1. Art and Diseño

Reading Street View
•
5th Grade
Arc 9: Organizational Patterns of Non-Fiction Texts
•
Week 9
•
October 18 - 22
Unit: Settling New Lands
Recommendations for Read Aloud (RA), Shared Reading (SR), Guided Reading (GR), and Independent Reading (IR)
RA /
SR:
El poder sanador de las plantas (Tesoros, Unidad 2, p. 208) to introduce vocabulary (Follow
the Definición, Ejemplo, Pregunta routine on p. 209 to quickly review vocabulary words for the
week.)
Un viaje histórico (Tesoros, Unidad 2, p. 210) for comprehension
Todos menos ciego (En voz alta – read-aloud anthology, p. 42)
GR:
Use the small group lesson guides (Tesoros TE, Unit 2, p. 217M,) to accompany these
leveled readers: Observadores de animales (All levels).
* The Guided Reading Books listed above are only suggestions. Teachers should feel free to use their campus
literacy library as another resource to select sets of leveled books, especially for students who may be reading well
below 5th grade level material.
IR:
Additional Resources: Other stories with a "Settling New
Lands” theme:
Xochitl and the Flowers by Jorge Argueta
Molly y los Peregrinos by Barbara Cohen
Lee sobre Sacagawea by Stephen Feinstein
La colcha de recuerdos by Patricia Polacco
Chapter Books:
Me llamo María Isabel by Alma Flor Ada
Esperanza renace by Pam Muñoz Ryan
El signo del castor by Elizabeth George Speare
See the AISD website for more books related to Settling New
Lands.
As you are reading with your students during independent reading conferences, keep notes on what struggles they might be having with fluency (dialog,
punctuation, multi-syllabic words, etc.) Take time to look over these notes and bring up class-wide struggles during whole group fluency practice. During the
next independent reading time, check-in with students and see if they’re taking on your strategies for reading fluently. Remember, there is a very strong
correlation between reading fluency and reading comprehension.
Discussing Genre:
Looking at organizational patterns is
important to understanding how to read and
write non-fiction texts.
Non-Fiction texts are usually organized in
one of the following ways:
• Information presented in sequence
(Enumeration)
• Description
• Chronological Sequence
• Cause and Effect
• Compare and Contrast
• Problem/Solution
Work with your students to create an
"Organizational Patterns" chart for the
classroom wall connecting each of the
patterns described above with an example
copied from text.
Ortografía: Palabras con s, c y z
Use the routines and activities for
“Palabras con s, c y z” described in
Tesoros TE, Unidad 2 (p. 150E).
• After explicit instruction, use the 5Day Spelling activities (Tesoros TE, p.
173C) to practice words with s, c y z.
• Cuaderno de Practica a Nivel p. 76 77
• Practice: Have students practice
reading s, c y z word cards on p. 75 of
Recursos del maestro (On CD) until they
are able to read them fluently and sort
them correctly.
• Use Speed Drill on p. 149 of
Recursos del maestro (On CD)
• Use the reproducible ortografía
worksheets on p. 20 - 22 of Recursos
del maestro (con respuestas) (On CD)
Fluency:
Vocabulary:
Have students repeatedly read an excerpt
from page 209 of El poder sanador de las
plantas until they are fluent and are able
to read with proper phrasing and
expression. See instructions in Tesoros
TE, Unit 2, page 213A.
Use the 5-Day Vocabulary activities
(Tesoros TE, p. 217A) to teach: inculcar,
naturalista, desierto, conjunto, diverso
Have students work in pairs to repeatedly
read the passage on page 97 of the
Cuaderno de práctica (Practice Book)
until they are able to read it with fluency
and proper expressiveness.
☼TIP: Give your students a new name.
Make out a name tag with a vocabulary
word on it for each student. Ask the
students to wear that tag all day on the
front of their shirt -- that word is their
name for the day. (You can do it with a
ceremony -- "Tu nombre no es ya
Jennifer, por el resto del día, te llamarás
'INCULCAR.'") Students must refer to
each other by their "new name" all day
long. This repeated exposure to the
vocabulary words helps the students to
remember the vocabulary and keeps the
words "alive."
Building Comprehension: This week you will be introducing the theme of “Settling New
Lands.” This theme can cover many periods in history. Settling America (the colonies),
Settling the West, or even Spanish Colonization of Mexico come to mind.
Activate: ¿Por qué pueblos o países querrían colonizar nuevas tierras? ¿Hay
repercusiones en la colonización de nuevos territorios? ¿Quién se beneficia con eso? ¿A
quién podría hacer daño?
You will be teaching the theme through non-fiction texts throughout the next few weeks.
Take some time as a class to look at the pictures on page 150/151. Ask students what
they notice about the picture, the people, the terrain, the building, the wagon. Ask students
to share or write what the life might be like for the people of this time. How is it different
from their life? Doing this background work now, will help your students make big
inferences about transportation, hardships, terrain, and triumphs throughout this unit on
Settling New Lands.
Suggestions for Pre-Teaching / Applying the ELPS
With non-fiction text, teachers can often find alternative text that is written about the
th
same content, but is 1-3 grade levels below 5 grade level. This builds background
knowledge and may also help with some of the vocabulary which they will encounter in the
on-grade level text.
Consider also taking some Social Studies time to have students construct or color
coordinate a map showing the acquisition of land west of the original 13 colonies. Having
them identify states and major cities in these regions will help them read the next three
passages in this unit.
Use the Treasures Visual Vocabulary Resources (on CD) to pre-teach the key
vocabulary, phrases, and basic words for the suggested reading selection to ELL students
and others who would benefit from pre-teaching.
To Explicitly Teach English, use English and Spanish Cognates, Treas. TE, Unit 5, pg.
589EE
Preparation for Assessment:
Organization/ Organización:
• ¿Cómo organiza el autor este artículo?
• ¿Cómo cuenta el autor esta historia?
Problem Solution/ Problema Solución:
• ¿Cuál es el problema principal en el texto? ¿Cómo se corrige este problema?
Cause and Effect/ Causa y Efecto:
(Tesoros Cuaderno de Practica pages 95 and 96 have more activities for Cause and Effect)
• ¿Por qué ________________ sucede en la historia?
• ________________ sucedió porque ______________.
• ¿Cuál fue el resultado de ___________________?
• ¿Cuál de ellas era la verdadera causa de __________________?
Sequence/ Secuencia:
• ¿Qué sucedió justo antes o justo después de _______________?
• ¿Cuál de estos dos hechos ocurrieron primero en la historia?
Topical Essential Questions:
For read aloud and shared reading this week, in addition to the stopping point questions
that are provided in the TE for Un viaje histórico, add questions related to how the author
organized the text, such as:
• ¿Qué notas acerca de como el autor organiza la información en el texto?
• ¿Qué notas acerca de la impresión? ¿Cómo te ayuda a leer el pasaje?
• En este cuento, el autor nos muestra algo que ocurrió en una secuencia. ¿Qué sucedió
primero? ¿Siguiente?
• ¿Cuál es el gran mensaje o la idea principal que el autor quiere que sepamos?
• ¿Qué podemos aprender en este cuento sobre “La Colonización de Nuevas Tierras"?
• ¿Por qué crees eso?
• ¿Por qué dices eso?
Suggestions for Interventions:
During Tier II instruction (whatever form that takes on your campus and in your class), be
sure that the Topical Essential Questions (above) are part of the instruction.
Because of the dense nature of non-fiction, you will want to guide students into breaking
the text into smaller chunks as they read or possibly even before they begin reading. The
authors of non-fiction also rely heavily on text features (pictures, captions, sub-titles, etc) to
convey information to the reader. This is helpful in providing all students with important
information before getting into the text . Guide students in looking at these text features to
help glean as much information from the text as possible before beginning to read.
Anchors of Support:
Anchor charts should:
• Provide students with visual representations on the various organizational structures of
non-fiction
• Help guide students to identify the strategy which the author used to organize the text
• Remind students to use a graphic organizer when examining a non-fiction text’s
organizational pattern
Causa
Efecto
Problema
Solución
See the ORS Module on Text Structure for more information.
Teacher Tips: The TEKS expect 5th grade students to be able to explain how an author organized a part or all of a text. Teachers should make a habit of asking students to
explain how the author presented information in part or all of the text (e.g. one section may be described as a problem and solution; another section may be organized around a
sequence of events, etc.) This week, in other words, teachers should expect students to apply what they've learned about text organization.
