5th Grade ELA
Unit: Reader’s Read with Stamina, Fluency, Engagement, Meaning, and Attention to Print.
Month of September, 2007
Meta-cognitiveThinking / In the first week there are a couple of things that I definitely want to accomplish. First, I want to make sure that I focus on getting all of my students diagnosed so that I know exactly where my students are in terms of their reading. This data will then inform my instruction and planning in the future.
This also is an opportunity for me to think about how I want to set up my literacy blocks so that my students know all of the procedures of what independent reading should look like, what writing will look like and how words will be set up. If I can spend time early in the year with these procedures then it will ensure that my literacy block will run smoothly.
This doesn’t mean that I won’t start teaching right away as there are some skills that I can incorporate as I set up my reading procedures. Things like parts of a book and monitoring your reading are two skills that lend well to students thinking about their behaviors as they read. Making sure though that these objectives are bite size however is the key to ensure that my students are really focused on one strategy that will help them to do that. I choose re-reading because that is an easier skill that most of my students probably have seen before in prior grades.
In the writing block the first thing I would like to accomplish is diagnosing my students writing ability, by conducting a baseline assessment. This will allows me to measure what my students already know about the writing process and will allow me to pinpoint what areas of writing I would like to focus my first unit of study (memoir) on. My other priority is to establish routine for the writer’s workshop so that students follow the writing process, as well as know what is expected of them during writer’s workshop.
Stage 1: Desired Results
Big Ideas / Enduring Understandings / Essential Questions
Reading: Students should be able to recognize the readings strategies that good readers use to become better readers. Students should comprehend that reading is an essential skill that must be used by all people in order to learn and grow. Students will start to explore different genres of books and begin instilling good independent reading habits.
Writing: Students should be able to recognize how writers use a formative process to create written work. Students should comprehend that writing is an essential skill used by all people to express feelings, thoughts, opinions, creativity etc. Students will be able to identify a moment in their life to retell in a narrative voice. / Reading: What makes a good reader? What do good readers do to become better readers? How does forming good reading habits help prepare students to become life long readers? How do forming good reading habits help them read to learn?
Writing: How does following the writing process prepare students to become life long writers?
Essential Skills / Vocabulary
Students will be able to… / Reading: This first unit will allow students to learn and practice the classroom procedures and reading strategies that will be used throughout the year. This unit will invest students in becoming life long readers and will provide them with the basic reading strategies and skills that readers need in order to make sense of a text that they are reading.
SWBAT:
· Read and follow explicit directions
· List characteristics of genre
· Identify Book Parts
· Preview and Predict when reading
· Use self monitoring strategies
· Find a ‘Just Right Book’
· Ask Questions
· Use Accountable Talk
· Identify the Main Idea of a Text
· Identify the supporting details of a text
Writing: During this first unit students will cycle through the writing process. Students will review the expectations of the writing workshop, the writing process and its stages: collecting, focusing, developing ideas, drafting, revising, editing, publishing, celebrating and reflecting. Than students will be asked to publish again and concentrate on editing. Students will learn to review writing with teachers and peers and provide feedback. During punctuation study students will learn to communicate their ideas using punctuation. Students will see that punctuation is put there for a reason and can only make their stories better. Students will also begin to look at their document writing that they have done over the summer and last year. How can punctuation help make their documents say more or emphasis what they were trying to say.
Students will focus on how they can organize their stories. They will begin to identify places to cut and paste, add to their story and other ways they can revise their stories without rewriting them.
SWBAT:
· Using a notebook
· Capitalization on proper nouns
· Punctuation of compound sentences
· Elaborating on an Idea
· Identifying Focus
· Stretching an idea
· Emphasis on use of commas, exclamation point,
question marks, periods / Reading:
Genre (fiction, non-fiction, biography, Realistic fiction, Historical fiction etc.)
Just right book
Comprehension
Main Idea
Supporting Details
Title
Caption
Author
Illustrator
Subheadings
Table of Contents
Pictures
Self Monitoring / Writing:
The Writing Process
Pre-write/Brainstorm/Seed Ideas
First draft
Revise
Edit
Publish
Capitalization
Punctuation (comma, period, question mark, apostrophe, exclamation)
Compound sentences
Memoir
Personal Narrative
Small moment
Proper Nouns
Proofreading
Stage 2: Assessment Evidence
Performance Tasks
· Weekly Assessments: Weekly quiz that reviews the standards for the week. The first few weeks the quiz can be a review/quiz over procedures. Also a quiz for book parts, over genres and the purpose of genre, how to choose a just right book, questions reader’s ask, main idea and supporting details.
