Multi Genre Literacy Plan Wts 4

Multi-genre Literacy Plan
By: Karla Usinger

Alverno College
LTM 621
Table of Contents
Definition of Literacy......2
Education Standards4
Student Bio-Poems10
Featured Theories..14
Factors Related to Literacy Development.16
Vocabulary Strategies18
Comprehension Strategies.21
Writing Strategies..24
Viewing & Representing Strategies..26
Speaking & Listening Strategy.....29
Assessments..31
Technology...34
Bibliography.36
References39
Definition of Literacy
Common Core
State Standards
Common Core State Standards: 5th Grade

Reading Standards for Literature
Key Ideas and Details:
CCSS.ELA-Literacy.RL.5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the
text.
Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama
respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in
the text (e.g., how characters interact).
Craft and Structure:

Determine the meaning of words and phrases as they are used in a text, including figurative language such as
metaphors and similes.
Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story,
drama, or poem.
Describe how a narrator's or speaker's point of view influences how events are described.
Integration of Knowledge and Ideas:

Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic
novel, multimedia presentation of fiction, folktale, myth, poem).
Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar
themes and topics.
Range of Reading and Level of Text Complexity:

By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the
grades 4-5 text complexity band independently and proficiently.
Reading Standards for Informational Text

Key Ideas and Details:
CCSS.ELA-Literacy.RI.5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the
text.
Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical,
scientific, or technical text based on specific information in the text.
Craft and Structure:

Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5
topic or subject area.
Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events,
ideas, concepts, or information in two or more texts.
Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of
view they represent.
Integration of Knowledge and Ideas:

Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a
question quickly or to solve a problem efficiently.
Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons
and evidence support which point(s).
Integrate information from several texts on the same topic in order to write or speak about the subject
knowledgeably.
Range of Reading and Level of Text Complexity:

By the end of the year, read and comprehend informational texts, including history/social studies, science, and
technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.
Writing Standards
Text Types and Purposes:
CCSS.ELA-Literacy.W.5.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
Write informative/explanatory texts to examine a topic and convey ideas and information clearly
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and
clear event sequences.
Production and Distribution of Writing:

Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language
standards 1-3 up to and including grade 5 here.)
With some guidance and support from adults, use technology, including the Internet, to produce and publish writing
as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a
minimum of two pages in a single sitting.
Research to Build and Present Knowledge:

Conduct short research projects that use several sources to build knowledge through investigation of different
aspects of a topic.
Recall relevant information from experiences or gather relevant information from print and digital sources;
summarize or paraphrase information in notes and finished work, and provide a list of sources.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing:
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Speaking and Listening Standards

Comprehension and Collaboration:
CCSS.ELA-Literacy.SL.5.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
Summarize a written text read aloud or information presented in diverse media and formats, including visually,
quantitatively, and orally.
Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
Presentation of Knowledge and Ideas:

Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant,
descriptive details to support main ideas or themes; speak clearly at an understandable pace.
Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to
enhance the development of main ideas or themes.
Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See
grade 5 Language standards 1 and 3 here for specific expectations.)
Language Standards
Conventions of Standard English:
CCSS.ELA-Literacy.L.5.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
Knowledge of Language:
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Vocabulary Acquisition and Use:

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading
and content, choosing flexibly from a range of strategies.
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including
those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly,
moreover, in addition).
Math Standards
Write and interpret numerical expressions:
CCSS.Math.Content.5.OA.A.2
Write simple expressions that record calculations with numbers, and interpret numerical expressions without
evaluating them. For example, express the calculation "add 8 and 7, then multiply by 2" as 2 (8 + 7). Recognize
that 3 (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or
product.
Analyze patterns and relationships:

CCSS.Math.Content.5.OA.B.3
Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding
terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a
coordinate plane. For example, given the rule "Add 3" and the starting number 0, and given the rule "Add 6" and
the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are
twice the corresponding terms in the other sequence. Explain informally why this is so.
Understand the place value system:

