge andevidence from text.• What are the ways the author presents information on this topic? How is theinformation organized?• After reading the selection, what can you conclude about…• Which sentence best shows……• How did the author show you that…?• Does the author tell us why___? What can you infer?• What was the clue in the text that helped you to figure that out?• Based on what the author has said, what can the reader tell about______?• Given what the author wrote, what do you predict will happen in the future?Anchors of Support:Anchors of support should:• make a distinction between explicit information and implied information intext (what does the author say -- what does the author mean?)• remind students to use evidence from the text to support conclusions aboutthe author’s intended message+ =Clue from What I Know My InferenceText about the clueORS Module on InferenceClues fromTextWhat it mademe thinkTeacher Tips: Inferring is the bedrock of comprehension, not only in reading but in life, too. To help students understand the nature of inferential thinking, demonstratewith facial expressions and other life examples. Inferring is about reading faces, reading body language, watching people’s actions, reading expressions, and readingtone as well as reading texts.Language Arts Reading Street View Last Updated: December 19, 2011 Page 6
Reading Street View • 5th Grade • Week 22 • Jan. 23-27Arc: Literary Nonfiction—Informational Text Using Literary StylesUnit 6: Nonfiction Genre StudyRecommendations for Read Aloud (RA), Shared Reading (SR), Guided Reading (GR), and Independent Reading (IR)RA /SR:GR:IR:Black Cowboy Wild Horses: A True Story (biography), Treasures, Unit 5, p. 555Through My Eyes (autobiography), Treasures, Unit 1, p. 28-31Love at First Sight (biography)When Esther Morris Headed West (biography), Treasures Student Book 2, p. 624Use the small group lesson guides (Treasures TE, Unit 5, p. 577I) to accompany theseleveled readers: Nat Love (Approaching), Alice Greenough (On Level), William F. Cody(Beyond Level), and Cowgirl: Alice Greenough (ELL).Additional Resources for Read Aloud:Deborah Sampson: Patriot Soldier Disguised as a Man (Treasures,Read Aloud Anthology, p. 60)Preventing Polio (Treasures, p. 188)Thomas Alva Edison: Inventor (Treasures, Unit 3, p. 378)The Montgolfier Brothers (Treasures, Read Aloud Anthology, p. 130)Eli Whitney by Ann GainesWilma Unlimited by Kathleen KrullHarvesting Hope by Kathleen KrullStudents can record inferences they make about subjects of biographies and autobiographies that they read during independent reading and provide evidencefrom the text to justify their conclusion.Discussing Genre:Biographies can take two forms -- theycan be a statement of facts, usually inchronological order, as would be found inan encyclopedia, or they can be morenarrative and descriptive, as may be foundin trade-books such as "Wilma Unlimited"or "Harvesting Hope."Though students are reading literarynonfiction, character traits, motivation, andchanges can be studied through thesubjects of biography and autobiography.A biographical text is written about aperson, the “subject,” by anotherperson, the “biographer.”A biographical work written by thesubject about his or her own life is anautobiography. An autobiographyusually deals with the writer’s entire lifeor a large part of it. A memoir usuallyfocuses on memories of a particulartime, event, place, or relationship.Word Study:Homophones• Use the routines and activities forPHONICS FOCUS described inTreasures TE (p. 439C).• After explicit instruction, use the 5-DaySpelling activities (Treasures TE, 449I)to practice PHONICS FOCUS.• Homework: PHONICS FOCUSactivities; Phonics / Spelling PracticeBook, p. 103-108. (On CD)• Application: Have students practicereading the PHONICS FOCUSpassages on p. 22 of the Teacher'sResource Book (On CD) until they areable to read them fluently.• Use Speed Drill on p. 137 of Teacher'sResource Book (On CD)Fluency:Use Transparency 22 for repeatedchoral reading and paired studentpractice of an excerpt from BlackCowboy Wild Horses . (See TreasuresTE, p. 573A)☼TIP: Have students practice reading aselection until they are fluent. Dividestudents into groups. Each group shouldthen divide the selection into parts witheach individual student taking one part.After taking time to practice their parts, thegroups should come back together and“perform” with each student reading athis/her respected time. If time allows,students can “compete” against othergroups for the best performance.Vocabulary:vastness, enthusiasm, horizon, ravine,presence, swerved, distinct, suspendedSee 5-Day vocabulary routines in Unit 5,pgs. 577C and 577D.Students will work with anthologies andwith morphology.They can explore the Greek root etheos,which means inspired. Then they canstudy the words enthusiasm, enthused,enthusiastic.Language Arts Reading Street View Last Updated: December 19, 2011 Page 7
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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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