· Guided Reading/Reading Conferences: In small groups I will assess students and see if they can recall reading strategies and techniques that have been discussed in class. I will observe students during silent reading to see if they are using the reading strategies that have been taught.
· Unit Assessment- Paper pencil assessment that is aligned to the power standards for this unit. The assessment will include state standardized assessment questions that review the concepts that have been discussed and covered in this unit. These concepts include; main idea and supporting details, genre, book parts etc.
Week 1 / Reading Lesson / Independent Reading / Words Block / Writing Block
Objectives and State Standards
Bolded are the Power Standards / Standard: 1, 2
Power Standard:
SWBAT: Read the steps in a procedure in order to accomplish a task
SWBAT: Locate and use school and public library
resources with some direction, to acquire
information
SWBAT: Define characteristics of different genres (Non-fiction and fiction)
SWBAT: Identify book parts and their purposes including identification of author, illustrator
and title page.
Daily Objectives: (You may be able to incorporate two or more objectives each day)
SWBAT: Read the steps in the classroom procedures and accomplish the task
of moving to and from
the rug by following the
procedure.
SWBAT: To explain our reading goals for the year.
SWBAT: Navigate the library.
SWBAT: Organize their reading supplies (book baggies, folders, etc.)
SWBAT: Describe and apply a community building activity.
SWBAT: Define their reading interests by taking a reading survey and
making a class list of habits of good readers
SWBAT: Define genre and list the different characteristics of a variety of genres
SWBAT: Identify book parts and explain each parts purpose
SWBAT: Complete a reading diagnostic test and explain its importance in reading growth. / Standard:
SWBAT: Select literary texts on the basis of personal needs and interests and read silently for extended periods.
Daily Objectives:
SWBAT: Have private time for reading and then time to talk about our book with our neighbors.
SWBAT: Choose books they can read and understand by making sure they read them smoothly.
SWBAT: Understand how the class will track each book a student reads independently, in order to make sure each student reads at least 25 books / Power Standard: SWBAT use word recognition skills and strategies, accurately and automatically, when decoding unfamiliar words
SWBAT: Phonics – Blends (Which blends to teach are informed by word study diagnostic)
Fluency – Sight reading of high-frequency words (list them)
Editing focus: Capitalization
SWBAT capitalize the first word of a sentence
SWBAT capitalize the greeting of a letter and the closing of a letter
SWBAT capitalize days of the week and months
Vocabulary – Identifying and Using Root Words
Teach decoding strategies (what do I do when I get to a word I don’t know?) / Standard 1,2
Standard 1,2
Power Standard:
SWBAT: Write original text using the writing process (e.g.
prewriting, drafting, revising, proofreading, editing, publishing).
Process
Pre-writeDraft
Publish
Elements
IdeasConventions
Applications
Personal Narrative/3 day Baseline assessmentSWBAT: Move to and from the rug for writer’s workshop.
SWBAT: Vocalize their favorite writing piece from last year.
Day 1:
SWBAT: Generate a list of writing topics and select one topic they would ike to begin drafting.
SWBAT: Write a rough draft on
the topic of their choice for the baseline writing assessment
Day 2:
SWBAT: Write and complete a rough draft on the writing topic of their choice.
SWBAT: Revise their first draft.
Day 3:
SWBAT: Proofread/edit their first drafts.
SWBAT: Publish their first
writing piece.
SWBAT: Write the appropriate
school heading on their paper.
SWBAT: Label and decorate their writer’s notebooks and
writer’s folders, by retrieving supplies silently.
SWBAT: Recall the steps of the
writing process in preparation for their first writer’s workshop piece.
Assessments / Running Record: ECLAS, DRA, TC or Reading A-Z / Running Record: ECLAS, DRA, TC or Reading A-Z / Word Study Assessment /
Baseline Assessment
Resources to Refer to: / . / F and P First twenty lessonTC Workshop Model Reading Workshop Lesson. / Month to Month Phonics, Making words. Month to Month Phonics, Word Study and Phonics by Spectrum, Making words, 240 vocabulary words 5th graders need to know.
Editing: NY Edits by Rally Education Level E
www,rallyeducation.com / Writer’s Workshop:
Lucy Caukins,
6+ Traits of Writing,
Writing Mini Lessons.
Unit: Reader’s Read with Stamina, Fluency, Engagement, Meaning, and Attention to Print.