Reading Street View
•
5th Grade
•
Week 10
•
October 26 - 30
Unit: Settling New Lands
Arc 10: Inference (Expository)
Recommendations for Read Aloud (RA), Shared Reading (SR), Guided Reading (GR), and Independent Reading (IR)
RA /
SR:
Desde California (Tesoros, Unidad 2, p. 152) to introduce vocabulary (Follow the Definición,
Ejemplo, Pregunta routine on p. 209 to quickly review vocabulary words for the week.)
La colonización del oeste (Tesoros, Unidad 2, p. 170)
GR:
Use the small group lesson guides (Tesoros TE, Unidad 2, p. 175E) to accompany these
leveled readers: California: La década anterior a la formación del estado (all levels)
* The Guided Reading Books listed above are only suggestions. Teachers should feel free to use their campus
literacy library as another resource to select sets of leveled books, especially for students who may be reading well
below 5th grade level material.
Additional Resources: Other stories with a "Settling New
Lands” theme:
Xochitl and the Flowers by Jorge Argueta
Molly y los Peregrinos by Barbara Cohen
Lee sobre Sacagawea by Stephen Feinstein
La colcha de recuerdos by Patricia Polacco
Chapter Books:
Me llamo María Isabel by Alma Flor Ada
Esperanza renace by Pam Muñoz Ryan
El signo del castor by Elizabeth George Speare
See the AISD website for more books related to Settling New
Lands.
IR:
At this point in the year, students’ enthusiasm for reading may be starting to wane. Make a big production of adding some new books (maybe “Scary Books”) to your
class library. You may have these books hiding in un-opened cabinets, or from the school librarian, or you can trade with another colleague. Consider making a
student-created bulletin board, or spiral notebook where classmates can recommend books they’ve just read. These small things can make a routine feel fresh and
reading time a little more enthusiastic!
►Did you know you can print any leveled reader from McGraw-Hill from the ConnectED website? Using the Leveled Reader Database, you can print any one of over
6,000 titles in English and Spanish. That way, students can have stories at their independent reading level to take home for practice and fun.
Discussing Genre:
Non-Fiction comes in many forms, and
students who don't seem to enjoy nonfiction may not realize how much they
already read non-fiction.
Talk to students about (and show
examples of) all the different types of
non-fiction they may be reading, such as:
• Magazines
• Science articles
• Newspapers
• Cook Books
• Diaries
What about the internet? Is it all nonfiction? Is there any fiction? What is a
blog? What is Wikipedia? What is Face
Book? Are these examples of nonfiction?
Phonemic Awareness/Phonics/
Word Study: Plurals
Ortografía: Palabras con c, q y z
Use the routines and activities for
“Palabras con c, q y z” described in
Tesoros TE, Unidad 2 (p. 176E).
• After explicit instruction, use the 5Day Spelling activities (Tesoros TE, p.
203C) to practice words with c, q y z.
• Cuaderno de Practica a Nivel p. 88 - 89
• Practice: Have students practice
reading c, q y z word cards on p. 76 of
Recursos del maestro (On CD) until they
are able to read them fluently and sort
them correctly.
• Use Speed Drill on p. 150 of
Recursos del maestro (On CD)
• Use the reproducible ortografía
worksheets on p. 23 - 25 of Recursos del
maestro (con respuestas) (On CD)
Fluency:
☼TIP: 5th grade students are not too old
to enjoy feeling like a helper. Pair your
class with a kindergarten or first grade
class and become “Book Buddies.”
Prepare folders in which your students
can keep things such as books that they
want to read to/with their buddies, poems
that they might want to share, and/or
jokes and riddles. Take a little bit of time
each day to allow your students time to
practice their “buddy work” – anything
that they will be reading with their buddy.
On Friday, devote an hour of your day to
meeting with your buddy class.
Vocabulary:
Use the 5-Day Vocabulary activities
(Tesoros TE, Unit 2, p. 173A) to teach
refugio, obvio, ignorar, detestar,
proyecto, obediencia, imagen, cortejar.
☼TIP: An extension of the vocabulary
activity used in week 9 would be to mix
up the vocabulary cards and tape a
different one to each child’s back as they
come through the door in the morning.
Students can then play a game in which
they only give hints all day as to what
each student's word is. These hints may
include synonyms for the word or an
actual definition, but students must not
tell each other what word is taped on
their back. At the end of the day, the
“pass” to leave class is to tell the teacher
which word they think is on the card
which is taped to their back.
Building Comprehension:
To guide students through the text, you might consider having students make a Tchart and sort out, as they read, what happens to the Settlers (also called Americans
and Texans in the article) and what happens to the Mexican government. Sorting out
a dense text in chunks and then discussing the events in small groups, with buddies,
or as a whole group- will help students more deeply understand this article.
Review with the students the inference anchor charts you created together in
Week 5 (for Narrative Text). Show students that the thought process for drawing
inferences from Nonfiction Text is similar.
See the "Recurring TEKS" document for student expectations related to
comprehension.
Suggestions for Pre-Teaching / Applying the ELPS Drawing inferences involves
examining clues from the text, connecting to background knowledge, and then
drawing a conclusion. This week’s passages are heavy in Social Studies/Geography
content, and some of our students may not have much background knowledge in this
area. If you have not been filling in the gaps during Social Studies to show the
Westward expansion- take some time to do it before reading The Settlement of the
West.
Use the Treasures Visual Vocabulary Resources (on CD) to pre-teach the key
vocabulary, phrases, and basic words for the suggested reading selection to ELL
students and others who would benefit from pre-teaching.
To Explicitly Teach English, use English and Spanish Cognates, Treas. TE, Unit 5,
pg. 549AA
When working with ELL students, always use the ELPS to guide your
planning. Also use the English/Spanish Cognates on the AISD website.
Preparation for Assessment:
TAKS stems for inferring about Groups/Places/Objects:
• El lector puede decir que_____ hizo ____ porque ...
• De la selección el lector puede concluir que ...
TAKS stems for inferring to Make a Reasonable Prediction:
• Más probable es que ____ ...
• ¿Cuál de estos probablemente va a pasar después?, ¿Que es lo más probable
que ocurrirá con _____?
• Después de leer el artículo, el lector puede decir que _____ es más probable...
TAKS stems for inferring to Understand Cause and Effect Relationships:
• ¿Por qué / hace / hizo ..., ¿Por qué es / son / no son?
• _____ es ____ porque ..., ____tiene _____ porque ...
• ¿Cómo fueron ______ capaces de ______?
TAKS stems for inferring about author’s message or big ideas:
• Al final de la historia el lector puede decir que _____ ...
Supporting Inferences with Text Evidence:
• ¿Qué oración / idea de la selección muestra que / por qué ...
Academic Language: texto, selección, apoyo, pruebas/ evidencia, concluir, informar,
determinar, probablemente
Topical Essential Questions:
As you discuss the text, ask the children to go deeper and really make generalizations and
conclusions about the “Settlers” and the “Mexican Government” by asking Inference
questions like,
• ¿Qué podemos decir acerca de los colonos o pobladores?
• ¿Qué es lo que el autor REALMENTE quiere que sepamos en esta historia?
• ¿Qué claves o pistas tenemos hasta ahora acerca de los pobladores (o el gobierno
mexicano)?
• ¿Cómo crees que los pobladores o (gobierno mexicano) se sintieron en ese momento?
• ¿Qué crees que esto significa para el gobierno mexicano (o de los pobladores)?
• ¿Cómo nos afectan estos eventos hoy?
Suggestions for Interventions:
During Tier II instruction (whatever form that takes on your campus and in your
class), be sure that the Topical Essential Questions (above) are part of the instruction.
As you press students to draw conclusions and make inferences, always ask the
most important questions: Why do you think that? What led you to believe that?
What evidence do you have to support that? Some students make superficial
inferences because they aren’t picking up the important clues, and instead pay too
much attention to trivial details. Press them to go back and re-read until they find the
important information.
See the Practice Book (P. 193) for simple activities to help readers organize their
thinking while making inferences.
