Kinh Tế - Quản Lý - Khoa học xã hội - Quản trị kinh doanh Students will read, write, listen and speak for information and understanding. Locate and use school and public library resources, with some direction, to acquire information Recognize how new information is related to prior knowledge or experience Fifth Grade Half Hollow Hills page 1 Essential Question What are the daily habits that we need to be successful readers? Standard 1 Overview 5 English Language Arts Overview In this unit students will be introduced to the daily routines of the reading workshop. Students will learn how to use the classroom library and choose appropriate books. Strategies introduced in this unit will help students build stamina and achieve the NYS Standard of reading twenty-five books for the year. New York State Standards and Performance Indicators Students will know, understand and be able to: English Language Arts ReadingWriting for FIFTH Grade ReadingWriting for FIFTH Grade Overview Unit Title: Introduction to Reading Workshop Time Frame: 4 wksSept. Overview Introduction to Reading Workshop Students will read, write, listen and speak for literary response and expression. Define characteristics of different genres Select literary texts on the basis of personal needs and interests and read silently for enjoyment for extended periods Identify literary elements, such as setting, plot, and character, of different genres Students will read, write, listen and speak for literary critical analysis and evaluation. Students will read, write, listen and speak for social interaction. Share reading experiences to build a relationship with peers or adults; for example, read together silently or aloud with a partner or in small groups Recognize conversational tone in friendly communication Recognize the types of language (e.g., jargon, informal vocabulary, and email conventions) that are appropriate to social communication Fifth Grade Half Hollow Hills page 2 Standard 2 Students will know, understand and be able to: Standard 3 Students will know, understand and be able to: Standard 4 Students will know, understand and be able to: Overview Introduction to Reading Workshop Reading: (Teachers will include some guidancerecommendations for the unit such as of books to be read, genre, etc.) How to choose a just right book How to increase reading stamina How to use the classroom library How to set up their reading notebook How to have accountable book talk ListeningSpeaking Standards : Listen respectfully, and without interrupting when others speak Follow instructions that provide information about a task or assignment Distinguish different genres, such as story, biography, poem, or play, with assistance Use personal experience and prior knowledge to interpret and respond to literary texts and performances Ask questions and respond to questions for clarification Use the informal language of social communication Use the rules of conversation, such as avoid interrupting and respond respectfully Instructional Materials and supplies: Reading notebooks Touchstone texts Overheads Post-its Record keeping system Leveled library Chart Paper Markers Fifth Grade Half Hollow Hills page 3 Overview Introduction to Reading Workshop Professional Resources: A Field Guide to the Classroom Library, Lucy Calkins Guiding Readers 3-6, Fountas and Pinnell What fifth grade students will do to demonstrate competencies across all of the 4 reading English language arts standards: Identify purpose of reading Apply corrective strategies to assist in comprehension Maintain a personal reading list to reflect reading goals and accomplishments Recognize when comprehension has been disrupted and initiate self- correction strategies, such as rereading, adjusting rate of reading, and attending to specific vocabulary Participate cooperatively and collaboratively in group discussions of texts Engage in independent silent reading for extended periods of time Fifth Grade Half Hollow Hills page 4 Students will read, write, listen and speak for information and understanding. Make inferences and draw conclusions, on the basis of information from the text, with assistance Identify information that is implied rather than stated, with assistance Fifth Grade Half Hollow Hills page 1 Essential Question How does an understanding of character help a reader develop a deeper meaning across a story or stories? Standard 1 Overview 5 Unit Title: Character Study Time Frame: 4 WeeksNov. English Language Arts Overview In this unit, students will analyze the thoughts and actions of characters. Readers will build upon this analysis to develop theories that can be supported and proved through text evidence. A deeper understanding of a character will lead students to an appreciation of story theme and author’s message. New York State Standards and Performance Indicators Students will know, understand and be able to: English Language Arts ReadingWriting for FIFTH Grade ReadingWriting for FIFTH Grade Overview Overview Character Study Students will read, write, listen and speak for literary response and expression. Read, view, and interpret literary texts from a variety of genres Define characteristics of different genres Select literary texts on the basis of personal needs and interests and read silently for enjoyment for extended periods Read aloud from a variety of genres; for example, read the lines of a play or recite a poem -use inflection and intonation appropriate to text read and audience Recognize that the same story can be told in different genres, such as novels, poems, or plays, with assistance Identify literary elements, such as setting, plot, and character, of different genres Recognize how the author uses literary devices, such as simile, metaphor, and personification, to create meaning Recognize how different authors treat similar themes Identify the ways in which characters change and develop throughout a story Compare characters in literature to people in own lives Fifth Grade Half Hollow Hills page 2 Standard 2 Students will know, understand and be able to: Overview Character StudyStudents will read, write, listen and speak for literary critical analysis and evaluation. Identify different perspectives, such as social, cultural, ethnic, and historical, on an issue presented in one or more than one text Students will read, write, listen and speak for social interaction. Share reading experiences to build a relationship with peers or adults; for example, read together silently or aloud with a partner or in small groups Respect the age, gender, position, and cultural traditions of the writer Recognize conversational tone in friendly communication Recognize the types of language (e.g., jargon, informal vocabulary, and email conventions) that are appropriate to social communication Fifth Grade Half Hollow Hills page 3 Standard 3 Students will know, understand and be able to: Standard 4 Students will know, understand and be able to: Overview Character Study Reading: (Teachers will include some guidancerecommendations for the unit such as of books to be read, genre, etc.) Suggested minilessons: Get to know your main characters Observe what your characters say, do and what happens to them to learn more about them Readers compare characters to other characters and to themselves to understand them further Readers use text evidence to support their ideas about characters Readers understand that characters change over time Readers watch how characters interact with other characters to understand their relationships Readers look at the problems and challenges the character faces Readers learn about their characters by observing how they solve their problems Readers notice the setting and how it affects the characters and story Listening and Speaking Standards Listening Standard 2: Students will read, write, listen, and speak for literary response and expression. Distinguish different genres, such as story, biography, poem, or