Month of September, 2007 (WK 2)
Meta-cognitiveThinking / In the second week there are a couple of things that I would like to accomplish. Firstly I want to make sure that I focus on getting students to begin to use basic reading comprehension strategies so that I they can begin using strategies to help them build stamina and bring meaning to their reading. I will teach retelling strategies to increase reading comprehension and set a foundation for the many reading strategies that students’ will be taught in the coming year.
This also is an opportunity to help students monitor their own reading, which I will teach through literacy mini lessons and implement by beginning to build stamina through slowly implementing independent reading time. If I can get my students to read with meaning and stamina through independent reading early in the year with these procedures then it will ensure that my students will be able to read for a sustain period of time throughout the year.
This doesn’t mean that I will abandon teaching procedures, as it is highly important to teach and re-teach procedures throughout the first month of school. I will not only revisit the skills my student learned last week but also begin implementing reading strategies that I expect my students to recall daily as the year goes on. I am building on the re-reading strategy I taught last week and adding retelling since it is a bite sized strategies that students have done in previous years.
In the writing block, I would like to review the writing process and introduce our first writing piece. After evaluating my students writing strengths and weaknesses, I have decided to break down the first writing piece into small chucks and work step by step. This will allow me to control the writing environment and reiterate to students the classroom procedures during the writer’s workshop.
Reading Lesson / Independent Reading / Words Block / Writing Block
Objectives and State Standards
Bolded are the Power Standards / Standard: 2
Power Standards:
SWBAT: Read a variety of grade-level texts, for a variety of purposes, with understanding
SWBAT: Use self-monitoring strategies, such as cross-checking,
summarizing, and self-
questioning, to construct meaning.
SWBAT: Recognize when comprehension has been
disrupted and initiated self-
correction strategies, such as rereading, adjusting rate of reading and attending to specific vocabulary
Daily Objectives:
SWBAT: Explain why reading a variety of texts, for a variety of purpose is important in reading growth
SWBAT: Find a Just-Right book by using the 5-finger rule.
SWBAT: Monitor their reading by using sticky notes to stop and think method of asking oneself “what is going on?” , summarizing and self-questioning as they read.
SWBAT: Monitor their reading by rereading to clear up any confusion they might face.
SWBAT: List things that occur during reading that disrupt our comprehension
SWBAT: List strategies to use where reading is disrupted in order to self-correct / Standard 2: Literary
Daily Objectives:
SWBAT: get to know themselves and learn how they can help themselves as readers by asking themselves questions about the book that they are reading.
SWBAT: Increase their stamina by pushing themselves to read more.
SWBAT: Can come prepared to talk about parts of their books with their neighbors. / Phonics – Blends (Which blends to teach are informed by word study diagnostic)
Fluency – Sight reading of high-frequency words (list them)
Editing Focus: Capitalization
SWBAT capitalize the first and last names of people
SWBAT capitalize the letter I when talking about yourself
SWBAT Capitalize the first letter of a persons title
SWBAT capitalize a person’s initials
SWBAT capitalize words that are used as names
SWBAT capitalize the first word in a quotation
Vocabulary – Identifying and Using Root Words / Standard 1,2
Power Standard:
SWBAT: Use resources, such as personal experiences and
themes from other texts to plan and create literary texts.
SWBAT: State a main idea and support it with details and examples
E2c:
SWBAT: Produce a narrative account.
Process
Pre-write and draftElements
IdeasConventions
Applications
SWBAT: Describe the steps of the writing process: collectingseeds, choosing seeds, drafting, revising, editing, publishing/ celebrating.
SWBAT: Demonstrate where each part goes in their notebooks and writing folders.
Personal Narrative
SWBAT: Generate a list of 10 childhood memories
SWBAT: Collect seeds about small moments in their lives, by
revisiting their list
SWBAT: Choose a seed idea about a small moment
SWBAT: Write a main idea, thesis statement for a memoir
SWBAT: Write 3 supporting
statements
Assessments / Running Record: ECLAS, DRA, TC or Reading A-Z / Running Record: ECLAS, DRA, TC or Reading A-Z / Word sort exit slips at the end of the week /
Resources to Refer to: / Chrysanthemum. / F and P First twenty lesson
TC Workshop Model Reading Workshop Lesson. / Month to Month Phonics, Word Study and Phonics by Spectrum, Making words, 240 vocabulary words 5th graders need to know.
Editing: NY Edits by Rally Education Level E
www,rallyeducation.com / Writer’s Workshop:
Lucy Caukins,
6+ Traits of Writing,
Writing Mini Lessons.
Unit: Reader’s Read with Stamina, Fluency, Engagement, Meaning, and Attention to Print.