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Monday
Tuesday
Wednesday
Thursday
Friday
5. Highlight student
on Me by Bruno
segregation and in
background
3. After reading the first
explanations that refer
Mars.
some areas African
knowledge to infer the
part of the first page,
to a clue from the
3. Use the Inferring the
Americans were
meanings of words.
pause to model
passage or a piece of
Meaning of Songs
physically harmed or 3. Read the book aloud
inferring. Ask the
background
handout to model
killed if they
to the class. While
students, What can
knowledge. Introduce
writing down lyric
challenged the
reading, pause when
we infer about the
the formal terms text
clues from the song
segregation system.
Henry uses the
mothers choice to sit
clue and
that tell what the song 2. Encourage the
following words in his
at the back of the bus?
background
is about. Some lyric
students to keep this
story: zimulis, deski,
I see that all the white
knowledge. Explain
clues from this song
background
pordo, szkila, piksas,
people on the bus are
that inferences are
include, Count on
information in mind as
cucalations, and
sitting near the front
made when a person
me like 123 and Ill
they listen to The
sighing flosser.
and the black people
combines a piece of
be there and Youll
Other Side by
Provide an example of
are sitting towards the
information from the
be there, cause thats
Jacqueline Woodson.
expected student
back. I know that
text with something
what friends are
Remind the students
responses and
segregation separated
they already know, to
supposed to do
of the importance of
connections for the
white and black
decide something
Reflect on our own
background
word zimulis.
people in many public
about what they are
knowledge of what it
information in the
Explain that we can
places. I can infer that
reading or
means to be a good
inference formula. Use
tell this is Henrys
the family sat at the
experiencing.
friend. Explain that
the inference anchor
word for pencil
back of the bus
6. Create a visual
we can infer from the
chart to point out that
because we know
because the bus was
representation of the
lyrics Count on me
the students will
what pencils look like
segregated.
inference formula:
like 123 and Ill be
combine their
and there is a picture 4. Also pause after
Background
there and our
knowledge of
of a pencil on the
reading about
Knowledge + Text
background
segregation with text
page.
Grandmamas
Clues = Inference
knowledge that
clues they observe to 4. Point out that the
decision to walk
friends help each
make inferences as
meaning of the words,
downtown instead of
other in difficult times
they experience the
piksas deski and
riding the bus. Ask
to infer that this song
book.
cucalations can be
the students what we
is about relying on a 3. Read The Other Side
inferred because we
can infer about the
friend.
to the students and
can use our
reason Grandmama
our knowledge of
segregation that
Clover could not cross
the fence because she
might be hurt. Pause
at appropriate points
throughout the book to
discuss questions such
as the following: What
can we infer about the
white girl who sits on
the fence? What can
we infer about Clover
and Annies
friendship? What can
we infer from the
girls discussion of the
fence being removed
one day? Throughout
this process encourage
students to think of
inferences on their
own and to infer with
a partner. Each time a
question is posed,
allow several students
to share and highlight
or redirect students
explanations to help
them accurately
practice inferring.
5. If students struggle,
work through several
of the questions as a
whole group to help
them understand and
practice the process of
inferring.
complete the
inference assessment.
Tuesday
Wednesday
Thursday
Friday
understand what we
meaning of words
anticipation guide and 2. The students will read
read.
based on clues within
see if we can confirm
pages 18-25. The
2. Ask the students to
the words.
or correct our original
teacher will listen to a
read pages 12-15.
2. The students will read
ideas.
student read to assess
Remind the students to
pages 22 and 23
2. Allow the students to
his or her reading
write down inferences
relating to the
flip through the pages
ability. When all
they think of or
Terribilis frog.
of Turtles Take Their
students finish reading
questions they have on
Remind the students to
Time for a few
these pages, the
their sticky note for
write down inferences
minutes. Take time to
teacher will point out
today. When the
they think of or
briefly address the
that she noticed that
students finish
questions they have on
terms: reptile, tortoise
turtles live in a variety
reading, ask, What
their sticky note for
and flippers.
of places; on land, in
can we infer about the
today. Ask the
3. The students will
oceans, and on land
reasons different frogs
students, What does
begin by reading
and in water. What
eat different foods?
the text tell us about
pages 3-7. When all
can we infer about
Lets think about what
this frog? Look at the
students are finished,
how life would be
we know about the
name of the frog.
the teacher will ask,
different for turtles
places some frogs live
What can we infer
What can we infer
living in all the
and what special
about why the frogs
about why the box
different habitats?
adaptations they have
name is Terribilis?
turtle might need to
This is another
to survive in their
The students will share
close up the space
question students
habitat. We can also
their inferences about
between the two parts
could struggle to
think about the text
the frogs name and
of its shell?