Anchors of Support:
Anchors of Support and Graphic Organizers for Inference should:
• Provide a clear example of the thinking processes necessary to infer
• Show how specific textual clues support our inferences
• Clearly show that readers infer to: understand characters, make predictions,
understand cause and effect relationships, determine the meaning of unknown
words
• Include question stems related to making an inference
Pistas del
Texto
+
Pista del
texto
Lo que me
hizo pensar
=
Lo que se
sobre la pista
See ORS Module on Inference
Mi
inferencia
See the ORS module on Making Inferences for more information
Teacher Tips: Think about what larger understandings or themes you want students to get out of this unit. Use your questions and projects to launch them towards
that (e. g. in order for one group to get something, another group looses something, history repeats itself, etc.) Also, consider using the PBS on-line resources on
"The West" for more ideas, information, and activities to support this theme. Also, see the Treasures Practice Book (p. 187) for Time Line Assessment.
Reading Street View
•
5th Grade
•
Week 11
•
November 2 - 6
Unit: Settling New Lands
Arc 11: Summary of Non-Fiction
Recommendations for Read Aloud (RA), Shared Reading (SR), Guided Reading (GR), and Independent Reading (IR)
RA /
SR:
Introduction from PBS’s The West (Introduction to The West) NOTE: A comparable resource
could not be found in Spanish. Please discuss this site with your students, providing
necessary bilingual support.
Un trabajo de gigantes (Tesoros, Unidad 2, p. 274) vocabulary and Shared Reading
GR:
In lieu of Guided Reading this week, have the students work in collaborative groups to
research and present information to the class about the transcontinental railroad. Students
working Beyond Grade Level can research and present a paper on the idea of "Manifest
Destiny."
Additional Resources: Other stories with a "Settling New
Lands” theme:
Xochitl and the Flowers by Jorge Argueta
Molly y los Peregrinos by Barbara Cohen
Lee sobre Sacagawea by Stephen Feinstein
La colcha de recuerdos by Patricia Polacco
Chapter Books:
Me llamo María Isabel by Alma Flor Ada
Esperanza renace by Pam Muñoz Ryan
El signo del castor by Elizabeth George Speare
See the AISD website for more books related to Settling New
Lands.
IR:
►Did you know you can print any leveled reader from McGraw-Hill from the ConnectED website? Using the Leveled Reader Database, you can print any one
of over 6,000 titles in English and Spanish. That way, students can have stories at their independent reading level to take home for practice and fun. Consider
searching for leveled readers related to settling the American West in Spanish for your students to read.
Discussing Genre:
As your students have been reading
through this unit, they have been able to
largely collect facts, details and events
from history. However, you may notice
they still struggle to make real
connections or understand the effects of
these events on history.
Consider using Fiction picture books and
Historical Fiction chapter books to help
students develop empathy and a deeper
understanding of these formidable events
that shaped early America.
Talk to the students about historical
fiction and the connection between reality
and fantasy in that genre.
Ortografía: Palabras con j y g fuerte
Use the routines and activities for
“Palabras con j y g fuerte” described in
Tesoros TE, Unidad 2 (p. 206E).
• After explicit instruction, use the 5Day Spelling activities (Tesoros TE, p.
217C) to practice words with j y g fuerte.
• Cuaderno de Practica a Nivel p. 101102
• Practice: Have students practice
reading j y g fuerte word cards on p. 77 of
Recursos del maestro (On CD) until they
are able to read them fluently and sort
them correctly.
• Use Speed Drill on p. 151 of
Recursos del maestro (On CD)
• Use the reproducible ortografía
worksheets on p. 26 - 28 of Recursos del
maestro (con respuestas) (On CD)
Fluency:
Vocabulary:
☼TIP: Find an appropriate short poem in
Word Associations/Word Webs
Similar to a word web, the students
interact with the target word by creating a
map linking the word to student-created
examples. For example:
Spanish related to the settlement of the
American West. Have students learn to
say one segment of the poem with
fluency and expression. Challenge the
students to learn the whole poem.
Me rebelo contra
mis padres
Luchar contra
Rebelión
Ser
independiente
Opuesto:: Estar
de acuerdo con
Have students build word webs for a few
teacher-selected words from this week's
reading.
Building Comprehension:
Topical Essential Questions:
Summarizing information while reading is essential for deep comprehension.
Marzano describes it as one of the most powerful habits to instill in students, and
Stop periodically during read-aloud and shared reading activities this week to ask
like any habit, it is one students should engage in often. When summarizing
students to summarize what they have just read. Use questions like:
information, students must be able to organize information as they read, and
summarize what they've read so far. However, summarizing information in text,
• ¿Cómo organizo el texto el autor?
especially informational text, is a difficult skill if students aren’t given proper
• ¿Cuáles son algunas de las ideas más importantes en este artículo?
feedback and guidance from teachers.
To practice during read-aloud and shared-reading activities, have students
• ¿Qué mensaje está tratando de hacer el autor?
stop periodically, turn to a neighbor, and share what they have just read in a short
and concise way. Ask students “What was important to mention right here?” Give • ¿Cómo funciona este artículo al recordarte otros artículos que hemos leído?
students feedback about including too much detail or leaving out important
information. Have partners judge each other based on the class rubric mentioned
in “Pre-Teaching.”
Also see the "Recurring TEKS" document for student expectations related to
comprehension.
Suggestions for Pre-Teaching / Applying the ELPS
Suggestions for Interventions:
Create a class rubric from 1-3 and have the class help decide what a good
summary should have (the most important parts, in order etc.) and what a not so
During Tier II instruction (whatever form that takes on your campus and in your
good summary might have (too many details, boring stuff, not enough information) class), be sure that the Topical Essential Questions (above) are part of the
For example, the class could create a rubric like this:
instruction.
1 – Demasiada o demasiado poca información parece aburrida; repetir no
Also, use the AISD Module for helping struggling readers select an
resulta bien: el que escucha se confunde en cuanto a lo que pasó en el
appropriate summary.
artículo.
2 – Algo de hechos importantes mencionados; la repetición salió bien la mayor
parte del tiempo, pero a veces causó confusión.
3 – La repetición salió bien; solo se mencionó información importante; el que
escuchaba quería saber más, pero entendía de qué trataba el artículo.
Use this rubric to assess and refer to all year as a way to have students check
themselves for boring summaries or summaries that are missing important
information.
When working with ELL students, always use the ELPS to guide your
planning. Also use the English/Spanish Cognates on the AISD website.
Preparation for Assessment:
Anchors of Support:
Summary questions on the TAKS almost always ask students to select the
Anchors of Support and Graphic Organizers for Summarization of Non-Fiction
best summary from a set of 4 alternatives. Many teachers find that the AISD
should:
Module for helping struggling readers select an appropriate summary is
• Provide a clear example of the thinking processes necessary to develop a
quite useful, even for non-struggling students.
good summary
Teachers should also use the Graphic Organizers on pages 18-20 of the ORS
• State the criteria for a good summary
module “Summaries.”
(See the ORS Module on Summarization)
Teacher Tips: When a non-fiction article contains bold sub-headings (like Un trabajo de gigantes) you can use those sub headings to prompt students to
paraphrase each piece as they go along. Make a copy of the article and blank out the text under each subheading. Ask students to read the text under each
subheading. Then give them a copy of the blanked out page and ask them to paraphrase in two sentences what each “chunk” was about. Talk about it as a small
group. Support them through the text to continue to read each area of text under the subheading, think about what the author was saying in 2 or 3 sentences, and
write it down. By the end of the article, they can put all of the sentences together, and they should have an adequate summary of the entire text.
Reading Street View
•
5th Grade
•
Week 12
•
November 10 - 13
Unit: Traditional Literature
Arc 12: Compare and Contrast Texts
Recommendations for Read Aloud (RA), Shared Reading (SR), Guided Reading (GR), and Independent Reading (IR)
RA /
SR:
Review vocabulary from Una princesa de verdad (Tesoros, Unidad 3) p. 312 and La fiesta p.
354 La yegua dorada, el ave de fuego y el anillo mágico (Tesoros, Unidad 3, p. 314) for
comprehension and Blancaflor (p. 356)
Yeh-hsien (En Voz Alta – read-aloud anthology p. 59)
GR:
Use the small group lesson guides (Tesoros TE, Unidad 3, p. 339E) to accompany these
leveled readers: Graham, el de buen corazón (Approaching), Margaritas en invierno (On
Level), Las tres hermanas (Beyond Level)
* The Guided Reading Books listed above are only suggestions. Teachers should feel free to use their campus
literacy library as another resource to select sets of leveled books, especially for students who may be reading well
below 5th grade level material.