play, with assistance Identify a character''''s motivation Recognize the use of literary devices, such as simile, personification, rhythm, and rhyme, in presentation of literary texts Use personal experience and prior knowledge to interpret and respond to literary texts and performances Identify cultural and historical influences in texts and performances, with assistance Listening Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation. Fifth Grade Half Hollow Hills page 4 Overview Character Study Form an opinion on a subject on the basis of information, ideas, and themes expressed in presentations Recognize and use the perspective of others to analyze presentations Use prior knowledge and experiences to analyze the content of presentations Recognize persuasive presentations and identify the techniques used to accomplish that purpose, with assistance Evaluate the quality of the speaker''''s presentation style by using criteria such as volume, tone of voice, and rate Speaking Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation. Ask questions and respond to questions for clarification Express an opinion about information, ideas, opinions, themes, and experiences in books, essays, articles, and advertisements Analyze an event or issue by using role play as a strategy Use information and ideas from personal experiences to form and express opinions and judgments Use notes or outlines appropriately in presentations Speaking Standard 4: Students will read, write, listen, and speak for social interaction. Discuss the content of friendly notes, cards, and letters with a teacher or classmate in order to get to know the writer and each other Use the informal language of social communication Respect the age, gender, position, culture, and interests of the listener Use the rules of conversation, such as avoid interrupting and respond respectfully Fifth Grade Half Hollow Hills page 5 Overview Character Study Instructional Materials and supplies: Chart paper Graphic organizers, diagrams, timlines to support minilessons “Just right books” to enable students to do this work Teacher’s choice read aloud Reading response journals Post-its Professional Resources: Reading Essentials by Regie Routman Leveled Books for Readers Grades 3-6 by Foutas and Pinnell a good read aloud for this unit is My Name is Maria Isabel by Alma Flor Isabel The Art of Teaching Reading by Lucy Calkins What fifth grade students will do to demonstrate competencies across all of the 4 reading English language arts standards: Read a variety of grade-level texts, for a variety of purposes, with understanding Use self-monitoring strategies, such as cross-checking, summarizing, and self-questioning, to construct meaning of text Recognize when comprehension has been disrupted and initiate self- correction strategies, such as rereading, adjusting rate of reading, and attending to specific vocabulary Use knowledge of text structures to recognize and discriminate differences among a variety of texts and to support understanding Ask questions to clarify understanding and to focus reading Make connections between text being read and own lives, the lives of others, and other texts read in the past Use prior knowledge in concert with text information to support comprehension, from forming predictions to making inferences and Fifth Grade Half Hollow Hills page 6 Overview Character Study drawing conclusions Read grade-level texts and answer literal, inferential, and evaluative questions State or summarize a main idea and supportelaborate with relevant details Present a point of view or interpretation of a text, such as its theme, and support it with significant details from the text Participate cooperatively and collaboratively in group discussions of texts Note and describe aspects of the writer''''s craft Read aloud, accurately and fluently, with appropriate rate of reading, intonation, and inflection Demonstrate comprehension of grade-level texts through a range of responses, such as writing, drama, and oral presentations Show interest in a wide range of texts, topics, and genres for reading Read voluntarily for a variety of purposes Be familiar with titles and authors of a wide range of literature Engage in independent silent reading for extended periods of time Fifth Grade Half Hollow Hills page 7 July 2009 Grade 5 UNIT: Reading – Launch Overview: In this unit students will establish routines that support reading work throughout the year. Students will learn how to make appropriate choices, talk meaningfully about books, accumulate and practice reading strategies to become successful readers. Students will identify their reading strengths and weaknesses. MINILESSON: DRA Reading Survey: Readers reflect on their book selections and their strengths and weaknesses as a reader. MINILESSON: Students will understand the expectations and routines of the DRA. MINILESSON: Workshop Routines: What does a reading workshop look and sound like? MINILESSON: Choosing a “just right” book. (Model this and subsequent lessons with a class novel selected from the list of touchstone texts.) MINILESSON: Using a Reader’s Notebook. Writing a reading response. MINILESSON: How to use reading tools (i.e., books on deck, post-its, reading log). MINILESSON: Effective readers use certain strategies. MINILESSON: What good book talks look like. July 2009 Grade 5 UNIT: Reading – Launch (continued) MINILESSON: Making sense of your reading. Begin with prediction lesson. MINILESSON: Using prior knowledge to confirm predictions. MINILESSON: Stop and think. Using post-its. MINILESSON: Questioning the text. MINILESSON: The difference between retelling and summarizing. MINILESSON: Story elements. How the character drives the plot. MINILESSON: Making connections. MINILESSON: Making inferences using action and dialogue. MINILESSON: Making inferences using internal monologue. MINILESSON: Drawing conclusions using evidence from the text. July 2008 Grade 5 UNIT: Reading – LaunchCharacter Study MINILESSON: What does a readers’ workshop look and sound like? BOOK TITLEAUTHOR: ADDITIONAL RESOURCES: LEARNING OBJECTIVES Students will know… what a workshop model looks like and how to follow the routines of independent reading. Students will understand… that establishing routines and expectations can help us work more efficiently and give us more time to learn what’s necessary in becoming fluent, well-developed readers. Students will be able to… follow routines and expectations in order to build stamina and a repertoire of skills in becoming fluent, well-developed readers. MINILESSON PROCEDURE Connection:“Readers, today we are going to go over some rules and routines for our reader’s workshop. These routines will help us keep our lessons efficient so that you have lots and lots of time to read great books this year” (This is where you go over what children are expected to do during this time, the supplies they need to bring and where we are going to meet for the period.) Teach: Model how you would teach a mini-lesson during this time. Explain that students should have their notebooks and a writing utensil. Develop procedures for how students should be sitting on the rug in the meeting area. Active Engagement: Explain to students that during this time they will be asked to share examples they have found based on the mini-lesson being taught. Link: Explain to class that during this portion of the reading workshop they will go off to work independently to practice the skillstrategy that was taught. Share: Explain to class that this would be the time that a few students would share the skill they learned in the mini lesson by using it in their own book. ASSESSMENTS Tell students that you will be using the independent reading time to conduct conferences and assessments to learn more about them as readers and help them improve by teaching them strategies for their reading. Students will read, write, listen and speak for information