5Th Grade Block 1 Handouts

5th Grade1

5th Grade Block 1 Handouts

5th Grade1

Genre Codes

Code / Genre
RF / Realistic Fiction
a made up story that could really happen in today’s world
HF / Historical Fiction
a made up story that could have happened in a real time and place in the past
TL / Traditional Literature
short, made up stories that could have been retold over and over for many years
B / Biography
a true story of a real person’s life, written by another person
AB / Autobiography
a true story of a real person’s life, written by that person
I / Informational
gives facts about real people, places, things, or events
P / Poetry
a piece of writing in which words and their sounds are used to show images and express feelings and ideas
D / Drama
a story that is meant to be performed for an audience
Per / Persuasive
a written argument that tries to convince the reader to think a certain way or take action

Genre Codes

5th Grade1

Ways We Choose Books

Front cover / inside jacket
Back cover information
Characters we’ve read about in other books
Another book in a series
Interesting title
Great illustrations
Authors we know and like
Book recommendations from teachers, friends, and critics
Books that are movies
Genres we like to read
Try the beginning
Read some of the middle
“Must-Read” book basket
New/popular book
Sequel to a book we’ve read
Heard it read aloud
Read it before and enjoyed it

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Reading is Thinking

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Making Good Book Choices

Easy / Just-Right / Challenging

fun to read
relaxing
favorite picture book
effortless
You can read “Easy” books easily and understand them well.

Understand well and enjoy
read smoothly and only a few places where you need to slow down to figure out a word or think more about the meaning
these are the books that help you become a better reader each time you read
You should read “Just-Right” books most of the time.

difficult to read
have trouble with many of the words and don’t understand most of what you are reading
too difficult for you to enjoy right now
There are times when you would choose a challenging book, such as when you need to find some facts on a particular topic, but most of the time, you would save Challenging books until they are “Just Right”

5th Grade Reading 1

Reading is Thinking

This book reminds me of…This part confuses me…

I predict….The character reminds me….I think that…..

I wonder….Why did/does…..I notice that the author….

5th Grade Reading 1

How to Turn and Talk

1. Turn and face your partner and group.

2. One person talks at a time.

3. The listeners look at the speaker.

4. Listen to understand what the speaker is saying.

5. Members should respond to the speaker’s thinking by…

I agree! I also think…What do you think this means?

Hmmm…Maybe you’re right, but I was thinking…because…

What do you mean?Can you tell me more about that?

I’m wondering…What do you think?

5. The next speaker takes a turn, and members respond until everyone has shared their thinking.

Guidelines for Reading Workshop

1. You must always be reading a book and/or writing your thinking about your reading.

2. You need to work silently to enable you and your peers to do your best thinking.

3. Use a soft voice when conferring with your teacher.

4. Select books you think you’ll enjoy and abandon books that aren’t working for you after you’ve given them a good chance.

5. List the book information using your Record of Reading.

6. ALWAYS do your best work.

5th Grade Reading 1

Guidelines for Reading Workshop

1. You must always be reading a book or writing your thoughts about your reading.

2. You need to work silently to enable you and your peers to do your best thinking.

3. Use a soft voice when conferring with a teacher.

4. Select books you think you’ll enjoy and abandon books that aren’t working for you after you’ve given them a good chance.

5. List the book information using your Record of Reading.

6. ALWAYS do your best work.

Guidelines for Reading Workshop

1. You must always be reading a book or writing your thoughts about your reading.

2. You need to work silently to enable you and your peers to do your best thinking.

3. Use a soft voice when conferring with a teacher.

4. Select books you think you’ll enjoy and abandon books that aren’t working for you after you’ve given them a good chance.

5. List the book information using your Record of Reading.

6. ALWAYS do your best work.

5th Grade Reading 1

Realistic Fiction- A made up story that could really happen in today’s world

5th Grade Reading 1

Noticings

Author’s Purpose:to entertain

Characters: are like real people; readers learn about characters and their relationships through author’s descriptions. Pay attention to what characters think, say, and do

Setting: based on a real place

Plot: a series of events that occur as characters try to solve the problem/conflict and reach a resolution

Point of View: narrator or speaker of story

Theme: the story’s message to the reader, often determined through what characters in the story learn.