CCSS.Math.Content.5.NBT.A.2
Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain
patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use wholenumber exponents to denote powers of 10.
CCSS.Math.Content.5.NBT.A.3
Read, write, and compare decimals to thousandths.
Perform operations with multi-digit whole numbers and with decimals to hundredths:
CCSS.Math.Content.5.NBT.B.6
Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using
strategies based on place value, the properties of operations, and/or the relationship between multiplication and
division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
CCSS.Math.Content.5.NBT.B.7
Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based
on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy
to a written method and explain the reasoning used.
Use equivalent fractions as a strategy to add and subtract fractions:

CCSS.Math.Content.5.NF.A.2
Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of
unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark
fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example,
recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.
CCSS.Math.Content.5.NF.B.6
Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction
models or equations to represent the problem.
CCSS.Math.Content.5.NF.B.7
Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers
by unit fractions.
Geometric measurement: understand concepts of volume:

CCSS.Math.Content.5.MD.C.3
Recognize volume as an attribute of solid figures and understand concepts of volume measurement.
Classify two-dimensional figures into categories based on their properties:

CCSS.Math.Content.5.G.B.3
Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that
category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right
angles.
CCSS.Math.Content.5.G.B.4
Classify two-dimensional figures in a hierarchy based on properties.
Students
Student Bio-Poems
Sarah
honesty, Careless, Actress, seriously
Sister of Michael, Judy, and Megan
Lover of rock, heavy Metal & babys
I like to read comedy books
Who feels hate, unworried, & healthy
Who dislike reading when a youngster dies
Who fears of snakes, mouse, & rats?
Who wants to read about acting
Resident of Milwaukee, WI
Smith
*Sarah is an intrapersonal and visual learner. She also has musical strength. Her vocabulary and
comprehension are below grade level.
Robert
Nice, smart, hard work
Son of Mr. Ands Ms McManus
My family and girl and friend
Sports and book, newspaper
Mad, sad, happy
Work, book, math
I dont like read
Frog, snake, bird
Milwaukee
McManus
*Robert is an interpersonal and visual learner. He also has a cognitive disability. His vocabulary
and comprehension are below grade level.
Angelina
Happy, Great Personality, and alone.
Sister of Tanisha and Christina
Lover of God, Church, and Christ
Who likes to read at home, sometimes, and school
Who dislikes reading murder books and Romances
Who wants read about Drama, Someone life story
Who fears reading murder books, and scary books
Resident of Milwaukee
Belsome
*Angelina is an intrapersonal learner who enjoys reading. Her vocabulary and comprehension
are below grade level.
10
Kelli
Funny, Friendly, Kind, and Outgoing
Sister of Sharon and Aaron
Lover of Mother, Family, Friends
Who likes to read when bored, interested in the book, home alone
Who feels at peace, relaxed, calm when I read
Who dislikes reading when a book is boring, its noisy, or Im told the ending
Who fears reading about death, insects, and sickness
Who wants to read about life, the future, and teen problems
Milwaukee
Fosse
*Kelli is linguistically smart. She enjoys reading and her vocabulary and comprehension are
above grade level.
Truth
Shy, playful, friendly, tall
Sister of Jerry, Kyle, Hayes and Pat
Lover of me, family and friends
Who like to read on long trips, in the tub, and before bed
Who feel peaceful, joyful, alone when I read?
Who dislike reading about war, death, and hate?
Who fears reading about faith, ghost, and death?
Who want to read about love, fiction, and sci-fiction!
Milwaukee, WI
Jones
*Truth enjoys reading. He is an intrapersonal learner and is linguistically smart. His vocabulary
and comprehension are right at grade level.
11
Felix
Funny, Dancer, Outgoing, Friendly
Brother of Denny, Sondra, Ariel, Thomas, David
Lover of People, music, performing arts
I like to read when theres nothing to do, on a trip, during set
Who feels anger, suspense, and happiness.
Dislikes reading when its boring, sci-fi, cheesy romance books
Who fears reading about death in newspaper, new disease and war
Who wants to read horoscopes, tabloids, Sherman Alexis
Nightcloud
*Felix is an interpersonal and kinesthetic learner. He sometimes enjoys reading. His vocabulary
and comprehension are slightly below grade level.
Miguel
Energetic, Funny, Helpful, Considerate
Brother of Maria, Rosa, Javier, Mario, Alejandro
Son of Philippe and Marisol
Lover of money, music, females
Who likes to read when its raining, real quiet, and bored
Who feels comfortable, sometimes wishful, smart when I read
Who dislikes reading when its loud, all eyes on me, doesnt interest me
Who fears reading about death, Armageddon, and natural disasters
Who wants to read about music notation, music production, and songwriting
Hernandez
*Miguel is an interpersonal learner. He also has logical and musical strength. His vocabulary
and comprehension are right at grade level.
Cultural Backgrounds
Ethnicities
o 1 Polish
o 1 Irish
o 1 African American
o 1 Serbian
o 1 Mixed
o 1 Puerto Rican
o 1 American Indian
Gender
o 4 boys
o 3 girls
12
Theories
13
Featured Theories
14
Factors Related to
Literacy Development
15
The Daily News