and understanding. Locate and use school and public library resources, with some direction, to acquire information Use the table of contents and indexes to locate information Read to collect and interpret data, facts, and ideas from multiple sources Skim material to gain an overview of content or locate specific information Fifth Grade Half Hollow Hills page 1 Essential Question How does a reader synthesize text to form a better understanding of factual information? Standard 1 Overview 5 English Language Arts Overview In this unit, students will read nonfiction short text to locate information and gain understanding of a topic of study. Students will review nonfiction text features that will help them further understand information. They will also distinguish between fact and opinion, identify relevant and irrelevant information and connect their prior experiences to new information. New York State Standards and Performance Indicators Students will know, understand and be able to: English Language Arts ReadingWriting for FIFTH Grade ReadingWriting for FIFTH Grade Overview Unit Title: Reading Nonfiction Short Text Time Frame: 4 weeksOctober Use text features, such as headings, captions, Reading Nonfiction Short Text and titles, to understand and interpret informational texts Recognize organizational formats to assist in comprehension of informational texts Distinguish between fact and opinion Identify information that is implied rather than stated Compare and contrast information on one topic from multiple sources Recognize how new information is related to prior knowledge or experience Identify main ideas and supporting details in informational texts to distinguish relevant and irrelevant information Make inferences and draw conclusions, on the basis of information from the text, with assistance Identify information that is implied rather than stated, with assistanceStudents will read, write, listen and speak for literary response and expression. Read, view, and interpret literary texts from a variety of genres Recognize how different authors treat similar themesStudents will read, write, listen and speak for literary critical analysis and evaluation. Fifth Grade Half Hollow Hills page 2 Standard 2 Students will know, understand and be able to: Standard 3 Students will know, understand and be able to: Evaluate information, ideas, opinions, and themes in texts by identifying - Reading Nonfiction Short Text a central idea and supporting details -details that are primary and those that are less important -statements of fact, opinion, and exaggeration -missing or unclear information Use established criteria to analyze the quality of information in text Identify different perspectives, such as social, cultural, ethnic, and historical, on an issue presented in one or more than one text Students will read, write, listen and speak for social interaction. Share reading experiences to build a relationship with peers or adults; for example, read together silently or aloud with a partner or in small groups Respect the age, gender, position, and cultural traditions of the writer Recognize conversational tone in friendly communication Recognize the types of language (e.g., jargon, informal vocabulary, and email conventions) that are appropriate to social communication Fifth Grade Half Hollow Hills page 3 Students will know, understand and be able to: Standard 4 Overview Reading Nonfiction Short Text Reading: (Teachers will include some guidancerecommendations for the unit such as of books to be read, genre, etc.) Students will need to analyze primary and secondary documents in preparation for the NYS Social Studies assessment. The work done in this unit should support that need. The short texts can be social studies based and can come from various sources. ListeningSpeaking: Listening Standard 1: Students will read, write, listen, and speak for information and understanding. Follow instructions that provide information about a task or assignment Identify essential details for note taking Distinguish between fact and opinion Identify information that is implicit rather than stated Connect new information to prior knowledge or experience Listening Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation. Form an opinion on a subject on the basis of information, ideas, and themes expressed in presentations Recognize and use the perspective of others to analyze presentations Use prior knowledge and experiences to analyze the content of presentations Recognize persuasive presentations and identify the techniques used to accomplish that purpose, with assistance Evaluate the quality of the speaker''''s presentation style by using criteria such as volume, tone of voice, and rate Listening Standard 4: Students will read, write, listen, and speak for social interaction. Respect the age, gender, position, and cultural traditions of the speaker Fifth Grade Half Hollow Hills page 4 Reading Nonfiction Short Text Recognize friendly communication on the basis of volume and tone of the speaker''''s voice Recognize that social communication may include informal language such as jargon Recognize the meaning of the speaker''''s nonverbal cues Speaking Standard 1: Students will read, write, listen, and speak for information and understanding. Ask probing questions Interview peers Share information from personal experience Share information from a variety of texts State a main idea and support it with facts, details, and examples Compare and contrast information Present reports of approximately five minutes for teachers and peers Summarize main points Use notes, outlines, and visual aids appropriate to the presentation Speaking Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation. Ask questions and respond to questions for clarification Express an opinion about information, ideas, opinions, themes, and experiences in books, essays, articles, and advertisements Analyze an event or issue by using role play as a strategy Use information and ideas from personal experiences to form and express opinions and judgments Use notes or outlines appropriately in presentations Speaking Standard 4: Students will read, write, listen, and speak for social interaction. Discuss the content of friendly notes, cards, and letters with a teacher or classmate in order to get to know the writer and each other Use the informal language of social communication Respect the age, gender, position, culture, and interests of the listener Fifth Grade Half Hollow Hills page 5 Reading Nonfiction Short Text Use the rules of conversation, such as avoid interrupting and respond respectfully Instructional Materials and supplies: Charts NYS Social Studies Test prepartion materials websites magazines such as Time for Kids, NYS Social Studies Newspaper, National Geographic for Kids Trade books Professional Resources: Nonfiction Matters by Stephanie Harvey Nonfiction Craft Lessons by Ralph Fletcher What fifth grade students will do to demonstrate competencies across all of the 4 reading English language arts standards: Use prior knowledge and experience in order to understand ideas and vocabulary found in books Acquire new vocabulary by reading a variety of texts Determine the meaning of unfamiliar words by using context clues, dictionaries, glossaries, and other resources Read a variety of grade-level texts, for a variety of purposes, with understanding Use self-monitoring strategies, such as cross-checking, summarizing, and self-questioning, to construct meaning of text Recognize when comprehension has been disrupted and initiate self- correction strategies, such as rereading, adjusting rate of reading, and attending to specific vocabulary Use knowledge of text structures to recognize and discriminate differences among a variety of texts and to support understanding Ask questions to clarify understanding and to focus reading Fifth Grade Half Hollow Hills page 6 Make connections between text