Book Examples

5th Grade Reading 1

Realistic Fiction- A made up story that could really happen in today’s world

5th Grade Reading 1

Noticings

Author’s Purpose:to entertain

Characters: are like real people; readers learn about characters and their relationships through author’s descriptions. Pay attention to what characters think, say, and do

Setting: based on a real place

Plot: a series of events that occur as characters try to solve the problem/conflict and reach a resolution

Point of View: narrator or speaker of story

Theme: the story’s message to the reader, often determined through what characters in the story learn.

Book Examples

Author’s Purpose: (The Case of the Missing Deer)to entertain the reader with a mystery the main character had to solve with the help of friends

Characters: (Ira Sleeps Over)

Ira, the main character
His sister
His parents
Reggie, his friend that invites him over

Setting: (Elisa’s Diary) The setting of the beginning of the story is in the United States at Elisa’s house when she was a child. Another setting is at Elisa’s school, when she was a child. At the end of the story, the setting is present day when Elisa is an adult, teaching at the school where she works.

Plot: (The Case of the Missing Deer)

Problem: Blake goes on a vacation with his family and is expecting to see some deer by the cabin where he is staying.

His new friends try to help him solve the mystery of the “missing deer” by gathering clues.
After reading an article in a nature magazine about deer, Blake realizes his jacket that’s been left outside is scaring the deer away because it smells like humans.

Resolution:He takes the jacket inside and deer visit his cabin.

Point of View (Elisa’s Diary): outside narrator, not a character

(Ira Sleeps Over): Ira tells the story

Theme (Elisa’s Diary): Obstacles can be overcome, even though we face many hardships.

5th Grade Reading 1

Plot Line

Title:______

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Plot Line

Title:

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Foreshadowing

Title:______

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Summarizing Fiction

A summary is the retelling in your own words, or paraphrasing, of the most important parts.

The most important parts in fiction:

ConflictResolution

Most Important Event(s) that move the

Character from the Conflict to the Resolution

Summary:

5th Grade Reading 1

Bridging

How is ______able to solve his/her problem?

Before ______(the resolution of the conflict),it is necessary for the character(s) to ______--(event that leads to the resolution)

The narrator/character’s actions in the story show the he/she ______-

(character’s actions that give the reader a hint he/she will solve the conflict - foreshadowing)

According to the story, the narrator/character’s conflict is caused by -

5.6A

What is the best summary of the story?

What is paragraph ___ mostly about?

5.6/Fig. 19E

5th Grade Reading 1

Inference =an idea the author does not state

+ =

Text Evidence / + / Background Knowledge
(schema) / = / Inference
/ When I go on a wonderful vacation, sometimes you never want to leave! But when I get home, I’m always so glad because there truly is no better feeling that coming home after being gone for a while. / Elisa is missing her home and country even though she is with her family and had once wanted to live there.
/ I do not like to feel alone, especially when I think people are making fun of me. It would be miserable to feel that way at school every day. / Elisa’s language barrier and hesitance to try new things is making school difficult for her.

5th Grade Reading 1

Inference =an idea the author does not state

+ =

Text Evidence / + / Background Knowledge
(schema) / = / Inference
By bedtime, Blake had not caught sight of a single deer. Living in the city, he would never be able to see deer on his doorstep. This was his only chance!
Blake enjoys being outdoors and interacting with nature, but he doesn’t get to do that very often.

5th Grade Reading 1

Understanding Characters

Details such as what characters think, say, and do are clues that the reader can use to help them figure out the reasons characters act the way they do.

Character:______

What can we infer about characters based on their actions or words?

Character’s Thoughts, Actions or Words
(text evidence) / When Ira asks Reggie what he thinks about teddy bears, but Reggie doesn’t respond… / Ira’s sister says: “What if Reggie wants to know your teddy bear’s name. Did you think about that? And did you think about how he will laugh and say Tah Tah is a silly, baby name, even for a teddy bear?” / At the end of the story, when Ira goes and gets his teddy bear from his house and goes back to Reggie’s, he tries to tell Reggie what his teddy bear’s name is. Reggie, however, has fallen asleep.
The narrator’s/character’s actions/words show that -- / The narrator’s/character’s actions/words imply that -- / Based on their actions/words, the reader can infer that --
Inferences / Reggie doesn’t answer because he probably didn’t want Ira to know that he still sleeps with a teddy bear because he was afraid of what Ira would think. / Ira’s sister is trying to make him more confused and conflicted in his decision. He wants to take to his teddy bear, but she keeps saying things that make him unsure about what decision to make. / Ira has overcome his fear of rejection and knows his friend will not judge him.

