MISD Literacy Block

Units 3-5

Meet Common Core State Standards

Units Meet Common Core

Reading Anchor StandardsORead Aloud correlates with Standards 2, 3, 4, 5, 6, 8, and 9.OShared Reading correlates with Standards 2, 3, 4, 5, 6, 7, 8, and 9.OGuided Reading correlates with Standards 1, 2, 3, 4, 5, 6, 7, 8, and 9.OIndependent Reading correlates Standards 1, 2, 3, 4, 5, 6, 7, 8, 9, and 10.OStrategies That Work correlates with Standards 1, 2, 3, 4, 5, 6, 7, 8, 9, and 10.OGHR for Summary/Multiple-Choice/Craft correlates with Standards 1, 2, 3, 4, 5, and 6.OWriting: Thematic Prompts/Quick Writes correlate with Standards 1, 2, 3, 4, 5, 6, 7, 9, 10.OFocus Questions correlate with Standards 1, 2, 3, 4, 6, 8, and 10. OVocabulary in Context correlates with Standards 4 and 10.OFluency correlates with Standards 4 and 10.OResearch correlates with Standards 7 and 10.

Reading

Literature balanced with related

Informational Text

Plus Short, Snappy Articles

Guided Highlighted Reading

OPrompts

OMultiple-Choice

OSummaryFrom Guided Highlighted Reading: A Close-Reading Strategy for Navigating Complex

Text,

Weber, Nelson, and Schofield, 2011, Maupin House.

Guided Highlighted Reading:

O is text-driven and meaning-based O focuses students on the content of text O guides students to read for one reading purpose

at a time O invites and guides students to revisit the text

more than once O guides students to return to the same text for

multiple purposes O targets the acquisition of skills needed for close

and critical reading O builds fluency and stamina in readers O uses multiple senses: visual, auditory, and

kinesthetic

From Guided Highlighted Reading: A Close-Reading Strategy for Navigating Complex Text,

Weber, Nelson, and Schofield, 2011, Maupin House.

Explanatory PromptWriting Prompt

Explain how students can help animals that are threatened by what human beings are doing.

Scaffolding with a Graphic Organizer

Development:OExplain how students and others helped animals in the selections.OExplain how you have helped animals or could help animals.

Sharing with Data Walls

O Groups of four

O Data Walls for supporting examples

O Students individually make a list.

O Group list on Post-it notes

O Students place their Post-it notes.

O Teacher shares

Preparing for Reading

OVocabulary before, during, or afterOFocus for Reading/Listening

O“Walk Through” and Scavenger Hunt

OGenre Defined

VocabularyPreparing for Reading:OVocabulary- Introduce and define the following word if you feel it is necessary: underwater reef p. 7 (A reef is an underwater ridge composed of rocks, sand, plants, and sea creatures that provides shelter and food for sea creatures.) Have students record new words in the Vocabulary Notebooks you have helped them set up.

Focus for Reading/Listening

Focus for Listening: What happened? (“The ship slammed into an underwater reef.) When did it happen? (March 24, 1989) Where did it happen? (in Prince William Sound off the coast of Valdez, Alaska)

Scaffolding for ReadingRead Aloud/Think Aloud (See Appendix 1f and 1e.)ORead pages 5 and 7 as students follow in their books. Ask students what the illustrations are depicting. (First the ship sailing at night and then the ship striking a reef and springing a large leak.)OAsk why the students think the author italicized and enlarged the word “CRUNCH!”OPoint out the italicized words Exxon Valdez to show the reader that he/she should emphasize the name of the ship. ORead page 8 and ask students why they think the author talked about swimming pools and had them put in as the illustration. (This section relates the amount of oil spilled to something that would be familiar to readers.)ORead page 9 pointing out the map. Think aloud about the purpose for the map. (To show us where the oil spill happened.) Also do a think aloud pointing out that the author uses two more comparisons to help the reader understand the size of the spill (Maryland) and how much coastline was damaged (the length of the Atlantic coast of the U.S.)

Discussion and Review

OFocus for Reading (parenthesis)

ORead Aloud, Guided and Shared Reading (notes)

Speaking and Listening

O Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

O Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

O Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

O Explain their own ideas and understanding in light of the discussion.

Speaking and ListeningOChoral Reading:

OPoetryOFable

OReader’s Theater: Hey! Get Off Our Train

WritingOCommon Core GenresCommon Core GenresOReading/Writing Thematic Prompts

OFocus QuestionsOQuick Writes

Reading/Writing Thematic Prompts

Writing an opinion based on evidenceIn the next two lessons we will learn about more endangered species like the ones on the train. As we read about these animals, see if they are endangered for the same reasons as the animals on the fictional train.

OHey Get Off Our Train!O“Saving Hawaiian Monk Seals”O“Saving Big Cats”O“Vanishing Frogs”

PromptNow write a paragraph expressing your opinion about John Burningham’s purpose in writing Hey! Get Off Our Train. Was Burningham just writing a good story about a boy who dreams of being on a train because he was playing with a toy train before he went to bed, or was Burningham trying to persuade readers that it is important to help endangered animals? Support your idea with facts from the three informational selections you have just read and with examples form Hey! Get Off Our Train. (See Appendix 13b1-2 for prompt and graphic organizer.)

Writing Prompts O Explanations and ideas

O Checklist (CCSS)

O Writing Process

O Graphic Organizer

O Peer Editing Questions

WritingOCommon Core GenresOReading/Writing Reading/Writing Thematic PromptsThematic Prompts

OFocus QuestionsOQuick Writes

Reading/Writing Thematic Prompts

“Each individual is an important part of society”

O“Taking Care of Animals”O“To the Rescue of Birds

in Oil Spill: A Fifth Grader”

Prompt

Writing Prompt Explain how statement, “Each individual is an important part of society,” fits the fifth grade girl in “To the Rescue of Birds in Oil Spill: A Fifth Grader” and the students and scientists in “Taking Care of Animals.”

Scaffolding Think about the following as you plan, write, and revise:OState that “Each individual is an important part of society” applies to the people in both selections.OGive details and evidence from “Taking Care of Animals” to support your point.OGive details and evidence from “To the Rescue of Birds in Oil Spill: A Fifth Grader” to support your point. OConclude by restating your point and briefly summarizing your support.

Thank You!Original Authors

OClare Baxter 3rd Roseville ODiana Ronayne 3rd Mount Clemens OLinda Pelloni 3rd Lakeview OSue Francek 3rd Roseville OMarcia Powell 4th Van DykeOMary Dombro 4th Anchor Bay ORenee Fiema 4th L’Anse Creuse OSandy Hudkins 4th Van Dyke OCathy Walle 5th ConsultantODave Figurski 5th Warren ODebbie Parrish 5th Fraser OJackie Rybinski 5th Warren

Advisory Team

OClare Baxter, ConsultantODiane Berg, ConsultantOVirginia Daniels, FraserOBetsy Facione, UticaOMary Kate Fitzpatrick, FraserOTheresa Hasenauer, UticaOMelissa Labadie, UticaOStephanie La Belle, Van DykeOKathy Ming, ConsultantODebbie Parrish, ConsultantOSharon Rice, Van DykeOElaine Weber, MISD

Thank You!

MISD for encourageme

nt and support