being read and own lives, the lives of others, and other texts read in the past Use prior knowledge in concert with text information to support comprehension, from forming predictions to making inferences and drawing conclusions Read grade-level texts and answer literal, inferential, and evaluative questions State or summarize a main idea and supportelaborate with relevant details Present a point of view or interpretation of a text, such as its theme, and support it with significant details from the text Participate cooperatively and collaboratively in group discussions of texts Demonstrate comprehension of grade-level texts through a range of responses, such as writing, drama, and oral presentations Show interest in a wide range of texts, topics, and genres for reading Read voluntarily for a variety of purposes Be familiar with titles and authors of a wide range of literature Engage in independent silent reading for extended periods of time Fifth Grade Half Hollow Hills page 7 July 2008 Grade 5 UNIT: Reading – Nonfiction Overview In this unit, students will read nonfiction short text to locate information and gain an understanding of a topic of study. Students will review nonfiction text features that will help them further understand information. They will also be able to identify relevant and irrelevant information and connect their prior experiences to new information. MINILESSON: Immersion: Build excitement for this unit and for the nonfiction journey. Look at texts and explore through discussion what these books might be about based on titles, etc.WF : “Nonfiction”, page 4 MINILESSON: How does reading nonfiction inform us about a topic? MINILESSON: How do we choose a “just right” nonfiction book? MINILESSON: Revisit nonfiction text features. (Headings, glossary, table of contents, index, captions, illustrations, timelines, charts, graphs, and copyright) MINILESSON: Introduce the five most common structures of nonfiction. How does a description or listing provide information?WF: page 5 MINILESSON: How does sequence help us understand nonfiction text? MINILESSON: How do nonfiction books compare and contrast information for understanding? July 2008 Grade 5 UNIT: Reading – Nonfiction (continued) MINILESSON: How do nonfiction books use cause and effect to explain why something happens? MINILESSON: How do nonfiction books use problem and solution? MINILESSON: How can we use pictures and illustrations to enhance nonfiction text? MINILESSON: How do we revise understanding of a subject as we progress through a nonfiction text? MINILESSON: How do nonfiction readers reread to check their understanding? MINILESSON: How do nonfiction readers determine the reliability of a source? MINILESSON: How do nonfiction readers use prior knowledge to understand and retain information? MINILESSON: How do nonfiction readers extract important information? MINILESSON: How do nonfiction readers take notes for a purpose? Students will read, write, listen and speak for information and understanding. Read the steps in a procedure in order to accomplish a task such as completing a science experiment Skim material to gain an overview of content or locate specific information Use text features, such as headings, captions, and titles, to understand and interpret informational texts Recognize organizational formats to assist in comprehension of informational texts Fifth Grade Half Hollow Hills page 1 Essential Question How does the close reading of short texts help a reader succeed on standardized tests and tasks? Standard 1 Overview 5 Unit Title: Genre ReviewELA Test Prep Time Frame: 5 WeeksDec-Jan English Language Arts Overview In this unit students will review a variety of genres in preparation for the N.Y.S. ELA assessment. Students will analyze texts using reading skills and strategies. Students will look back to the text to justify their response to multiple choice questions and short response questions. New York State Standards and Performance Indicators Students will know, understand and be able to: English Language Arts ReadingWriting for FIFTH Grade ReadingWriting for FIFTH Grade Overview Genre Review Identify missing information and irrelevant information Distinguish between fact and opinion Identify information that is implied rather than stated Compare and contrast information on one topic from multiple sources Identify main ideas and supporting details in informational texts to distinguish relevant and irrelevant information Make inferences and draw conclusions, on the basis of information from the text, with assistance Identify information that is implied rather than stated, with assistance Students will read, write, listen and speak for literary response and expression. Read, view, and interpret literary texts from a variety of genres Define characteristics of different genres Select literary texts on the basis of personal needs and interests and read silently for enjoyment for extended periods Read aloud from a variety of genres; for example, read the lines of a play or recite a poem -use inflection and intonation appropriate to text read and audience Recognize that the same story can be told in different genres, such as novels, poems, or plays, with assistance Fifth Grade Half Hollow Hills page 2 Standard 2 Students will know, understand and be able to: Genre Review Identify literary elements, such as setting, plot, and character, of different genres Recognize how the author uses literary devices, such as simile, metaphor, and personification, to create meaning Recognize how different authors treat similar themes Identify the ways in which characters change and develop throughout a story Compare characters in literature to people in own livesStudents will read, write, listen and speak for literary critical analysis and evaluation. Evaluate information, ideas, opinions, and themes in texts by identifying -a central idea and supporting details -details that are primary and those that are less important -statements of fact, opinion, and exaggeration -missing or unclear information Students will read, write, listen and speak for social interaction. Fifth Grade Half Hollow Hills page 3 Standard 3 Students will know, understand and be able to: Standard 4 Students will know, understand and be able to: Genre Review Reading: (Teachers will include some guidancerecommendations for the unit such as of books to be read, genre, etc.) Skills to review: compare and contrast fact vs. opinion main idea and supporting details author’s purpose sequence order using context clues notetaking from a listening piece identifying genre interpreting poetry analyzing figurative language Listening and Speaking Standards: Listening Standard 1: Students will read, write, listen, and speak for information and understanding. Follow instructions that provide information about a task or assignment Identify essential details for note taking Distinguish between fact and opinion Identify information that is implicit rather than stated Connect new information to prior knowledge or experience Listening Standard 2: Students will read, write, listen, and speak for literary response and expression. Distinguish different genres, such as story, biography, poem, or play, with assistance Identify a character''''s motivation Recognize the use of literary devices, such as simile, personification, rhythm, and rhyme, in presentation of literary texts Use personal experience and prior knowledge to interpret and respond to literary texts and performances Fifth Grade Half Hollow Hills page 4 Overview Genre Review Identify cultural and historical influences in texts and performances, with assistance Listening Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation. Form an opinion on a subject on the basis of information, ideas, and themes expressed in presentations Recognize and use the perspective of others to analyze presentations Use prior knowledge and experiences to analyze the content