Factors Related to Literacy Development
By: Karla Usinger
There are many factors that have an effect on literacy

development. Some of these include cognitive,
psychological, social, and cultural factors. Teachers
must take these factors into consideration when
planning instruction. In other words, teachers must
differentiate instruction. Differentiation means
tailoring instruction to meet individual needs. Being
many classrooms are inclusive classrooms, meaning
students with and without disabilities, differentiating
instruction is crucial to student success. Teachers can
differentiate the content, process, products, and
learning environment in order to meet the needs of
their students.
Teachers must also take into consideration their
students learning styles. All students are smart in their
own way and learn differently. Howard Gardner has
identified eight distinct intelligences. These
intelligences are visual, kinesthetic, musical,
interpersonal, intrapersonal, linguistic, logical, and
naturalistic. By getting to know your students and
building a relationship with them, you will know what
their learning styles are and be able to use this to guide
instruction.
Cultural factors also have an effect on literacy
development. Providing culturally responsive
instruction is essential in classrooms. When providing
culturally responsive instruction, teachers accept,
acknowledge, and value their students differences,
which will then increase their success in the classroom.
Its important to bring students cultures into the
classroom because it teaches students to know and
praise their own cultures as well as embrace others.
Lastly, the environment you create also has an effect
on literacy development. Teachers must create a brain
compatible environment. There are four components
to a brain compatible classroom and they are: a rich,
stimulating environment, a safe, non-threatening
environment, active and meaningful learning, and an
environment where feedback is accurate, timely and
helpful. When you create a brain compatible
16
environment, literacy development will increase. Its

important teachers take all of these factors into
consideration when planning instruction.
Vocabulary Strategies
17
Student-Friendly Vocabulary Explanations

Student-friendly vocabulary explanations is a strategy that helps students learn new vocabulary
by making personal connections and useful associations with a word rather than just memorize a
definition. This strategy involves students learning multiple facets of the words meaning,
practicing using the word in a variety of contexts, and integrating the word into their existing
background knowledge (Buehl, 2014). This strategy can be used with students in all grades and
that have a variety of learning styles such as, visual learners, interpersonal learners, and those
who are linguistically smart. (CCSS.ELA-Literacy.SL.5.1, CCSS.ELA-Literacy.L.5.4)
How it works:
1. Determine which words are most suitable for instruction by considering the three tiers of
vocabulary.
2. Model for students how to explain a word rather than looking for a definition.
3. Have students provide their own examples of the word in action. This is where students
should experiment using the new word in different contexts.
4. Prompt students to ask questions and consider the kinds of people who would likely be
users of the new word.
5. Have students keep records in their class notebooks of the new words you include in your
instruction. A Word Study Guide is recommended for this strategy (see below).
6. Create vocabulary exercises that reinforce students experimenting with putting targeted
words in play.
Word Study Guide

