Vocabulary PDF

Fifth Grade
Language Arts Curriculum Standards and Instruction

Reading Writing Spelling Assessments Strategy Glossaries
Grade 5 Part A Page 1 of 65
FIFTH GRADE TABLE OF CONTENTS Section One: Areas of Emphasis Table for the California Standard Based Language Arts Test Section Two: Reading Standards Standard 1 Vocabulary Word Analysis and Fluency Fifth Grade Vocabulary Table Click on Red Greek and Latin Roots Box to Return to Index. Homophones List Multiple Meaning Word List Standard 2 Reading Comprehension and Standard 3 Literary Response Reading Comprehension and Literary Response Table Section Three: Vocabulary and Reading Strategies Index of Strategies from Strategic Teaching and Learning Strategies from Word Works II by Calfee Lessons for Structural Analysis Decoding Historical Roots M & M Word Wall Multiple Meaning Sentence Circle Reading Across the Curriculum Core Reading Strategies Glossary Section Four: Reading Assessments Assessment Tool #13 - Fluency Resource D Story Grammar Element Questions Level Five High Frequency Vocabulary List VESD Power Reading (link provided)
Sections Five to Seven in Part B (Link Provided)

Section Five: Writing Standards Written Expression The Six + One Traits Writing Strategies 1.0 Table Writing Application 2.0 Table Writing Conventions 1.0 Table Writing Conference Forms Copy Editors Symbols Writing Strategies Glossary Section Six: Spelling Spelling Written and Oral Conventions 1.0 Spelling Written and Oral Conventions Table Level Five Skills and Concepts Insights to English Spelling Active Word Walls Glossary of Core Spelling Strategies Writing And Spelling Assessments Level Five Core Words Cloze Word Story Test Priority Words Level Five Priority Words Section Seven: Resources and Interventions Reading Resources Writing Resources Interventions
AREAS OF EMPHASIS CALIFORNIA STANDARD BASED LANGUAGE ARTS TEST

STANDARD 1. Word Analysis Fluency Vocabulary 2. Reading Comprehension 3. Response to Literature 4. Writing conventions 5. Writing Strategies 2 34% 23% 9% 22% 12% 3 31% 23% 12% 20% 14% 4 24% 20% 12% 24% 20% 5 19% 21% 16% 23% 21% 6 17% 23% 16% 21% 23%
Reading Standards
Vocabulary, Word Analysis, and Fluency Reading Comprehension Response to Literature Assessments Strategy Glossary
FIFTH GRADE: READING STANDARD 1