of presentations Recognize persuasive presentations and identify the techniques used to accomplish that purpose, with assistance Evaluate the quality of the speaker''''s presentation style by using criteria such as volume, tone of voice, and rate Listening Standard 4: Students will read, write, listen, and speak for social interaction. Respect the age, gender, position, and cultural traditions of the speaker Recognize friendly communication on the basis of volume and tone of the speaker''''s voice Recognize that social communication may include informal language such as jargon Recognize the meaning of the speaker''''s nonverbal cues Speaking Standard 1: Students will read, write, listen, and speak for information and understanding. Ask probing questions Interview peers Share information from personal experience Share information from a variety of texts State a main idea and support it with facts, details, and examples Compare and contrast information Present reports of approximately five minutes for teachers and peers Summarize main points Use notes, outlines, and visual aids appropriate to the presentation Speaking Standard 2: Students will read, write, listen, and speak for Fifth Grade Half Hollow Hills page 5 literary response and expression. Present original works, such as stories, poems, and plays, to adults and peers, using audible voice and pacing appropriate to content and audience Share book reviews Summarize the plot and describe the motivation of characters Connect a personal response to literature to prior experience or knowledgeRecognize the importance of cultural and historical characteristics in texts and performances Ask questions and respond to questions for clarification Use notes or outlines appropriately in presentations Speaking Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation. Ask questions and respond to questions for clarification Express an opinion about information, ideas, opinions, themes, and experiences in books, essays, articles, and advertisements Analyze an event or issue by using role play as a strategy Use information and ideas from personal experiences to form and express opinions and judgments Use notes or outlines appropriately in presentations Speaking Standard 4: Students will read, write, listen, and speak for social interaction. Discuss the content of friendly notes, cards, and letters with a teacher or classmate in order to get to know the writer and each other Use the informal language of social communication Respect the age, gender, position, culture, and interests of the listener Use the rules of conversation, such as avoid interrupting and respond respectfully Instructional Materials and supplies: Aim Higher test prepartion workbooks district instructional materials practice answer forms sample tests Fifth Grade Half Hollow Hills page 6 Overview Genre Review Professional Resources: NYS authorized sample tests district materials What fifth grade students will do to demonstrate competencies across all of the 4 reading English language arts standards: Use knowledge of a variety of decoding strategies, such as letter-sound correspondence, syllable patterns, decoding by analogy, word structure, use of syntactic (grammar) cues, and use of semantic (meaning) cues, to read unfamiliar words Integrate sources of information to decode unfamiliar words and to cross-check, self-correcting when appropriate Use word recognition skills and strategies, accurately and automatically, when decoding unfamiliar words Recognize at sight a large body of high-frequency words and irregularly spelled content vocabulary Learn grade-level vocabulary through both direct and indirect means Use word structure knowledge, such as roots, prefixes, and suffixes, to determine meaning Use prior knowledge and experience in order to understand ideas and vocabulary found in books Acquire new vocabulary by reading a variety of texts Use self-monitoring strategies to identify specific vocabulary that causes comprehension difficulties Determine the meaning of unfamiliar words by using context clues, dictionaries, glossaries, and other resources Use a thesaurus to identify synonyms and antonyms Comprehension Strategies Read a variety of grade-level texts, for a variety of purposes, with understanding Fifth Grade Half Hollow Hills page 7 Use self-monitoring strategies, such as cross-checking, summarizing, and self-questioning, to construct meaning of text Recognize when comprehension has been disrupted and initiate self- correction strategies, such as rereading, adjusting rate of reading, and attending to specific vocabulary Use knowledge of text structures to recognize and discriminate differences among a variety of texts and to support understanding Ask questions to clarify understanding and to focus reading Make connections between text being read and own lives, the lives of others, and other texts read in the past Use prior knowledge in concert with text information to support comprehension, from forming predictions to making inferences and drawing conclusions Read grade-level texts and answer literal, inferential, and evaluative questions State or summarize a main idea and supportelaborate with relevant details Present a point of view or interpretation of a text, such as its theme, and support it with significant details from the text Participate cooperatively and collaboratively in group discussions of texts Note and describe aspects of the writer''''s craft Read aloud, accurately and fluently, with appropriate rate of reading, intonation, and inflection Fifth Grade Half Hollow Hills page 8 Students will read, write, listen and speak for information and understanding. Locate and use school and public library resources, with some direction, to acquire information Use the table of contents and indexes to locate information Read to collect and interpret data, facts, and ideas from multiple sources Read the steps in a procedure in order to accomplish a task such as completing a science experiment Skim material to gain an overview of content or locate specific information Fifth Grade Half Hollow Hills page 1 Essential Question How do we read to determine a poet’s message? Standard 1 Overview 5 Unit Title: Poetry Time Frame: 4 WeeksApril English Language Arts Overview In this unit, the teacher will expose students to a variety of poems. Through read alouds and class discussion students will analyze the poet’s messsage. The unit will also emphasize the poet’s use of figurative language, imagery, personification etc. New York State Standards and Performance Indicators Students will know, understand and be able to: English Language Arts ReadingWriting for FIFTH Grade ReadingWriting for FIFTH Grade Overview Overview Poetry Use text features, such as headings, captions, and titles, to understand and interpret informational texts Recognize organizational formats to assist in comprehension of informational texts Identify missing information and irrelevant information Distinguish between fact and opinion Identify information that is implied rather than stated Compare and contrast information on one topic from multiple sources Recognize how new information is related to prior knowledge or experience Identify main ideas and supporting details in informational texts to distinguish relevant and irrelevant information Make inferences and draw conclusions, on the basis of information from the text, with assistance Identify information that is implied rather than stated, with assistance Students will read, write, listen and speak for literary response and expression. Read, view, and interpret literary texts from a variety of genres Define characteristics of different genres Select literary texts on the basis of personal needs and interests and read silently for enjoyment for extended periods Fifth Grade Half Hollow Hills page 2 Standard 2 Students will know, understand and be able to: Overview Poetry Read aloud from a variety of