Word
Explanation
Examples
Visual Image
Found in this sentence:
Buehl, D. (2009). Classroom strategies for interactive learning (3rd Ed.). Newark, DE: International Reading Association.
18
Frayer Model
The Frayer Model is a strategy that helps students understand a word or concept by experiencing
with essential and nonessential characteristics, along with examples and non-examples of the
word or concept. This strategy allows students to construct visual representations of a word or
concept, and it expands their understanding beyond simple definitions. An advantage with this
strategy is that it can be used in any content area. This strategy benefits visual learners,
interpersonal learners, and those who are linguistically smart (CCSS.ELA-Literacy.W.5.9,
CCSS.ELA-Literacy.L.5.4)
How it works:
1. Input word or concept in center circle.
2. Generate pairs of examples and non-examples of the word or concept.
3. Determine the essential and nonessential characteristics.
19
Comprehension
Strategies
20
K-W-L Chart
This K-W-L Chart is in the form of a three-column graphic organizer, and it helps students track
what they know (K), want to know (W), and what they have learned (L) about a topic. One of
the advantages to using a KWL chart is that it helps students activate prior knowledge before
they begin reading. It also helps students look at a text more closely when reading. This is a
great comprehension strategy that can be used before, during, or after reading. This strategy
benefits a variety of learners, such as, intrapersonal learners and visual learners. (CCSS.ELALiteracy.RI.5.2, CCSS.ELA-Literacy.W.5.9)
How it works:
1. Write main topic of a selection or story at the top of the K-W-L chart.
2. Have students brainstorm prior knowledge and write down the things they already know
about the topic.
3. Ask students what they are wondering about the topic. Have them write their questions
in the second column.
4. Have students read the selection or story.
5. Students will write down what they learned in the last column. Can be done during or
after reading.
21
M + M: Math and Metaphors
This is a comprehension strategy that requires students to make comparisons between

mathematical concepts and everyday concepts. When students make these comparisons, it shows
a clear understanding of the mathematical concepts and the ability to explain it with words using
other examples. This strategy benefits the students who are logically smart, visual learners, and
those who are linguistically smart. (CCSS.ELA-Literacy.RL.5.4)
A Pie Chart is like a cake.
Because
And
22
Writing Strategies
23
RAFT
A RAFT activity infuses a writing assignment with imagination, creativity, and motivation. This
strategy involves writing from a viewpoint other than that of a student, to an audience other than
the teacher, and in a form other than a standard assignment (Buehl, 2014). (CCSS.ELALiteracy.W.5.4)
R:
A:
F:
T:
Role of the writer (Who are you?)

Audience for the writing (To whom are you writing?)
Format of the writing (What form will your writing assume?)
Topic to be addressed in the writing (What are you writing about?)
Student Logs/Journals
A journal or log is a great way to get students to write in the classroom. These can be used in a
variety of ways. Students can use them at the end of a lesson, or at the end of the day to reflect
on what they learned and if they have any questions. They can also be used as free-writing
exercises. Students are more motivated to write if they get to choose the topic. This allows
students to just sit and write about whatever they are thinking or feeling. This may benefit those
students who are shy in class and reluctant to express themselves. They can express themselves
and communicate to the teacher through their journals or logs. (CCSS.ELA-Literacy.W.5.10)
24
Viewing &
Representing Strategies
25
Mind Mapping
Mind maps are structured outlines that can be used to introduce new material. This is different
from a traditional outline (see below). A mind map helps to visually represent major concepts
and their relationships, which then makes a students journey through a complex text more
manageable (Buehl, 2014). This can help frontload learning, engage the class in collaborative
discussions, and develop a deeper understanding. Mind maps benefits visual and interpersonal
learners. (CCSS.ELA-Literacy.SL.5.1)
26
Follow the Characters

Follow the Characters is a strategy that helps students understand stories through character
analysis. Students organize information about a character on a grid thinking about: What does
the character do? What does the character say or think? How do others feel about the character?
and How does the character change? This strategy is appropriate for both short and long literary
fiction and can be adapted for biographies, autobiographies, and other nonfiction literature that
have story lines of individuals. Tracking the emotional content of a text is an effective strategy
for examining how characters handle change and conflict, and can help students develop insight
into an authors point of view and explore possible themes (Buehl, 2014). This strategy is a
reading and collaborating activity that serves a variety of learners such as, visual learners,
linguistically smart, and students who like to work with others. (CCSS.ELA-Literacy.RL.5.2)
27
Speaking & Listening

Strategy
28
Discussion Webs
The discussion web is a strategy designed to include all students in active participation in class
discussions. This strategy incorporates reading, writing, speaking, and listening. Discussion
webs are great because they provide students multiple opportunities to interact as they examine
and construct arguments based on their reading (Buehl, 2014). This strategy benefits the
interpersonal learners. (CCSS.ELA-Literacy.SL.5.1, CCSS.ELA-Literacy.SL.5.2, CCSS.ELALiteracy.SL.5.3)
29
Assessments
30
Recall, Summarize, Question, Connect, Comment (RSQC2)