IR:
Additional Resources:
Other stories with a "Traditional Literature" theme:
Sadako y las mil grullas de papel by Eleanor Coerr
La Llorona by Joe Hayes
Fabulas de Aesop by Jerry Pinkney
Paul Bunyan by Steven Kellogg
Chapter Book:
Despereaux: es la historia de un ratón… by Kate DiCamillo
El ladrón del rayo by Rick Riordan
See the AISD website for more examples of Traditional
Literature that you can share with your class.
To encourage reading across many types of genres throughout the next few weeks, use the Traditional Literature Reading Chart. This will not only provide
your students a way to keep track of their reading, but also gives you an opportunity to engage in discussion with your students about their reading as they
come to you to check their text selections.
Discussing Genre:
This week begins a three week unit of
Traditional Literature. Within traditional
literature, there are several sub-genres
such as Fairy Tales, Folktales, Fables,
and Myths.
Elements of Fairy Tales include:
• Many fairy tales follow a “Once Upon
a Time…” and “And they lived
happily ever after” format.
• Magic features prominently in the plot
• There are good and evil characters
• Things often happen in 3s or 7s
• There is a main problem and a
solution.
Use this powerpoint to illustrate the
types of Traditional Literature students
might read.
Ortografía: Palabras con x y x como j
Fluency:
Vocabulary:
Use the routines and activities for
“Palabras con x y x como j” described
in Tesoros TE, Unidad 2 (p. 218E).
• After explicit instruction, use the 5Day Spelling activities (Tesoros TE, p.
245C) to practice words with x y x como j.
• Cuaderno de Practica a Nivel p. 113114
• Practice: Have students practice
reading x y x como j word cards on p. 78
of Recursos del maestro (On CD) until
they are able to read them fluently and
sort them correctly.
• Use Speed Drill on p. 152 of
Recursos del maestro (On CD)
• Use the reproducible ortografía
worksheets on p. 29 - 31 of Recursos del
maestro (con respuestas) (On CD)
Have students repeatedly read an
excerpt from page 318 of La yegua
dorada, el ave de fuego y el anillo
mágico until they are fluent and are
able to read with proper phrasing and
expression. See instructions in
Tesoros TE, Unit 3, page 333A.
Use the 5-Day Vocabulary activities.
(Tesoros TE, p. 337A) to teach: despedir,
gesticular, exquisitez, acceder, intención,
desesperado, descender, escoltar.
☼TIP: Poetry Slam: For several weeks,
poetry has been mentioned as a way to
help students with their fluency. Compile
all of the poems that you have been
practicing into folders for each of your
students, and have students select a few
poems for a Poetry Slam. Have students
practice their poem recital with fluency
and attitude -- a Poetry Slam is all about
attitude and presentation. (Lots of great
videos of Poetry Slams are available on
the internet: search for "High School
Poetry Slam" for videos to show your
students.)
☼TIP: Have students enter vocabulary
words with related meanings that they
have been studying into the website tool
Wordle.net to create artistic images of
their vocabulary. (Tip: To make the
words bigger, enter the word more times.)
Building Comprehension:
This week, the comprehension focus is connecting across texts. Because connecting
across texts tends to be dense due to the use of multiple texts, please note that you will be
rereading two fairy tales that were introduced earlier in the year. You may re-read these
fairy tales either during your read aloud or shared reading time, but note that the focus this
week is to make connections between the two stories, and also to look specifically for the
elements of fairy tales.
Throughout this unit, you will focus on three different genres that fall under the
“Traditional Literature” umbrella. The first week will be devoted to fairy tales, the second to
myths and fables, and the third will be a culminating look and project across all genres.
A book flood will be used to introduce each genre. Click here for an explanation of
and examples of guiding questions to use during book floods.
Additionally, a literature chart will be used every week that will help to compare stories
within the genre of focus. An example for traditional literature is provided here.
Suggestions for Pre-Teaching / Applying the ELPS
Connecting across texts is a difficult comprehension skill for many of our students. Not
only does it require students to retain information from both stories, but it also requires
students to look past basic story elements into the deeper meaning of texts.
For students who are likely to have difficulties, go over any new texts that you will be
sharing with the class ensuring that those students are exposed to new vocabulary that
might be contained within the text.
Make individual copies of the literature chart and study all sections before utilizing it with
the whole class. This will ensure that students understand vocabulary and questions that
will be part of the whole-group discussion.
Use the Treasures Visual Vocabulary Resources (on CD) to pre-teach the key
vocabulary, phrases, and basic words for the suggested reading selection to ELL students
and others who would benefit from pre-teaching.
To Explicitly Teach English, use English and Spanish Cognates, Treas. TE, Unit 3, pg.
307AA
When working with ELL students, always use the ELPS to guide your planning.
Also use the English/Spanish Cognates on the AISD website.
Preparation for Assessment:
• Uno de los conceptos que es importante para ambas selecciones es ...
• Una similitud entre ________ y ________ es • Un mensaje importante en ambas selecciones es • ¿Cómo son ________ y _______ iguales?
• ¿Qué idea / concepto / mensaje es importante para ambas selecciones?
• ¿Qué es una idea que es importante en _______ pero no en ________?
For more guidance for test preparation, see the ORS Module on Connecting Across
Texts.
Topical Essential Questions:
For read aloud and shared reading this week, in addition to the stopping point questions
that are provided in the TE for the passages of text, add questions to encourage students
to make comparisons across texts, such as:
• ¿De qué se trata la historia en realidad?
• ¿Qué está tratando de decir realmente el autor?
• ¿Hay personajes poderosos en la historia? ¿Que los hace de esa manera?
• ¿Quién es el personaje más importante? ¿Por qué?
• ¿Qué personaje es el más simpático? ¿Por qué?
• ¿Qué personaje es el más valiente? ¿Por qué?
• ¿Qué personaje tiene el papel más pequeño? ¿Por qué es necesario este personaje en
la historia?
• ¿Qué retos encuentran los personajes y cómo tratan de sobrepasarlos?
• ¿Qué opciones tuvieron los personajes?
• ¿Cómo son los personajes de estas historias similares? ¿Cómo son diferentes?
• ¿Hay algún mensaje que el autor está tratando de comunicar?
Suggestions for Interventions:
During Tier II instruction (whatever form that takes on your campus and in your class), be
sure that the Topical Essential Questions (above) are part of the instruction.
Also, ask students to think about two movies that they have seen which they think are
connected. What makes them similar? Different? What were the endings like? Did the
characters change in ways that were similar in both movies? Did the movies teach a
lesson? What was it? (Students are often better able to make connections between
movies or TV shows that they have seen, but if students seem to only be making shallow
connections, push students to see the deeper message or messages contained within the
movies.)
Explain that similarly, readers also make connections between stories as they read. Ask
students to name two stories that they think might be connected. In what ways are these
stories connected?
Anchors of Support:
Anchor charts should:
•
Remind students of the elements of fairy tales
•
Provide students with a way to compare themes and other elements across
various fairy tales (literature chart)
•
Remind students to use Thinking Maps, T-Charts, Venn Diagrams, and other
compare/contrast organizers to help students discover similarities and differences
between texts.
Teacher Tips:
When focusing on making comparisons across texts, some students tend to make shallower connections (the main character in both stories was a princess) rather than deeper ones
(both of the main characters had to overcome adversity). We want to push all readers to think in deeper ways about the text, looking for broad themes that are evidenced through all of
the texts, but might not be explicitly stated (good triumphs over evil, the rewards of helping others, etc.) This week, you and your class focused specifically on connecting across texts.
However, this is a skill that should be continually referred to. Connections should be made between texts as often as possible across characters, plots, settings, themes, and genres.
Reading Street View
•
5th Grade
•
Week 13
•
November 16 - 20
Unit: Traditional Literature
Arc 13: Locate Facts and Details
Recommendations for Read Aloud (RA), Shared Reading (SR), Guided Reading (GR), and Independent Reading (IR)
RA /
SR:
GR:
El zorro y el cuervo (Tesoros, Unidad 3, p. 306) for comprehension (fable/ fabula)
El vuelo de Ícaro (Tesoros, Unidad 4, p. 464) for comprehension (myth/ mito)
These two passages are both short texts this week meant for studying the elements of genre.
There will not be vocabulary passages to use beforehand. Identify and review any tricky
vocabulary before using the suggested texts.