Vocabulary Word Analysis and Fluency
In VESD Reading, Standard 1 has been divided into the following categories and articulated K 6. Students are expected to know and use these effectively in their reading and writing as appropriate to their grade level. 1. 2. 3. High Frequency/Sight Words Content Words in Context Inflectional Endings Prefixes Suffixes Root/Base Words/Compound Words Greek/Latin Roots Multiple Meaning Words Identifies/Generates Synonyms and Antonyms Syllabication determine meaning of a word by breaking it into smaller parts Recognize, understands and identifies the meaning of contractions through their parts Fluency rate and accuracy
4. 5. 6. 7. 8. 9.
10. Student use of resources
READING Standards-Based Classroom Vocabulary Standard # 1 What Student Will Know and Read: Core Strategies for Teaching Specific Grade Level Vocabulary Standards (see Content column 1) 1. High frequency words (See Reading Assessement Section) 2. Content words, common foreign words, and figurative language in context of what is being taught. 3. Know and add inflectional endings, prefixes, suffixes to base/root words. PREFIXES: s es ing er ful y able ty ship some tion ize ance SUFFIXES: anti de ex im multi ve il ir pre ies est en ness th ive ed ly less ment sion ence, Vocabulary Development through in context Strategies Read Alouds Think Alouds Shared Reading Guided Reading Independent Reading Word Study Strategies Word Sort Word Play Word Walls Making Words Word Study: Synonyms, antonyms, multiple meaning, prefix, suffix, root, base, homophone, and homograph
Grade Level: Fifth Formal/Informal Assessments for Assessing Vocabulary Standards (see column1) State Assessments CAT 6 Multiple Meaning Cloze Spelling STAR Test (California Standards Test) Multiple Meaning Cloze Spelling District Assessments Houghton Mifflin Word Choice from Six Trait Scoring Guide
dis in un sub
en mis non bi
4. Review and apply Greek/Latin roots in content as they arise. (See attached list) 5. Multiple meanings understands that words may be spelled or sound the same but have more than one meaning (saw-saw, Ieye) 6. Shades of meaning related words such as softly/quietly: The boy walked quietly through the woods. The boy walked softly through the woods. Identifies and generates antonyms and synonyms. Grade 5 Part A Page 7 of 65
Other Assessment Tools Thinking Maps Word Sort Tests Cloze test for high frequency words, Vocabulary Development content words and Through Writing Thinking Maps multiple meaning WFTB (Write From words (See Spelling The Beginning Assessments) Lessons) Teacher developed Word Choice Lessons tests/worksheets for inflectional endings, prefix, suffix and root words Use of Word Choice in Writing Read Aloud Fluency Check Reading Inventory/Runni ng Records Assessment #13 from Taking A Reading
7. Syllabication can determine meaning of word by breaking it into smaller meaning based parts 8. Contractions recognize, understands and identifies the meanings of contractions through their parts 9. Fluency read aloud narrative and expository text fluently and accurately with appropriate pacing, intonation and expression (108-140 words per minute oral and 160-210 silent) 10. Student use of resources: Thesaurus, Dictionary Electronic Media Discuss/Talk Games
COMMON GREEK AND LATIN ROOTS