RSQC2 is an assessment strategy that encourages students to recall and review class information.
This is also useful for teachers to gather information on which parts of the course or lesson might
require revision.
RSQC2
Recall something specific about the lesson
__________________________________________
__________________________________________
Summarize the main points about it
__________________________________________
__________________________________________
Question that you have about it
__________________________________________
__________________________________________
Comment that you would like to make
__________________________________________
__________________________________________
Connect with one other person to share
__________________________________________
31
Admit Slips
An Admit Slip is an assessment strategy that is used at the beginning of class. The purpose of
this assessment is to give students the opportunity to let the teacher know if they are having
difficulty with the material being studied. These can be brief comments that students write on
index cards or half sheets of paper. Questions that could be on an admit slip are:
What problems did you have with your assignment?
Whats confusing about ________?
Exit Slips
Exit slips are written responses to questions the teacher poses at the end of a lesson or class.
This is a quick, informal assessment that teachers can use to assess their students understanding
of the material being studied.
3
2
1
Things I Learned Today
Things I Found Interesting
Question I Still Have
32
Technology
33
Khan Academy
https://www.khanacademy.org/
Khan Academy is a free learning resource for anyone. They tackle math, science, computer
programming, art, history, economics and more. The purpose is to provide learning resources
such as, practice exercises, instructional videos, and personalized learning in a variety of content
areas. This meets numerous Common Core State Standards. You can search by standard and it
provides exercises related to that specific standard.
BubblUs
https://bubbl.us/mindmap
BubblUs is a site used to create visual webs. You can present concepts through mind mapping.
Facilitates literacy development by showing students how to represent ideas visually. Students
also practice reading and writing when creating their own mind map. The purpose of this site is
to give students the opportunity to visually see concepts and ideas. This is really beneficial for
visual learners.
Smart Exchange
http://exchange.smarttech.com/index.html#tab=0
This site provides a variety of activities for teachers to use on the Smartboard to help facilitate
learning. You can search for specific activities that focus on literacy. Also, there are many
activities that are interactive, which benefits kinesthetic learners because it gives them an
opportunity to move around and use the SmartBoard.
34
Bibliography
35
Bibliography
Number the Stars is a historical novel that tells a story

about Annemarie Johansen, a young girl living in
Denmark during World War II. The book opens in
1943, three years after German soldiers first arrived to
occupy the small country. The German Nazis begin
their campaign to "relocate" all the Jews of Denmark.
The Danish Resistance, made up of ordinary citizens
like the Johansen family, works steadily to smuggle the
Jews out of Denmark and over the sea to nearby
Sweden. Annemarie, only ten years old, must find
courage and maturity beyond her years within herself
in order to help her best friend, Ellen Rosen, escape
from the Nazis. 137 pages.
Esperanza thought she'd always live with her family on

their ranch in Mexico. But a sudden tragedy forces
Esperanza and Mama to flee to California during the
Great Depression, and to settle in a camp for Mexican
farm workers. Esperanza isn't ready for the hard labor,
financial struggles, or lack of acceptance she now
faces. When their new life is threatened, Esperanza
must find a way to rise above her difficult
circumstances. 288 pages.
This book is a great read-aloud to introduce the

concepts of circumference, diameter and radius.
Students will be exposed to many other geometric
shapes as well. Children of all ages will enjoy this
mathematical adventure. Sir Circumference and his
Knight work to solve a mathematical dilemma. 32
pages.
This book provides a fun and innovative way to

motivate your math students. Tang cleverly teaches
problem solving through the use of mind-stretching
riddles. Children are taught to look for patterns and
solve problems in unexpected ways. Children will be
so engrossed that they won't even realize the
educational value of this book. 40 pages.
36
Fourteen-year-old orphan Widge works for a mean