genres; for example, read the lines of a play or recite a poem -use inflection and intonation appropriate to text read and audience Recognize that the same story can be told in different genres, such as novels, poems, or plays, with assistance Identify literary elements, such as setting, plot, and character, of different genres Recognize how the author uses literary devices, such as simile, metaphor, and personification, to create meaning Recognize how different authors treat similar themes Identify the ways in which characters change and develop throughout a story Compare characters in literature to people in own lives Students will read, write, listen and speak for literary critical analysis and evaluation. Use established criteria to analyze the quality of information in text Identify different perspectives, such as social, cultural, ethnic, and historical, on an issue presented in one or more than one text Fifth Grade Half Hollow Hills page 3 Standard 3 Students will know, understand and be able to: Overview Poetry Students will read, write, listen, and speak for social interaction. Share reading experiences to build a relationship with peers or adults; for example, read together silently or aloud with a partner or in small groups Respect the age, gender, position, and cultural traditions of the writer Recognize conversational tone in friendly communication Recognize the types of language (e.g., jargon, informal vocabulary, and email conventions) that are appropriate to social communication Reading: (Teachers will include some guidancerecommendations for the unit such as of books to be read, genre, etc.) Suggested minilessons: Immerse students in various types of poetry Students need to hear and read aloud poetry Each reader of a poem can interpret it in their own way Partners use accountable talk strategies to interpret poetry Poets use figurative langugage and imagery to convey feelings and messages Readers of poetry can compare and contrast themes and ideas in poems to grow conversations Fifth Grade Half Hollow Hills page 4 Standard 4 Students will know, understand and be able to: Overview Poetry Listening and Speaking Standards: Listening Standard 1: Students will read, write, listen, and speak for information and understanding. Follow instructions that provide information about a task or assignment Identify essential details for note taking Distinguish between fact and opinion Identify information that is implicit rather than stated Connect new information to prior knowledge or experience Listening Standard 2: Students will read, write, listen, and speak for literary response and expression. Distinguish different genres, such as story, biography, poem, or play, with assistance Identify a character''''s motivation Recognize the use of literary devices, such as simile, personification, rhythm, and rhyme, in presentation of literary texts Use personal experience and prior knowledge to interpret and respond to literary texts and performances Identify cultural and historical influences in texts and performances, with assistance Listening Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation. Form an opinion on a subject on the basis of information, ideas, and themes expressed in presentations Recognize and use the perspective of others to analyze presentations Use prior knowledge and experiences to analyze the content of presentations Recognize persuasive presentations and identify the techniques used to accomplish that purpose, with assistance Evaluate the quality of the speaker''''s presentation style by using criteria such as volume, tone of voice, and rate Listening Standard 4: Students will read, write, listen, and speak for social interaction. Respect the age, gender, position, and cultural traditions of the speaker Fifth Grade Half Hollow Hills page 5 Overview Poetry Recognize friendly communication on the basis of volume and tone of the speaker''''s voice Recognize that social communication may include informal language such as jargon Recognize the meaning of the speaker''''s nonverbal cues Speaking Standard 1: Students will read, write, listen, and speak for information and understanding. Share information from personal experience Share information from a variety of texts State a main idea and support it with facts, details, and examples Compare and contrast information Summarize main points Speaking Standard 2: Students will read, write, listen, and speak for literary response and expression. Present original works, such as stories, poems, and plays, to adults and peers, using audible voice and pacing appropriate to content and audience Connect a personal response to literature to prior experience or knowledgeRecognize the importance of cultural and historical characteristics in texts and performances Ask questions and respond to questions for clarification Use notes or outlines appropriately in presentations Speaking Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation. Ask questions and respond to questions for clarification Express an opinion about information, ideas, opinions, themes, and experiences in books, essays, articles, and advertisements Analyze an event or issue by using role play as a strategy Use information and ideas from personal experiences to form and express opinions and judgments Use notes or outlines appropriately in presentations Speaking Standard 4: Students will read, write, listen, and speak for social interaction. Use the informal language of social communication Respect the age, gender, position, culture, and interests of the listener Fifth Grade Half Hollow Hills page 6 Use the rules of conversation, such as avoid interrupting and respond respectfully Instructional Materials and supplies: Anthologies of poems Reading response notebooks Copies of poemstransparencies of poems to model thinking Great poets to shore with students Ralph Fletcher Shel Silverstein Jack Prelutsky Eloise Greenfield Valerie Worth Lee Bennett Hopkins Jean Little Langston Hughes Walt Whitman Professional Resources: Poetry Matters by Ralph Fletcher Georgia Heard books Guiding Readers and Writers: Gr. 3-6 by Fountas and Pinnell Explore Poetry by Donald Graves What fifth grade students will do to demonstrate competencies across all of the 4 reading English language arts standards: Word Recognition Use knowledge of a variety of decoding strategies, such as letter-sound correspondence, syllable patterns, decoding by analogy, word structure, use of syntactic (grammar) cues, and use of semantic (meaning) cues, to read unfamiliar words Integrate sources of information to decode unfamiliar words and to cross-check, self-correcting when appropriate Fifth Grade Half Hollow Hills page 7 Use word recognition skills and strategies, accurately and automatically, when decoding unfamiliar words Recognize at sight a large body of high-frequency words and irregularly spelled content vocabulary Background Knowledge and Vocabulary Development Learn grade-level vocabulary through both direct and indirect means Use word structure knowledge, such as roots, prefixes, and suffixes, to determine meaning Use prior knowledge and experience in order to understand ideas and vocabulary found in books Acquire new vocabulary by reading a variety of texts Use self-monitoring strategies to identify specific vocabulary that causes comprehension difficulties Determine the meaning of unfamiliar words by using context clues, dictionaries, glossaries, and other resources Use a thesaurus to identify synonyms and antonyms Comprehension Strategies Read a variety of grade-level texts, for a variety of purposes, with understanding Use self-monitoring strategies, such as cross-checking, summarizing, and self-questioning, to construct meaning of text Recognize when comprehension has been disrupted and initiate self- correction strategies, such as rereading, adjusting rate of reading, and attending to specific vocabulary Use knowledge of text structures