respond to because it
and the pictures we
will be asked to
Encourage students to
is not as specific as
see in our book to help
explain how they
draw from the text on
some of the other
us make an inference.
made their inference.
page 6 and use their
inference questions
Guide students in
Ask the students to
background
asked. If students
using text clues and
come up with a name
knowledge of
struggle the teacher
background
that might describe an
predators to make
should provide an
knowledge like the
imaginary frog they
their inference.
example of an
different sizes of frogs
dream up. Give an
4. Next, the students will
inference, I know that
students, What do
and the different food
example, My frog
read pages 10-15. Ask
most turtles move
you predict we might
choices they might
would be the purplion,
the students, What
slowly on land
learn about frogs from
have available in their
someone could infer
can we infer about all
because their bellies
this book? Ask the
habitats. Specifically
that this frog might be
reptiles from what we
drag on the ground,
students to share what
reference the inference
purple because of the
know about turtles
but I can infer that
they know about frogs.
formula anchor chart
frogs name. The
from this text and our
tortoises tall legs
Draw students
in this discussion.
students can share the
knowledge of
make it easier for them
attention to the
3. Explain that the
name of their frog with
alligators, snakes, and
to walk faster.
inference formula and
students are now
the group and other
other reptiles? The
3. The students will
explain that the
going to read pages
group members can
students will share
finish the book by
information they
16-21. While the
infer what their peers
their inferences and
reading pages 26-29.
shared can be used as
students read, the
frog might look like or
the information they
When all students
our background
teacher will listen to
be able to do.
used to make their
finish, the teacher will
knowledge when we
one student read to
3. Next, the students will
inferences.
point out the last
begin to make
assess their progress
read pages 24-27. The 5. The students will read
sentence in the book,
inferences from this
and areas for which
teacher will listen to a
pages 16 and 17. The
No wonder turtles
text.
the student may need
student read these
teacher will listen to a
take their time. They
4. Explain that today the
more support. After
pages to observe and
student read these
have lots of it. The
students will be
the students finish
assess their reading
pages to assess their
teacher will ask the
reading sections of the
reading, ask them to
ability.
reading ability. When
students, What can
book and then discuss
infer how life for a
4. After the students
all students finish, the
we infer about the
what we can infer
Microfrog might be
finish reading, ask,
teacher will ask,
authors meaning in
from those pages. Give
different than life for a
Have you ever seen a
How are the tortoises
this statement? Use
each student a sticky
Goliath Frog. Explain
tadpole? What did you
that live on land,
your book and along
note to write down
that the students will
notice? What can we
made differently than
with your background
inferences they think
write their inference
infer about baby
turtles that live mostly
knowledge of animals
of or questions they
on their sticky note
frogs? This question
in the water? What
and lifespans to infer
have as they read.
and write a sentence
is intentionally open
can we infer about the
what the author means
Explain that when the
about how they used
ended to allow
tortoises bodies that
by this statement.
students finish reading
text clues or
students a bit more
make it easier for
The students will share
a section, they give
background
freedom in what they
them to live on land?
their inference with
knowledge to make
their inference. This
will serve as a
formative assessment
of students
understanding of
inferences and the
inference formula that
can inform the level of
teacher support needed
for the next day.
in a certain habitat?
The students will write
their inference on a
sheet of paper and
write a sentence
explaining how they
used text clues and
background
knowledge to make
their inference. This
will serve as an
assessment of the
students ability to
infer and can help
inform instruction for
the next two days.
Independent Reading
Objectives
The students will read independently each day.
Standards of Learning
Homework- The
students will read in
their independent
reading book for 15
minutes.
Homework- The
students will read in
their independent
reading book for 15
minutes.
Homework- The
students will read in
their independent
reading book for 15
minutes.
5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry.
Monday
Tuesday
Wednesday
Thursday
Friday
Tuesday
Wednesday
Thursday
Friday
that a strategy is
organization strategy
another word for a
is one of the best ways
plan. Remind students
to organize writing.
that an author begins
For example, a writer
with a purpose for
might see that
writing. The author
pollution is a problem
has something they
in his or her
want to share or make
community. The
people aware of. The
author would write
next step is to think,
about the problem and
What is the best way
then suggest several
I can organize my
solutions to reduce
thoughts to help my
pollution. A solution
readers understand
is a way to fix a
what I am trying to
problem. Some
say?
solutions to reduce
2. Sometimes the best
pollution might
way to organize
include informing
thoughts is the Cause
people about how to
and Effect strategy.
properly dispose of
When writing is
their waste and strict
organized this way, it
environmental
tells us about an event
controls for businesses
that happened and the
who contribute to
things that caused that
pollution.