Additional Resources:
Other stories with a "Traditional Literature" theme:
Sadako y las mil grullas de papel by Eleanor Coerr
La Llorona by Joe Hayes
Fabulas de Aesop by Jerry Pinkney
Use the small group lesson guides (Tesoros TE, Unit 3, p. 309G) to accompany these leveled Paul Bunyan by Steven Kellogg
Chapter Book:
readers: Coyote y la roca (Approaching), El conejo de brer y el come tripas (On Level), El
Despereaux: es la historia de un ratón… by Kate DiCamillo
martillo de Thor (Beyond Level).
El ladrón del rayo by Rick Riordan
* The Guided Reading Books listed above are only suggestions. Teachers should feel free to use their campus
literacy library as another resource to select sets of leveled books, especially for students who may be reading well
below 5th grade level material.
IR:
See the AISD website for more examples of Traditional
Literature that you can share with your class.
To gather information about your students as readers, create a system that allows you to keep notes every time you confer with a student. A recipe card
holder with an index card devoted to each student, a spiral notebook, or another type of organizational tool are all useful tools for gleaning valuable
information. These tools will allow you to keep track of short running records, students’ book choices, and the notes you take while students tell you about and
read to you from their books during your conference. Showing genuine interest in your conversations with students about their reading will help keep your
students’ spirits high during independent reading time, and keep them looking forward to their one-on-one conferences with you.
Discussing Genre:
This week you will be focusing on fables
and myths.
Characteristics of Fables include:
• often features a character who
outsmarts, or tricks, another
character
• usually includes a lesson or a moral
that the author wants to present
Characteristics of Myths include:
• contain gods or super-humans
• usually take place long ago or far
away
• used to explain a natural
phenomenon
Ortografía: Cambio de z por c cuando se
agrega es
Use the routines and activities for “Cambio
de z por c cuando se agrega es” described
in Tesoros TE (p. 248E).
• After explicit instruction, use the 5-Day
Spelling activities (Tesoros TE, p. 269C) to
practice words with cambio de z por c
cuando se agrega es.
• Cuaderno de Practica a Nivel p.125-126
• Practice: Have students practice reading
cambio de z por c cuanda se agrega es
word cards on p. 79 of Recursos del
maestro (On CD) until they are able to read
them fluently and sort them correctly.
• Use Speed Drill on p. 153 of Recursos
del maestro (On CD)
• Use the reproducible ortografía
worksheets on p. 32 - 34 of Recursos del
maestro (con respuestas) (On CD)
Fluency:
Vocabulary:
☼TIP: Combine reading and writing skills
by having students record an original
essay using the computer (if you are
high-tech) or a video-camera (if you're
not) to present to the class. Students
should repeatedly record the essay until
they have a "perfect" presentation.
Software on AISD computers such as
Photo Story 3 allows students to add
illustrations and music to their
presentation, or they can simply record
narration to accompany a Power Point
presentation.
There is no vocabulary passage this
week to introduce the vocabulary that
students will encounter in the Guided
Reading books. For Guided Reading,
teachers should write the vocabulary
words that students will encounter on 3x5
cards, and they should go over that
vocabulary with the students before
reading. When the students encounter
each word in the story, they should point
to the corresponding card. The teacher
should ask them if they remember what
the word means, and have them explain
how it is being used in the story.
Use the 5-Day Vocabulary activities in
Tesoros TE, p. 307A to support learning
the words: educar, genero, mercadería,
carga, desafortunado, tesorero,
reconocimiento, instruir
Building Comprehension:
This week, your book flood should contain examples of both fables and myths. As
students work in groups to read through the books, they should be able to discover the
different characteristics of each genre. Use literature charts to help students
critically examine myths and fables.
As with fairy tales, you will want to continue to guide the students in ‘discovering’
the characteristics of myths and fables.
Use this website to introduce mythology
Another resource to support teaching mythology
Also, you will want to begin a new literature chart focusing on myths and fables.
Remember to add to it throughout the week as you and your students continue to
read and explore more texts.
• See the "Recurring TEKS" document for student expectations related to
comprehension.
Suggestions for Pre-Teaching / Applying the ELPS
Give ELL students and any others who may benefit from pre-teaching many
opportunities to become familiar with the terms and ideas related to the elements of
fairy tales, myths, and fables.
Many of our students may find that they are unfamiliar with words contained within
myths. Take some time before reading the text to introduce any unfamiliar vocabulary.
Make individual copies of the literature charts that will be used while studying myths
and fables and study all sections before utilizing it with the whole class. This will
ensure that students understand vocabulary and questions that will be part of the
whole-group discussion.
When working with ELL students, always use the ELPS to guide your
planning. Also use the English/Spanish Cognates on the AISD website.
Preparation for Assessment:
• Why does ________ have to _________?
• _________ does _________________ because –
• Why does ______________ do ______________?
• ___________ did ____________ because—
• Why did __________?
• How did ____________ do ____________?
Topical Essential Questions:
For read aloud and shared reading this week, in addition to the stopping point
questions that are provided in the TE for The Flight of Icarus, add questions to
encourage students to find facts and details in text, such as:
• What just happened?
• Where is this taking place?
• What's going on now?
• Who is doing that?
And of course, effective teachers always ask follow-up questions such as:
• Where in the text did you find that?
• What makes you think that?
• Can you show me your evidence?
Suggestions for Interventions: During Tier II instruction (whatever form that takes
on your campus and in your class), be sure that the Topical Essential Questions
(above) are part of the instruction.
During Reading: Earlier in the year, you focused on breaking the text into smaller
chunks before reading. You taught your students to stop and ask themselves
questions such as, “What is the author trying to tell us?” or “What is going on?” This
strategy will be especially useful for students who are struggling to read big chunks of
text and hold onto meaning as they go. Having your students write several words at
the end of each chunk; stopping and discussing with a partner, or jotting a few words
on a post-it note will help as students are asked to go back into the passage to find
information. Not only does it help to “jog” their memory as to where particular
incidents occurred in the story, it also helps to serve as a reminder to stop, think, and
synthesize information while going through text.
After Reading: Some students will reread the whole passage when looking for the
answer to a question because they lack reading strategies to help them quickly find
the correct place within the text. Guide students in using their annotations to find
answers to questions about the text. Remember to have students prove their answers
by citing evidence from the text. Encourage students to place sticky notes on the
exact place in the text where they found their answer.
Anchors of Support:
Locating facts and details depends heavily on students’ ability to go back and
search for answers that are stated explicitly within the text. This is a strategy that you
have been modeling for your students since the beginning of the year with every piece
of text that you use.
There aren’t specific graphic organizers or anchors of support devoted to this skill,
just remember to ask your students for evidence for every “right there” question that
they answer.
Teacher Tips: Many people misinterpret Bloom's Taxonomy by thinking that they should never ask "low level" questions. In fact, questions should be a mix of
comprehension and application and analysis. Students must understand the "gist" of what they are reading before they can apply the information or evaluate the information,
so teachers should ask some surface-level questions during reading. On the other hand, teachers should avoid "fill-in-the-blank" or "spoon-fed" questions (e.g. "Harry and
Annie went to the ____") as these are rarely very rigorous or engaging, and those types of questions just encourage students to shout out guesses.
Reading Street View
•
5th Grade
•
Week 14
•
November 23 & 24
Unit: Traditional Literature
Arc 14: Locate Facts and Details
Recommendations for Read Aloud (RA), Shared Reading (SR), Guided Reading (GR), and Independent Reading (IR)
RA /
SR:
GR:
IR:
There are only two days of class this week, so teachers will be devoting the entire Language
Arts block to a culminating project for the Traditional Literature unit.
Additional Resources:
Other stories with a "Traditional Literature" theme:
Sadako y las mil grullas de papel by Eleanor Coerr
La Llorona by Joe Hayes
Quickly review all of the Traditional Literature stories read with your class during this unit,
Fabulas de Aesop by Jerry Pinkney
focusing on the elements for each genre.
Paul Bunyan by Steven Kellogg
Since there are only two days this week, there are no new guided reading selections.
Chapter
Book:
Teachers may opt to ask students to re-read a story from earlier in the school year to practice
Despereaux:
es la historia de un ratón… by Kate DiCamillo
fluency, including prosody, intonation, phrasing, and accuracy. Teachers could also select a
El
ladrón
del
rayo
by Rick Riordan
very short Time for Kids article to use in a Guided Reading lesson.
See the AISD website for more examples of Traditional
Literature that you can share with your class.
This week, your students will devote their independent reading time to re-reading their favorite story from the Traditional Literature unit. This time will also be
used to focus on the culminating project.