to recognize and discriminate differences among a variety of texts and to support understanding Ask questions to clarify understanding and to focus reading Make connections between text being read and own lives, the lives of others, and other texts read in the past Use prior knowledge in concert with text information to support comprehension, from forming predictions to making inferences and drawing conclusions Read grade-level texts and answer literal, inferential, and evaluative questions State or summarize a main idea and supportelaborate with relevant details Fifth Grade Half Hollow Hills page 8 Present a point of view or interpretation of a text, such as its theme, and support it with significant details from the text Participate cooperatively and collaboratively in group discussions of texts Note and describe aspects of the writer''''s craft Read aloud, accurately and fluently, with appropriate rate of reading, intonation, and inflection Demonstrate comprehension of grade-level texts through a range of responses, such as writing, drama, and oral presentations Motivation to Read Show interest in a wide range of texts, topics, and genres for reading Read voluntarily for a variety of purposes Be familiar with titles and authors of a wide range of literature Engage in independent silent reading for extended periods of time Fifth Grade Half Hollow Hills page 9 July 2009 Grade 5 UNIT: Reading – POETRY OVERVIEW Students will understand the essential elements of poetry and will be able to read and create meaning from poems using different strategies. Students will see how poetry has features that are unique to the genre and the many ways we can respond to it. MINILESSON: Several books and pieces are placed on each table for students’ review. Students read several books containing poetry and begin to identify different subjects poets write about. They collect poems they love by book marking them andor printing them from the Internet. These poems should be placed in the students’ reader’s notebooks. MINILESSON: Readers notice the features of poetry. How does it look on the page? Refer to the structures of the text, such as: length, style, shape, line breaks, white space, punctuation, etc. Students recite poetry with a partner to get a feel for the flow and rhythm of the words. MINILESSON: Readers understand poetry by visualizing what the poet has written. Students will use all the descriptions and modes of imagery on the page to build a clear mental picture of the image or idea in the poem. They can sketch their visualizations as well. Readers can respond to poetry through artistic expression or written work. MINILESSON: Readers of poetry can distinguish between figurative and literal writing and begin to understand the symbolism used to represent the poet’s ideas. MINILESSON: Readers of poetry share and discuss their interpretation of a piece. Students break poems into small sections and ask themselves “What is happening?” or “What is the idea in this passage?” and discuss it with a partner after jotting down thoughts and questions. July 2009 Grade 5 UNIT: Reading – POETRY MINILESSON: Readers compare poems with a focus on a poet or theme of their choice. Students will look at more than one poem and think about common themes for a particular poet. They can look for key issues or emotions that appear throughout the texts and discuss them with a partner and see how it connects with their lives. MINILESSON: Readers decide various ways of using voice to perform poetry. The way the poem sounds can create a setting for the poem or connect to images and ideas in the text. Think about the sounds of the poem such as rhyme, rhythm, repetition and alliteration, and how it is used to evoke emotion. Suggested Poetry Response Questions What was your first response to the poem? What does the poem remind you of? What personal connection(s) did you make to the poem? When you reread the poem, what else do you understand about it? What does the poem inspire you to write about? In what way might you think about the world differently after reading the poem? How has this poem helped to inspire you to see the beauty in the world? What are some of the topics you have come across in poetry that you never thought of writing about? What are some of the places in the poem that tapped into your senses? July 2008 Grade 5 UNIT: Reading – Poetry MINILESSON: Readers think about reasons we read and write poetry. BOOK TITLEAUTHOR: ADDI...
English Language ArtsOverview RReeaaddiinngg//WWrriittiinngg ffoorr FFIIFFTTHH GGrraaddee Unit Title: Introduction to Reading Workshop Time Frame: 4 wks/Sept Essential Question What are the daily habits that we need to be successful readers? Overview In this unit students will be introduced to the daily routines of the reading workshop Students will learn how to use the classroom library and choose appropriate books Strategies introduced in this unit will help students build stamina and achieve the NYS Standard of reading twenty-five books for the year New York State Standards and Performance Indicators Standard Students will read, write, listen and speak 1 for information and understanding Students will know, understand and be able to: • Locate and use school and public library resources, with some direction, to acquire information • Recognize how new information is related to prior knowledge or experience 5 _ Fifth Grade • Half Hollow Hills • page 1 Overview Introduction to Reading Workshop Standard 2 Students will read, write, listen and speak for literary response and expression Students will know, understand and be able to: • Define characteristics of different genres • Select literary texts on the basis of personal needs and interests and read silently for enjoyment for extended periods • Identify literary elements, such as setting, plot, and character, of different genres Standard 3 Students will read, write, listen and speak for literary critical analysis and evaluation Students will know, understand and be able to: Standard Students will read, write, listen and speak 4 for social interaction Students will know, understand and be able to: • Share reading experiences to build a relationship with peers or adults; for example, read together silently or aloud with a partner or in small groups • Recognize conversational tone in friendly communication • Recognize the types of language (e.g., jargon, informal vocabulary, and email conventions) that are appropriate to social communication _ Fifth Grade • Half Hollow Hills • page 2 Overview Introduction to Reading Workshop Reading: (Teachers will include some guidance/recommendations for the unit such as # of books to be read, genre, etc.) • How to choose a just right book • How to increase reading stamina • How to use the classroom library • How to set up their reading notebook • How to have accountable book talk Listening/Speaking Standards : • Listen respectfully, and without interrupting when others speak • Follow instructions that provide information about a task or assignment • Distinguish different genres, such as story, biography, poem, or play, with assistance • Use personal experience and prior knowledge to interpret and respond to literary texts and performances • Ask questions and respond to questions for clarification • Use the informal language of social communication • Use the rules of conversation, such as avoid interrupting and respond respectfully Instructional Materials and supplies: • Reading notebooks • Touchstone texts • Overheads • Post-its • Record keeping system • Leveled library • Chart Paper • Markers _ Fifth Grade • Half Hollow Hills • page 3 Overview Introduction to Reading Workshop Professional Resources: • A Field Guide to the Classroom Library, Lucy Calkins • Guiding Readers 3-6, Fountas and Pinnell What fifth grade students will do to demonstrate competencies across all of the 4 reading English language arts standards: • Identify purpose of reading • Apply corrective strategies to assist in comprehension • Maintain a personal reading list to reflect reading goals and accomplishments • Recognize when comprehension has been disrupted and initiate self- correction strategies, such as rereading, adjusting rate of reading, and attending to specific vocabulary • Participate cooperatively and collaboratively in group discussions of texts • Engage in independent silent reading for extended periods of time _ Fifth Grade • Half Hollow Hills • page 4 English Language Arts RReeaaddiinngg//WWrriittiinngg ffoorr FFIIFFTTHH GGrraaddee Unit Title: Character Study Time Frame: 4 Weeks/Nov Essential Question How does an understanding of character help a reader develop a deeper meaning across a story or stories? Overview In this unit, students will analyze the thoughts and actions of characters Readers will build upon this analysis to develop theories that can be supported and proved through text evidence A deeper understanding of a character will lead students to an appreciation of story theme and author’s message Overview New York State Standards and Performance Indicators Standard Students will read, write, listen and speak 1 for information and understanding Students will know, understand and be able to: • Make inferences and draw conclusions, on the basis of information from the text, with assistance • Identify information that is implied rather than stated, with assistance 5 _ Fifth Grade • Half Hollow Hills • page 1 Overview Character Study Standard 2 Students will read, write, listen and speak for literary response and expression Students will know, understand and be able to: • Read, view, and interpret literary texts from a variety of genres • Define characteristics of different genres • Select literary texts on the basis of personal needs and interests and read silently for enjoyment for extended periods • Read aloud from a variety of genres; for example, read the lines of a play or recite a poem • -use inflection and intonation appropriate to text read and audience • Recognize that the same story can be told in different genres, such as novels, poems, or plays, with assistance • Identify literary elements, such as setting, plot, and character, of different genres • Recognize how the author uses literary devices, such as simile, metaphor, and personification, to create meaning • Recognize how different authors treat similar themes • Identify the ways in which characters change and develop throughout a story • Compare characters in literature to people in own lives _ Fifth Grade • Half Hollow Hills • page 2 Overview Character Study Standard Students will read, write, listen and speak 3 for literary critical analysis and evaluation Students will know, understand and be able to: • Identify different perspectives, such as social, cultural, ethnic, and historical, on an issue presented in one or more than one text Standard Students will read, write, listen and speak 4 for social interaction Students will know, understand and be able to: • Share reading experiences to build a relationship with peers or adults; for example, read together silently or aloud with a partner or in small groups • Respect the age, gender, position, and cultural traditions of the writer • Recognize conversational tone in friendly communication • Recognize the types of language (e.g., jargon, informal vocabulary, and email conventions) that are appropriate to social communication _ Fifth Grade • Half Hollow Hills • page 3 Overview Character Study Reading: (Teachers will include some guidance/recommendations for the unit such as # of books to be read, genre, etc.) Suggested minilessons: • Get to know your main characters • Observe what your characters say, do and what happens to them to learn more about them • Readers compare characters to other characters and to themselves to understand them further • Readers use text evidence to support their ideas about characters • Readers understand that characters change over time • Readers watch how characters interact with other characters to understand their relationships • Readers look at the problems and challenges the character faces • Readers learn about their characters by observing how they solve their problems Readers notice the setting and how it affects the characters and story Listening and Speaking Standards Listening Standard 2: Students will read, write, listen, and speak for literary response and expression • Distinguish different genres, such as story, biography, poem, or play, with assistance • Identify a character's motivation • Recognize the use of literary devices, such as simile, personification, rhythm, and rhyme, in presentation of literary texts • Use personal experience and prior knowledge to interpret and respond to literary texts and performances • Identify cultural and historical influences in texts and performances, with assistance Listening Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation _ Fifth Grade • Half Hollow Hills • page 4 Overview Character Study • Form an opinion on a subject on the basis of information, ideas, and themes expressed in presentations • Recognize and use the perspective of others to analyze presentations • Use prior knowledge and experiences to analyze the content of presentations • Recognize persuasive presentations and identify the techniques used to accomplish that purpose, with assistance • Evaluate the quality of the speaker's presentation style by using criteria such as volume, tone of voice, and rate Speaking Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation • Ask questions and respond to questions for clarification • Express an opinion about information, ideas, opinions, themes, and experiences in books, essays, articles, and advertisements • Analyze an event or issue by using role play as a strategy • Use information and ideas from personal experiences to form and express opinions and judgments • Use notes or outlines appropriately in presentations Speaking Standard 4: Students will read, write, listen, and speak for social interaction • Discuss the content of friendly notes, cards, and letters with a teacher or classmate in order to get to know the writer and each other • Use the informal language of social communication • Respect the age, gender, position, culture, and interests of the listener • Use the rules of conversation, such as avoid interrupting and respond respectfully _ Fifth Grade • Half Hollow Hills • page 5 Overview Character Study Instructional Materials and supplies: • Chart paper • Graphic organizers, diagrams, timlines to support minilessons • “Just right books” to enable students to do this work • Teacher’s choice read aloud • Reading response journals • Post-its Professional Resources: • Reading Essentials by Regie Routman • Leveled Books for Readers Grades 3-6 by Foutas and Pinnell • a good read aloud for this unit is My Name is Maria Isabel by Alma Flor Isabel • The Art of Teaching Reading by Lucy Calkins What fifth grade students will do to demonstrate competencies across all of the 4 reading English language arts standards: • Read a variety of grade-level texts, for a variety of purposes, with understanding • Use self-monitoring strategies, such as cross-checking, summarizing, and self-questioning, to construct meaning of text • Recognize when comprehension has been disrupted and initiate self- correction strategies, such as rereading, adjusting rate of reading, and attending to specific vocabulary • Use knowledge of text structures to recognize and discriminate differences among a variety of texts and to support understanding • Ask questions to clarify understanding and to focus reading • Make connections between text being read and own lives, the lives of others, and other texts read in the past • Use prior knowledge in concert with text information to support comprehension, from forming predictions to making inferences and _ Fifth Grade • Half Hollow Hills • page 6