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:Use some of the following questions to support Comprehension ofBiographical text.PersonalWhat do you already know about the subject of this biography?What does the story of this person’s life make you think or wonder about?How are this person’s problems like the problems of people in otherbiographies or fiction books you have read?SettingHow important is the setting (place, time in history, and other events takingplace at that time) to the subject’s life or accomplishments?Structure or OrganizationHow did the author organize the telling of the events of the person’s life?(chronologically?)At what point in the person’s life did the author begin the biography?Literary Language and DevicesWhat literary language and devices are used in biographies andautobiographies read?How did the author use dialogue, flashbacks, foreshadowing, and otherways of organizing text to make this person’s life interesting? Are theevents depicted for the subject’s life believable and consistent with otherinformation about the time period?Best Practices (ELPS, GT, Differentiation)Explain and discuss the narrator’s point of view in Autobiography and Biography:Explain to your students that the narrator in a story is the person who tells thestory. When the narrator uses the words I, me or my to tell a story aboutsomething that happened to him or her, the story is told from the first-personpoint of view. Ask students to identify the narrator of an autobiography. Askstudents: How do you know who the narrator is? Can you prove your answer?Show me where in the story you see the use of I, me, or my? What sentencesexactly?Point out that a biography of a real person’s life is told by another person and istold from a third-person point of view (he, she, they). Have students look at abiography of an author they know and compare it with the autobiography. Havethem discuss how the biography and autobiography are alike and different.Tell students that good readers stop and ask themselves questions when theyread, such as: I notice the words, I, me, my in this selection. I wonder what kindof text I’m reading?Comprehension Skill Questions:1. Who is telling the story? How do you know?2. Where is the author?3. Does this story tell us the thoughts of all the subjects or characters or just themain character (subject)?4. What words show you that this selection is an autobiography/biography?5. Is the author of this story writing about a personal experience?6. Did _____ write this story from his/her experiences or someone else’sexperiences? How do you know?7. Is the narrator is this story speaking from personal experiences?8. How does knowing the author’s point-of-view help the reader understand thestory?Anchors of Support:You may want to use Venn Diagrams to compare subjects in biographies or autobiographies.Perspective/Point of View Chart:First person point of view: May be the main character telling the story directly; uses I and me.Third person: May be an anonymous outsider who reveals everything about the main andsupporting characters through actions, dialogue, and thoughts; uses he, she, they.Teacher Tips: Use reader’s theater to help students find the “voice” in dialogue. Having students become characters or a narrator is an excellent and enjoyable way to supportfluent reading. Biography can “come alive” when students speak as if they are the subject.Language Arts Reading Street View Last Updated: December 19, 2011 Page 8
Reading Street View • 5th Grade • Week 23 • Jan. 30- Feb. 3Arc: Characteristics of 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:All But Blind (Treasures, Anthology p. 108The Circle and the Poles (Treasures, Anthology p. 101)Hot Air Balloon Haiku (Treasures, Unit 2, p. 214) [Haiku]Navajo Code Talkers (Treasures, Unit 3, p. 372) [Cinquains]Home on the Range (Treasures, Unit 5, p. 574) [Song lyrics]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 CreechShare your love of reading with your students by doing a book talk on a book (or poem) you’re currently reading, discussing your thoughts, feelings, andconnections to the book.Discussing Genre:Poetry comes in many forms.Traditional poems and rhymes;sometimes called nursery rhymes, aremany children’s first introduction topoetry.Free verse is poetry that doesn’trhyme. Lyric poetry expressesdirect, personal emotion in a musicalor melodic manner.Narrative poetry tells a story.Limericks are one type of humorouspoetry with five lines. Lines one, two,and five having three anapestic feet,lines three and four have twoanapestic feet, in the rhyme schemeaabba.Word Study:Words with "cher" and "zher" sounds• Use the routines and activities forPHONICS FOCUS described inTreasures TE (p. 451C).• After explicit instruction, use the 5-DaySpelling activities (Treasures TE,483E) to practice PHONICS FOCUS.• Homework: PHONICS FOCUSactivities; Phonics / Spelling PracticeBook, p. 109-114. (On CD)• Application: Have students practicereading the PHONICS FOCUSpassages on p. 23 of the Teacher'sResource Book (On CD) until they areable to read them fluently.• Use Speed Drill on p. 138 of Teacher'sResource Book (On CD)Fluency:☼TIP: Model reading aloud poetry withfluency. Read the poem, The Mother ofthe Movement (Treasures TE, p. 7A)and ask the students to focus on rateand expression as you read.Slow down in sections of the poem toadd drama to your reading, and addexpression and emotion to your readingto emphasize the mood of the poem.Have students practice repeatedlyreading poems like The Mother of theMovement with the same fluency andexpression that you modeled.Vocabulary:While reading, The Mother of theMovement, be sure to stop and define thefollowing words with the students:segregation, stubborn, budging, Jim CrowEncourage students to listen to how theauthor uses word choice to set tone,mood, and emotion to influence thereader.Have students make imagery cards foreach vocabulary word. Ask them to printthe word at the top of an index card clearlyand then illustrate what the word looks likeor the tone it implies.They can also put word associations atthe bottom of the card. (For example:Stubborn mule, difficult, refuse,frustrated)Language Arts Reading Street View Last Updated: December 19, 2011 Page 9
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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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