►Did you know you can print any leveled reader from McGraw-Hill from the ConnectED website? Using the Leveled Reader Database, you can print any one
of over 6,000 titles in English and Spanish. That way, students can have stories at their independent reading level to take home for practice and fun.
Discussing Genre:
This is the last week of a three week
study over Traditional Literature. As
this week is only two days long, you will
want to focus on reviewing the
characteristics of the various genres
covered under the Traditional Literature
umbrella.
Phonemic Awareness/Phonics/
Word Study:
Fluency:
Vocabulary:
☼TIP: Have students practice a
☼TIP: This is a great week to play a
No new Word Study due to the 2 day
week. Teachers may opt to hold a
Spelling Bee to cover the nonnegotiable words and common spelling
patterns that have been taught up to
this point in the school year.
Thanksgiving Poem that they can
recite at their own Thanksgiving feast.
vocabulary game with your students to
review the words from the past few
weeks. For example, Vocabulary Bingo
is an easy game that students love.
Prepare cards with a 5x5 array of
vocabulary words. Each card should
be unique, so it requires a little
preparation on the part of the teacher.
Following the regular Bingo rules, the
teacher calls out definitions of
vocabulary words -- the students must
check off the word on their card if it
matches the definition.
Building Comprehension:
This week you will celebrate your work over Traditional Literature while
assessing the knowledge that your students have gained over the last two weeks.
Because this is not a full week, you will need to be aware of time constraints.
Your complete Language Arts block will be devoted to the culminating project.
During the first part of the two-day week, you will want to spend some time
reviewing the various genres and stories covered during weeks 12 and 13. Are
students exhibiting signs of understanding that texts are connected not only
through the same genre, but also across genres? Are students picking up on the
deeper themes and meanings contained within the texts?
During independent reading time, students have been reading books within the
“Traditional Literature” genre. As a culminating project, students should pick a
favorite previously read story. (They may also choose between stories read
independently, or during Read Aloud and Shared Reading.) Working in groups of
2 or 3, students will then take a decided-upon favorite story and “twist” it to fit
another genre within Traditional Literature. (i.e. the students choose to change
Cinderella from a fairy tale to a myth)
One way to scaffold this activity is to have students share out the elements
from the story that helped classify it as a certain genre. Students then take the
elements of another genre and identify which parts from their original story that
they would like to change to convert that story into a different genre. After they
have identified the ‘changed’ elements, they create and write the story.
Students enjoy celebrating their accomplishments. At the end of the second
day, plan a celebration where your students are allowed to share the stories that
they have written with the class.
Topical Essential Questions:
There is no new comprehension focus introduced this week. Teachers should
remind students of the questions they should ask themselves when they make
comparisons across texts:
• How is this story like other stories we have read?
• Are these characters like others that we have read about?
• Is the problem in this story similar to the problem in another story you are
familiar with?
• How does ________________ connect to _________________?
• How are the characters in these stories alike? How are they different?
• Is there a message that the author is trying to get across?
And when they find facts and details in texts:
• What just happened?
• Where is this taking place?
• What's going on now?
• Who is doing that?
• See the "Recurring TEKS" document for student expectations related to
comprehension.
Suggestions for Pre-Teaching / Applying the ELPS
No new TEKS introduced during this week due to review and culmination of unit.
Suggestions for Interventions:
During Tier II instruction (whatever form that takes on your campus and in your
class), be sure that the Topical Essential Questions from the previous two weeks
are part of the instruction.
Preparation for Assessment:
Anchors of Support:
Anchor charts should:
• Guide students in comparing texts across the Traditional Literature genre.
• Guide students in discovering similarities and differences across all
genres (including characters, themes, genres, etc.)
Teacher Tips:
Think about how much more students learn about the learning with a culminating project like this. Every opportunity, teachers should think about how they will
conclude lessons with projects that direct students to apply their learning in an authentic task. Also teachers should think about how collaborative learning
opportunities like this give students an opportunity to learn from each other. When students act as teachers, learning is often much deeper for all involved.
Reading Street View
•
5th Grade
•
Week 15
•
November 30 - December 4
Unit: N/A
Arc 15: MOY Testing
Recommendations for Read Aloud (RA), Shared Reading (SR), Guided Reading (GR), and Independent Reading (IR)
RA /
SR:
This week has been dedicated to MOY Testing. However, it is unlikely that every minute
of instructional time will be dedicated to testing this week. Activities described this week
should be used to fill available time for the students when they are not actively testing.
Additional Resources:
Testing Miss Malarkey by Judy Finchler (for transitional ESL
students)
Read Aloud: Metiche y el puercoespín (Tesoros, Unit 6, p. 702) to introduce vocabulary
(Follow the Definición, Ejemplo, Pregunta routine on page 703).
Shared Reading: Carlos y el zorrillo (Tesoros, Unit 6, p. 704)
GR:
Because of MOY testing, there are no new guided reading selections this week. Teachers
may opt to ask students to re-read a story from earlier in the school year to practice fluency,
including prosody, intonation, phrasing, and accuracy.
IR:
►Did you know you can print any leveled reader from McGraw-Hill from the ConnectED website? Using the Leveled Reader Database, you can print any one
of over 6,000 titles in English and Spanish. That way, students can have stories at their independent reading level to take home for practice and fun.
Discussing Genre:
The assessment format is a genre, and
5th grade students should understand the
elements of a "testing genre."
Time allowing, go over different
assessment passages, and point out the
predictable structure of the passages.
Share a few mini-lessons from this
document about approaching
assessments (as a genre) with students.
Ortografía: Palabras con h
Use the routines and activities for
“Palabras con h” described in Tesoros TE
(p. 282E).
• After explicit instruction, use the 5Day Spelling activities (Tesoros TE, p.
307C) to practice words with h.
• Cuaderno de Practica a Nivel p.137138
• Practice: Have students practice
reading h word cards on p. 80 of
Recursos del maestro (On CD) until they
are able to read them fluently and sort
them correctly.
• Use Speed Drill on p. 154 of Recursos
del maestro (On CD)
• Use the reproducible ortografía
worksheets on p. 35 - 37 of Recursos del
maestro (con respuestas) (On CD)
Fluency:
Vocabulary:
Have students repeatedly read an excerpt
from page 716 of Carlos y el zorrillo until
they are fluent and are able to read with
proper phrasing and expression. See
instructions in Tesoros TE, Unit 6, page
721A.
Use the 5-Day Vocabulary activities
(Treasures TE, Unit 6, p. 685C) to teach:
divisar, jadeo, apartado, escabullir,
desconcertado, comportamiento,
acurrucado, sigilosamente
Have students work in pairs to repeatedly
read the passage on page 329 of the
Cuaderno de práctica (Practice Book)
until they are able to read it with fluency
and proper expressiveness.
☼TIP: This is a great week to play a
vocabulary game with your students to
review the words from the past few
weeks. For example, Vocabulary Bingo
is an easy game that students love.
Prepare cards with a 5x5 array of
vocabulary words. Each card should be
unique, so it requires a little preparation
on the part of the teacher. Following the
regular Bingo rules, the teacher calls out
definitions of vocabulary words -- the
students must check off the word on their
card if it matches the definition.
Building Comprehension:
Topical Essential Questions:
For the MOY assessment, the questioning strategies that teachers have used
throughout the year must be internalized by the students. They should hear the
teacher's voice while they are reading asking questions like, "What is going on?"
"What do you think will happen next?" "Why do you think this is important?"
Review Topical Essential Questions that have been covered up to this point. Talk
to the students about how those questions help them as readers, and encourage
the students to ask those questions of themselves as they read.
If the teacher has been asking those questions faithfully all year long, most of the
students should be asking those questions more and more during independent
reading. Talk to the students prior to the test about the questions you have been
asking all year long, and how those questions help the students to understand
what they are reading and monitor their own comprehension.
• See the "Recurring TEKS" document for student expectations related to
comprehension.
Suggestions for Pre-Teaching / Applying the ELPS
Many students struggle with pacing themselves during an assessment. Young
students have not learned the self-discipline to work their way through a long
assessment in a timely manner. Some students procrastinate, staring off into
space for hours at a time. By the afternoon, they are tired from sitting still all day,
and they can no longer concentrate. Before the assessment, teach the students
to pace themselves -- give the student some benchmarks to measure their
progress through the test (e.g. "By 9:30, you should be reading the second
passage...").