master who goes by the name of Falconer. Ordered to
steal the script for Hamlet, Widge is taken to London
and forced to attend a performance of the play. Instead
of concentrating on stealing the script, he becomes
engrossed in the show. Reluctantly, Widge admits his
failure to Falconer and is told to return until his
mission is accomplished. Nothing goes as planned and
a very surprised Widge finds himself an accepted
member of the backstage crew. Once a lonely outcast,
he has friends and a place to call home for the first
time in his life. Set in Elizabethan London, The
Shakespeare Stealer introduces us to Shakespearean
stagecraft, life on the streets of London and to the truth
behind the youthful appearance of Queen Elizabeth.
216 pages.
This funny and surprising book by Andrew Clements is

about language and thought, about words unspoken,
words spoken in anger, and especially about the power
of words spoken in kindness. Its a story that even
reluctant readers can love, about good-hearted children
and adults who grow in compassion and understanding.
Families and teachers can discuss silence and civil
disobedience. This book is thought-provoking, true-tolife, and very entertaining. 146 pages.
This book is about veterinarians of Rwanda's Mountain

Gorilla Project who track down and treat ailing gorillas
in the wild. Short chapters present dramatic accounts
of real incidents, such as an expedition to untangle a
gorilla from an antelope snare or the rescue of an
orphaned baby gorilla. Factual information about these
endangered animals is included, as well as full-color
photos of the gorillas and the doctors. This book will
appeal to animal lovers and to kids thinking of careers
as veterinarians or naturalists. 64 pages.
37
The author of this book, longtime New York Times

reporter Joseph Treaster, was in the New Orleans city
hall when Hurricane Katrina hit the city in 2005. He
draws on his experiences covering Katrina and its
aftermath to provide younger readers with a first-hand
look at the deadly storms we call hurricanes. Along
with his eyewitness accounts, there is information
about what scientists currently know about how and
why hurricanes form, how they are tracked, and how
they impact coastal areas. Precautions and planning for
future storms are also discussed. 128 pages.
Bugs and poems! From ticks to bed bugs to lice, the

creepy and the crawly are sure to drawn in the middle
graders who love the yuck factor. By many illustrious
poets such as Marilyn Singer and Lee Bennett
Hopkins.
This is an autobiography on the life and disappearance

of Amelia Earhart. Fleming does an excellent job of
separating fact from myth from the pilots childhood to
her final flight. This book consists of maps, photos and
sidebars and use of primary sources. 118 pages.
38
Reference
Buehl, D. (2014). Classroom strategies for interactive learning (4th ed). Newark, DE:
International Reading Association.
39

Multi Genre Literacy Plan Wts 4

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Multi Genre Literacy Plan Wts 4

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Multi-genre Literacy Plan

By: Karla Usinger

Common Core State Standards: 5th Grade

Craft and Structure:

Integration of Knowledge and Ideas:

Range of Reading and Level of Text Complexity:

Reading Standards for Informational Text

Craft and Structure:

Integration of Knowledge and Ideas:

Range of Reading and Level of Text Complexity:

Production and Distribution of Writing:

Research to Build and Present Knowledge:

Speaking and Listening Standards

Presentation of Knowledge and Ideas:

Vocabulary Acquisition and Use:

Analyze patterns and relationships:

Understand the place value system:

Use equivalent fractions as a strategy to add and subtract fractions:

Geometric measurement: understand concepts of volume:

Classify two-dimensional figures into categories based on their properties:

The Daily News

There are many factors that have an effect on literacy

environment, literacy development will increase. Its

Student-Friendly Vocabulary Explanations

Word Study Guide

Found in this sentence:

M + M: Math and Metaphors

This is a comprehension strategy that requires students to make comparisons between

A Pie Chart is like a cake.

Role of the writer (Who are you?)

Follow the Characters

Speaking & Listening

Recall, Summarize, Question, Connect, Comment (RSQC2)

Things I Learned Today

Things I Found Interesting

Question I Still Have

Number the Stars is a historical novel that tells a story

Esperanza thought she'd always live with her family on

This book is a great read-aloud to introduce the

This book provides a fun and innovative way to

Fourteen-year-old orphan Widge works for a mean

This funny and surprising book by Andrew Clements is

This book is about veterinarians of Rwanda's Mountain

The author of this book, longtime New York Times

Bugs and poems! From ticks to bed bugs to lice, the

This is an autobiography on the life and disappearance

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