5th Grade Reading 1

Understanding Characters

Details such as what characters think, say, and do are clues that the reader can use to help them figure out the reasons characters act the way they do.

Character:___Elisa______

What can we infer about characters based on their actions or words?

Character’s Thoughts, Actions, or Words
(text evidence) / She opened her lesson planner, thought a moment, then shut it. She stood up and wrote on the board “The Joining of Forces.” – pg. 132
The narrator’s/character’s actions/words show that -- / The narrator’s/character’s actions/words imply that -- / Based on their actions/words, the reader can infer that --
Inferences / Squirrels used to symbolize a time of joy and hope for Elisa, but now they are a reminder of what she has lost. / Elisa views herself as a “lamb” and Jose as a “quetzal” that helped her excel. She is grateful for his friendship.

5th Grade Reading 1

Character Relationships: how characters influence one another based on what they do and how they feel

Who are my main characters?

Explain their relationship. (What is their relationship like?)

Use the text to show how you know.

Character Roles

Authors create characters with specific roles in the plot, such as mother, father, friend, enemy, partner, brother, sister, etc. The character’s role plays an important part in one of the main parts of the plot: conflict, climax, or resolution.

Character / Role / Explain their Role in the Plot

5th Grade Reading 1

Character Conflicts:

problems in the plot that characters can face; often there are multiple conflicts

Type of Conflict / Meaning / Examples from text
Internal Conflict
(man vs. himself) / -not visual or tangible
-the struggle is usually inside a character’s mind

A character is dealing with his or her mixed feelings or emotions.

A character may have to decide between right or wrong or two solutions to a problem.

External Conflict
(man vs. man, man vs. nature) /

A character can face several types of outside forces

-outside force may be another character
-does not have to be a physical conflict, but can be a battle between 2 ideas
-mostly this refers to 2 characters against one another
-may also be forces of nature

5th Grade Reading 1

Bridging

From the events in the story, what can the reader conclude about ______?

(character in the story)

Why does it make sense that ______(character in the story) is ______(emotion)when ______?(event that causes the emotion)

Which sentence from the story best shows that ______realizes ______?

(character’s actions that show the reader he/she has changed during the plot)

Read this sentence from the story.

(text evidence that shows the character feels a certain way, specifically at the resolution of the conflict) This sentence shows that –

______contributes to solving the narrator’s problem mostly by—

5.6B/Fig. 19D

5th Grade Reading 1

Different Ways to Respond

what the book is about
how the book reminds you of another book
how the book makes you feel
how the author describes things
whether you like the book or not and why
why you think the author wrote the book
why you chose the book
how you feel about the author’s writing
whether or not you would recommend the book to another reader
why you abandoned a book
what you predict will happen
what you would change about the book
examples of stereotypes or bias
what you found interesting
what you were wondering about
whether the book is easy, just right, or challenging and how you can tell
about the genre
what you think is the author’s message
what books you look forward to reading
what you don’t understand or questions you have
how you feel about a character
what you notice about the author’s style/language
something about the author and what it has to do with the story
what was funny to you
what you like/dislike about the setting
how the setting affects the characters
about good word choices/special language
what you think about the author’s lead
how the author captured your interest

Different Ways to Respond

what the book is about
how the book reminds you of another book
how the book makes you feel
how the author describes things
whether you like the book or not and why
why you think the author wrote the book
why you chose the book
how you feel about the author’s writing
whether or not you would recommend the book to another reader
why you abandoned a book
what you predict will happen
what you would change about the book
examples of stereotypes or bias
what you found interesting
what you were wondering about
whether the book is easy, just right, or challenging and how you can tell
about the genre
what you think is the author’s message
what books you look forward to reading
what you don’t understand or questions you have
how you feel about a character
what you notice about the author’s style/language
something about the author and what it has to do with the story
what was funny to you
what you like/dislike about the setting
how the setting affects the characters
about good word choices/special language
what you think about the author’s lead
how the author captured your interest

5th Grade Reading 1