When working with ELL students, always use the ELPS to guide your
planning.
Preparation for Assessment:
Suggestions for Interventions:
Review different TAKS stems that you have shared with the students. Ask
students to describe the strategies they would use to address different types of
questions.
Review the anchors of support that have been used up to this point in the school
year. Use the documents on the AISD website for TAKS Modeling and
Assessment to remind students about anchors of support and review strategies
they can use to approach different types of problems.
Many students fail formal assessments because they distract themselves by
investing too much energy into different strategies. Writing too much when
interacting with the text, over-thinking questions -- these are common problems
among students who have difficulty performing well on assessments.
Anchors of Support:
Teacher Tips:
Formal assessments can be a little intimidating -- some students have anxiety about their performance on exams. Reassure them that this test is only used to
gather information to inform your instruction. If students ask if this is the "real" test, point out to them that they should always do their best on every test, and explain to
them why you need to know how they perform on assessments.
Reading Street View
•
5th Grade
•
Week 16
•
December 14 - 17
Unit: Courage
Arc 16: Main Idea – Part
Recommendations for Read Aloud (RA), Shared Reading (SR), Guided Reading (GR), and Independent Reading (IR)
RA /
SR:
Cartas de la revolución (Tesoros, Unit 2, p. 112) to introduce vocabulary (Follow the
Definición, Ejemplo, Pregunta routine on p. 99 to quickly review vocabulary words for the
week.)
En Trineo en Boston Common (Tesoros, Unit 2, p. 114) for comprehension
Deborah Sampson: Soldado patriota disfrazada de hombre (Tesoros En Voz Alta: Antología
interactiva, p. 28)
GR:
Use the small group lesson guides (Tesoros TE, Unit 2, p. 139E) to accompany these leveled Chapter Book:
El niño que pagaba el pato by Sid Fleischman
readers: Un dísparo que se oyó en todo el mundo (All levels)
El león, la bruja y el ropero by C.S. Lewis
* The Guided Reading Books listed above are only suggestions. Teachers should feel free to use their campus
literacy library as another resource to select sets of leveled books, especially for students who may be reading well
below 5th grade level material.
IR:
Additional Resources:
Other stories with a "Courage" theme:
Pink y Say by Patricia Polacco
Irene la valiente by William Steig
The First Tortilla: A bilingual Story by Rudolfo Anaya
See the AISD website for more stories with a "Courage"
theme.
While conferring with your students, you should be taking particular notice of the notes that students are making as they are reading. Are your students relying
heavily on one particular strategy rather than using all strategies as they read? It is a good idea to re-visit strategies that good readers use as they read
through text if you are seeing that students are leaning on one instead of exhibiting evidence of all. It might be time to do a whole class review mini-lesson on
how good readers make connections or ask questions, but then search and find the answers as they read.
Discussing Genre:
Sleds on Boston Common is an excellent
example of historical fiction, which is
“Realistic fiction set in the past. Usually
focused on social and political issues of
the time and how the characters see
them. The setting is important.” (Fountas
& Pinnell)
Before reading Sleds on Boston
Common, readers must have a basic
knowledge of the American Revolution to
have a better understanding of the
problem presented in the story and the
characters’ actions in relation to that
problem. PBS has some excellent
resources teachers can use to build
background knowledge about the
American Revolution
Ortografía: Palabras con g suave y
diéresis
Use the routines and activities for
“Palabras con g suave y diéresis”
described in Tesoros TE (p. 310E).
• After explicit instruction, use the 5Day Spelling activities (Tesoros TE, p.
337C) to practice words with g suave y
diéresis.
• Cuaderno de Practica a Nivel p.149150
• Practice: Have students practice
reading palabras con g suave y diéresis
word cards on p. 81 of Recursos del
maestro (On CD) until they are able to
read them fluently and sort them
correctly.
• Use Speed Drill on p. 155 of
Recursos del maestro (On CD)
• Use the reproducible ortografía
worksheets on p. 38 - 40 of Recursos del
maestro (con respuestas) (On CD)
Fluency:
Have students repeatedly read an
excerpt from page 126 of En Trineo en
Boston Common until they are fluent
and are able to read with proper
phrasing and expression. See
instructions in Tesoros TE, Unit 1, page
133A.
☼TIP: Divide students into groups. Have
students listen to the audio version of
Paul Revere's Ride (or a comparable
poem in Spanish). As a group, have
students pick their favorite part of the
poem (Treasures, pg. 120). Have
students read and re-read until students
are able to say it in one voice. After
students have one section perfected, have
them move to another section of the
poem. Even though the poem is lengthy,
challenge your students to take on as
much of it as they can. Can they say the
poem in its entirety as one voice?
Vocabulary:
Use the 5-Day Vocabulary activities
(Tesoros TE, p. 137A) to teach :
navegación, patriota, desolado,
inspeccionar, arrojo, tirano, gobernador.
☼TIP: Have students come up with
neologisms by smashing words together.
(A neologism is a new word that doesn't
already exist in the language; a.k.a.
portmanteau.) Teach students that our
language is constantly growing, partly
because people take parts of words and
put them together to make new words.
For example, INFOTAINMENT,
EMOTICON, and BRUNCH. Have
students examine the vocabulary words
they have learned in your class to see if
they can come up with a new word by
combining parts together (e.g. a
GOBERTIRANO is a tyrant governor or
gobernador tirano.)
Building Comprehension:
To introduce the new unit on "Courage," choose a famous quote about courage
that inspires you, and write it on the board for the students. (You can find a
collection of quotes here and another collection here.) Ask the students to
write down their thoughts about that quote on sticky notes. What does that quote
mean to them? What is that person saying about courage?
Ask students to think about well-known people who exhibit courage. Make a
list of courageous people as students share out. Choose two from the list and ask
students: In what ways are these people courageous? Give students time to
think and share out.
Is it always easy to be courageous? Why or why not? Give students time to
share out situations in their everyday lives in which they must act courageously.
• See the "Recurring TEKS" document for student expectations related to
comprehension.
Suggestions for Pre-Teaching / Applying the ELPS
Preview the passage, Sleds on Boston Common, and share information about
the American Revolution with students who may have little background knowledge
of this period of American history.
Preteach the concept of the Main Idea describing what makes a Main Idea
different from a summary.
Provide students with individual copies of the graphic organizers that you will
be using this week.
Use the Treasures Visual Vocabulary Resources (on CD) to pre-teach the key
vocabulary, phrases, and basic words for the suggested reading selection to ELL
students and others who would benefit from pre-teaching.
To Explicitly Teach English, use English and Spanish Cognates, Treasures TE,
Unit 1, pg. 125AA
When working with ELL students, always use the ELPS to guide your
planning. Also use the English/Spanish Cognates on the AISD website.
Topical Essential Questions:
For read aloud and shared reading this week, in addition to the stopping point
questions that are provided in the TE for Sleds on Boston Common, add questions
related to Main Idea, such as:
Preparation for Assessment:
Anchors of Support:
•
•
•
•
¿Cuál es el mensaje principal del autor?
¿Qué trata de decirnos el autor en este párrafo?
¿De qué habla principalmente el autor en este pasaje/ párrafo?
¿Qué detalles incluye el autor para apoyar su mensaje principal?
Suggestions for Interventions:
During Tier II instruction (whatever form that takes on your campus and in your
class), be sure that the Topical Essential Questions (above) are part of the
instruction.
Good readers are able to "chunk" sections of text and describe what that section
is mostly about. In text, those chunks have natural breaks -- 2 or 3 paragraphs
might "go together" to convey one big idea. However, some students are not able
to detect those natural breaks. While the teacher or specialist reads aloud, have
students practice slapping the table to indicate where they think a natural break in
the text is occurring. Have students describe the "main idea" of each chunk of text.
See the ORS Module on Main Idea for further intervention lessons.
Familiarize students with Main Idea TAKS stems such as:
• El párrafo ____ trata principalmente de —
• ¿De qué tratan principalmente los párrafos ____ y ____?
• ¿De qué trata principalmente esta lectura?
Teacher Tips: Paying attention to author’s language and looking at reasons an author might have chosen a particular time in history to write about helps all readers
have a better understanding of what is taking place in the text. When reading in genres such as historical fiction, it is good to guide your students’ thinking toward things
like: • Understanding characters from the perspective of the characters’ problems, issues, and settings • Distinguishing imagined events from authentic historical event
• Relating historical characters and events to their own lives • Making judgments about the authenticity of the language and described setting • Realizing how the
writer has made historical characters seem real to readers of today • Making inferences about the writer’s interest in or attitude toward historical times.