event. Sometimes
3. Display the passage,
there are many things
How to Help the
that cause an effect,
Hawksbills. Explain
for example, a
that the students are
football team loses a
going to read more
game because their
about Hawksbill Sea
identifying similarities
applying their
3. During the last fifteen
and differences
knowledge to
minutes of class,
between these two
passages relating to
students will share
strategies. Some of the
different material.
their essays with the
contrasting differences 2. Give each table group
class. Examples of
might include that
a plastic bag with the
both the
Problem and Solution
four passages inside.
organizational
tells what you can do
Ask the students to
strategies covered this
about something
read through each
week will be shared.
where Cause and
passage and identify
Each student who
Effect tells the reasons
the organization
shares will be asked
something happened.
strategy. The students
to tell what
The students may also
must complete the
organizational
point out that the
graphic organizer to
strategy they used
details in Cause and
identify problems,
and why they chose
Effect are causes and
solutions, causes, and
that strategy for their
the details in Problem
effects for each
writing. The goal of
and Solution are
passage.
this activity is to
solutions. The students 3. After each group has
allow students to see
might also recognize
the chance to classify
how their peers used
some key words like
each passage. Go over
strategies similar to
reason because
the passages as a
and different from
and resolve. If
whole group. Ask for
their own as well as
students struggle to
student input on how
seeing their peers
identify key words the
they determined the
thinking as they
teacher should identify
organizational strategy
explain why they
and explain why key
of each passage to
chose a given
words can help us
involve all students in
strategy.
identify which strategy
the identification
is being used. The
process even if they
students may point out
identified the passage
quarterback was
injured, their wide
receiver dropped a
pass, and the other
team played very
good defense.
3. Display the passage,
Critically
Endangered
Hawksbill Sea
Turtles and read the
passage aloud to the
students. Pause and
explain when specific
vocabulary like
endangered and
bycatch are used to
help students
understand the
passage. Model how
to select the effect in
a passage and causes
of a given effect. Fill
in the Cause and
Effect graphic
organizer for this
passage. In this
passage, the effect is
that Hawksbill Sea
Turtles are a critically
endangered species.
on time.
Word Study:
Emma
is
a
fifth
grade
English
Language
Learner.
The
spelling
inventory
indicates
that
she
is
in
the
Middle
Within
Word
Stage.
She
knows
short
vowels
as
well
as
blends
and
digraphs.
She
uses
but
confuses
some
of
the
common
long
vowels
and
other
vowels
such
as
or,
er,
and
ow.
She
has
knowledge
of
inflected
endings
and
some
unaccented
final
syllables.
Emma
does
seem
to
struggle
some
with
specific
short
vowels
and
common
long
vowels.
Because
of
this,
Emma
needs
to
review
the
short
u
sound
and
the
oa
sound
pattern
to
fill
gaps
in
her
understanding.
Word
study
for
Emma
should
include
sorts
that
focus
on
less
common
vowel
patterns
as
she
uses
but
confuses
some
of
these
vowels.
It
would
b e
useful
for
Emma
to
sort
by
sound
or
picture
in
addition
to
sorting
by
spelling
as
I
suspect
she
has
trouble
pronouncing
some
English
vowels.
I
think
Emma
could
also
benefit
from
word
study
activities,
like
word
hunts,
that
involve
finding
words
that
fit
the
pattern
being
studied
in
real
text
to
allow
her
to
apply
her
word
study
knowledge.
Objectives
for week
The students will classify words based on less common vowel patterns.
The students will sort words based on spelling and sound patterns.
Tuesday
Wednesday
Thursday
Friday
Word Hunt
Writing Sort
Racetrack Game
Assessment: Blind
Writing Sort
diphthongs or move on
for word study next
week.
References:
Bear, D.R., Invernizzi, M., Templeton, S. & Johnston, F. (2012). Words their way: Word study for phonics, vocabulary, and spelling instruction
(5th ed.). Upper Saddle River, NJ: Pearson.
Birtha, B. (2005). Grandmamas pride. Park Ridge, IL: Albert Whitman and Company.
Carney, E. (2009). Frogs! Washington DC: National Geographic Society.
Fowler, A. (1992). Turtles take their time. Chicago, IL: Childrens Press.
McGregor, T. (2007). Comprehension connections: Bridges to strategic reading. Portsmouth, NH: Heinemann.
National Geographic. (2015). Causes of global warming. Retrieved April 27, 2015, from
http://environment.nationalgeographic.com/environment/global-warming/gw-causes
Scieszka, J. (2005). Baloney: Henry P. Puffin Books.
Woodson, J. (2001). The other side. New York, NY: GP Putnams Sons.
World Wildlife Fund. (2015). Protecting species. Retrieved April 27, 2015, from https://www.worldwildlife.org/species