Reading Street View
•
5th Grade
•
Week 17
•
December 14 - 17
Unit: Courage
Arc 17: Fact and Opinion
Recommendations for Read Aloud (RA), Shared Reading (SR), Guided Reading (GR), and Independent Reading (IR)
RA /
SR:
GR:
IR:
Additional Resources:
Other stories with a "Courage" theme:
Pink y Say by Patricia Polacco
Irene la valiente by William Steig
Use the small group lesson guides (Treasures TE, Unit 3, p. 375I) to accompany these leveled
The First Tortilla: A bilingual Story by Rudolfo Anaya
readers: On the Home Front: Life During World War II (Approaching), On the Home Front: Life
Chapter Book:
During World War II (On Level), On the Home Front: Life During World War II (Beyond Level), and El niño que pagaba el pato by Sid Fleischman
Life At Home During World War II (ELL).
El león, la bruja y el ropero by C.S. Lewis
See the AISD website for more stories with a "Courage"
* The Guided Reading Books listed above are only suggestions. Teachers should feel free to use
theme.
their campus literacy library as another resource to select sets of leveled books, especially for
students who may be reading well below 5th grade level material.
Rita, la narradora (Tesoros, Unit 3, p. 384) to introduce vocabulary (Follow the Definición,
Ejemplo, Pregunta routine on p. 385 to quickly review vocabulary words for the week.)
El código indescifrable (Tesoros, Unit 3, p. 386) for comprehension instruction
As adult readers, most of us probably have a running list of books that we want to read. We participate in book clubs or book chats, and we tend to perk up and pay
attention when we hear someone else talk about their favorite books. Children who are developing their skills and interest in reading are really no different. Teachers
should encourage students to have book talks where they share with the class what they have been reading and why they think that other students should read it, keep
lists on the wall where students can recommend books to each other, and a list in their journal where they keep “Books to Read.”
Discussing Genre:
The Unbreakable Code is another good
example of historical fiction. Since it is
technically fiction, you might think that
you cannot discuss facts. However, even
in fiction, the author presents information
as "fact." This passage is especially
good for contrasting fact and opinion
because the grandfather presents events
in his past as fact, and both characters
present opinions about events and other
characters. See below for links to nonfiction resources over the Navajo Code
Talkers:
• Short non-fiction text on the Navajo
Code Talkers
• Official Site of the Navajo Code Talkers
• Another great resource about the
Navajo Code Talkers
Ortografía: Palabras que comienzan
con hue-, hui-, hosp-, hum-, hidr-, e
hipoUse the routines and activities for
“Palabras que comienzan con hue-, hui-,
hosp-, hum-, hidr-, e hipo-” described in
Tesoros TE (p. 340E).
• After explicit instruction, use the 5Day Spelling activities (Tesoros TE, p.
351C) to practice words with Palabras
que comienzan con hue-, hui-, hosp-,
hum-, hidr-, e hipo-.
• Cuaderno de Practica a Nivel p. 162 163
• Practice: Have students practice
reading Palabras que comienzan con
hue-, hui-, hosp-, hum-, hidr-, e hipo-word
cards on p. 82 of Recursos del maestro
(On CD) until they are able to read them
fluently and sort them correctly.
• Use Speed Drill on p. 156 of Recursos
del maestro (On CD)
• Use the reproducible ortografía
worksheets on p. 41 - 43 of Recursos del
maestro (con respuestas) (On CD)
Fluency:
Vocabulary:
Have students repeatedly read an
excerpt from page 391 of El código
indescifrable until they are fluent and are
able to read with proper phrasing and
expression. See instructions in Tesoros
TE, Unit 3, page 403A.
Use the 5-Day Vocabulary activities
(Tesoros TE, p. 137A) to teach: pasillo,
reserve, alistar, invasión, escudo,
ubicación, transmisión, arrugado.
Have students work in pairs to repeatedly
read the passage on page 183 of the
Cuaderno de práctica (Practice Book)
until they are able to read it with fluency
and proper expressiveness.
☼TIP: Teach students to build a
Derivation Pyramid for each of the verbs
that they learn so that they can see how
words can be altered to make other
forms:
Building Comprehension:
In the age of the internet and multi-media, it is becoming more and more important
that our students learn how to distinguish fact from opinion. TV and the internet have
also allowed us the ease of having news at our fingertips, but Facebook, Twitter, and
websites devoted to blogging have given people a voice to share their opinions -sometimes mixed with real facts, but often those "facts" are somewhat fictional.
Students must be able to develop the skills necessary to question text that is written
and distinguish between what is really true, what is somewhat true, and what is just
someone’s opinion.
Place a statement such as, “Cuando compras comestibles, debes usar siempre
una bolsa reutilizable” (a law newly passed in California). Lead a discussion around
this statement, pointing out the facts and the opinions that might arise. (For example,
“Usar bolsas de plástico hace que la gente riegue basura” is an opinion. “Las bolsas
de plástico tardan muchos años en desintegrarse” is a fact.)
Lead your students through a discussion of the facts and opinions associated with
things like:
• Botellas de plástico para agua (¿deberían prohibirse?)
• Videojuegos (¿fomentan la violencia?)
• Aparatos que tocan MP3 (¿causan sordera?)
• Cigarrillos (¿Deberían ser ilegales?)
• Comida precipitada (¿es algo que está matándonos?)
Use a T-Chart to organize students' responses into fact and opinion.
Suggestions for Pre-Teaching / Applying the ELPS
Use the Treasures Visual Vocabulary Resources (on CD) to pre-teach the key
vocabulary, phrases, and basic words for the suggested reading selection to ELL
students and others who would benefit from pre-teaching.
To Explicitly Teach English, use English and Spanish Cognates, Treasures TE,
Unit 3, pg. 375AA
When working with ELL students, always use the ELPS to guide your
planning. Also use the English/Spanish Cognates on the AISD website.
Preparation for Assessment:
• ¿Cuál de las cosas siguientes es hecho / opinión en el pasaje?
• ¿Qué palabras del pasaje ayudan al lector a saber que _____ es hecho / opinión?
• ¿Por qué incluye el autor opiniones en este artículo?
Topical Essential Questions:
For read aloud and shared reading this week, in addition to the stopping point
questions that are provided in the TE for The Unbreakable Code, add questions
related to Fact and Opinion, such as:
• ¿Qué palabras usa el autor para ayudarte a saber qué es hecho o qué es opinión?
• ¿Por qué elegiría el autor escribir este texto sobre este tópico particular?
• ¿Las opiniones del autor son evidentes en el texto?
• ¿Qué hechos usa el autor para apoyar sus ideas sobre este tópico?
• ¿Qué evidencia tienes de que éste es un hecho?
• ¿Puedes encontrar detalles que apoyen el hecho?
Suggestions for Interventions:
During Tier II instruction (whatever form that takes on your campus and in your
class), be sure that the Topical Essential Questions (above) are part of the instruction.
This week, the leveled readers that are provided with the story are written about
life at Home during World War II. Using a low-level non-fiction text will provide
students who read below grade level with a text that they can easily read, background
knowledge related to the topic, and allow ease in distinguishing facts from opinions.
Use the Time for Kids article, “New Immigrants” pgs. 6 and 7. (This is the same
article that was used for interventions in wk 16.) Work with students to read the
section, A Fence for the Border. Discuss George W. Bush’s statement, “We must
secure our borders.” Was this statement a fact or opinion? What might have
prompted him to say this? If there is time, read other pieces of this article. What
opinions do your students have about this topic? Encourage them connect their
opinions to facts. What makes the difference between their facts and their opinions?
Anchors of Support:
Anchors of support should:
• Remind students of the difference between a fact and opinion
• Remind students of opinion words, “siempre, lo mejor, sentir, creer, etc…”
Teacher Tips: When reading text, readers subconsciously respond emotionally to ideas, events, and characters within a text. This week you are using several texts and
centering discussions around several topics that should elicit an emotional reaction from all of your students. Take note of which students seem to be struggling with this active
process. What is the barrier that is keeping these students from identifying with and relating to the ideas, events, or characters? Is there another topic that might be of interest
to these students that will help to draw them into the text? Hearing others’ opinions about an important topic and then reading about that topic will prompt students to think
about texts in different ways, and also have a deeper connection with that text.