ROOT Latin Root = L Greek Root = G act - L aero - G agr - L alt - L alter - L ambul, amb - L anim - L ann, enn - L aqua - L arch G artis - L ast - G aud - L bene - L biblio - G bio - G brev - L cap - L card, cord - L ceive, cept - L centr - L cert - L chron - G cide, cise - L claim, clam - L cogn - L commun - L corp - L cosm - g cred - L crimen - L cum - L cur - L cycl - G dem - G dent - L MEANING OF THE ROOT do air field high other walk, go life, spirit, mind year water ruler, leader art star hear well book life short head heart take, receive center sure time cut, kill shout know common body universe believe crime, offense heap run circle, ring people tooth EXAMPLES OF THE ROOT action, actor, react, transact, enact aerobics, aerodynamics, aeronautics, aerate agriculture, agrarian, agronomy, agribusiness altitude, altimeter, alto, altocumulus alter, alternate, alternative, altercation, alter ego ambulance, circumambulate, amble, preamble animate, animosity, animal, inanimate, unanimous annual, anniversary, annuity, biennial, millennium aquarium, aquatic, aqueous, aquamarine monarch, archbishop, matriarch artifact, artisan astronaut, astronomy, disaster, asterisk, asteroid audience, auditorium, audible, audition, audiovisual benevolence, beneficent bibliography, Bible, bibliotherapy biology, biography, biochemistry, biopsy, biosphere abbreviation, brevity, cap, captive, capital, decapitate, caput cardiac, cardiology, cardiogram, cordial, accord, discord receive, reception, accept, intercept central, centrifugal, egocentric, eccentric, geocentric certain, certify, ascertain, certificate chronological, synchronize, chronicle, chronic suicide, insecticide, genocide, scissors, incision proclaim, exclaim, acclaim, clamor, exclamation recognize, incognito, cognition, cognizant community, communicate, communism, communion corporation, corpse, corps, corpuscle, corpus cosmonaut, cosmos, cosmopolitan, microcosm credit, discredit, incredible, credential, credulous criminology, incriminate cumulative, accumulate, cumulus current, occur, excursion, concur, recur bicycle, cyclone, cycle, encyclopedia, recycle democracy, demography, endemic, epidemic dentist, trident, dentifrice, indent, denture
ROOTS dic - L div - L doc - L don, donat - L duc - L fac, fic L fer - L fig - L firm - L flect, flex L form L fortis - L fract, frag - L funct - L gen - G geo - G gnos - G grad, gress - L gram - G graph - G hab, hib - L homo, hom - L hosp, host ject - L junct - L jud, jur, jus - L lab - L laps - L liber - L loc - L log - L luc, lum - L man - L mar - L
MEANING OF THE ROOT speak divide teach give lead make, do bear, carry form form bend shape strong break perform birth, race earth know step, go letter, written write hold man guest, host throw join law work slip free place word light hand sea
EXAMPLE OF THE ROOT dictate, predict, contradict, verdict, diction divide, divorce, division, dividend, indivisible doctrine, document, doctor, indoctrinate, docile donation, donor, pardon, donate duct, conduct, educate, induct, aqueduct factory, manufacture, benefactor, facsimile, efficient, proficient, sufficient, beneficial ferry, transfer, infer, refer, conifer figure, figment, configuration, disfigure, effigy firm, confirm, infirm, affirm, firmament reflect, deflect, reflection, inflection, genuflect, reflex, flexible form, uniform, transform, reform, formal fort, comfort, fortify, force fracture, fraction, infraction, fractious, fragment, fragile, function, malfunction, dysfunctional, perfunctory generation, generate, genocide, progeny, genealogy geography, geometry, geology, geophysics diagnose, prognosis, agnostic gradual, grade, gradation, centigrade, graduation, progress, egress, regress, aggression, congress telegram, diagram, grammar, epigram, monogram photograph, phonograph, autograph, biography, graphite habit, habitual, habitat, prohibit, inhibit, exhibit homicide, hombre, homage, Homo sapiens hospitality, hospital, hospice, hostess, host project, inject, reject, subject, eject, junction, conjunction, adjunct, injunction judge, judicial, jury, jurisdiction, justice, justify labor, laboratory, collaborate, elaborate elapse, collapse, relapse, prolapse liberty, liberal, liberate, libertine location, locate, dislocate, allocate, local prologue, apology, dialogue, eulogy, monologue lucid, elucidate, translucent, illuminate, luminous manual, manufacture, manuscript, manipulate marine, submarine, mariner, maritime
ROOTS mater, matr - L max - L mech - G mem, ment - L merge, mers - L meter - G migr - L min - L miss, mit - L mob, mot, mov - L nat - L nav - L not - L noun, nun L onym - G opt - G orig - L ordin, ord - L ortho - G path - G ped G ped - L pel L pend - L phon - G photo -- G poli - G port - L psych G ques,quer,quis L rad - L rect - L reg - L rid - L rupt L san - L saur - G
MEANING OF THE ROOT mother greatest machine mind dive measure change, move small, less send move born ship mark declare name eye beginning row, rank straight, right disease, feeling child foot drive hang sound light city carry mind, soul ask, seek ray, spoke straight rule, guide laugh break health lizard
EXAMPLE OF THE ROOT maternal, maternity, matrimony, matron maximum, maximize mechanic, mechanism, mechanize memory, remember, memorial, mental, mention submerge, emerge, merge, merger, submerse, immerse thermometer, centimeter, diameter, barometer migrate, immigrate, emigrate, migratory mini, minimum, minor, minus, minimize missile, dismiss, mission, remiss, submit, remit, admit mobile, automobile, mobilize, motion, motor, promote demote, remove, movement natal, nation, native, innate navy, naval, navigate, circumnavigate notation, notable, denote, notice, notify announce, pronounce, denounce, enunciate synonym antonym, pseudonym, anonymous optician, optometrist, optic, optical origin, original, originate, aborigine order, ordinary, ordinal, extraordinary, ordinance orthodontist, orthodox, orthopedist, orthography pathology, sympathy, empathy pedagogy, pediatrician, encyclopedia pedal, pedestrian, biped, pedestal propel, compel, expel, repel, repellant pendulum, suspend, append, appendix phonograph, symphony, telephone, microphone, phonics photograph, telephoto, photosynthesis, photogenic metropolis, cosmopolitan, police, political portable, transport, import, export, porter psychology, psyche, psychopath, psychiatrist question, inquest, request, query, inquisitive radius, radio, radiation, radium, radiator, radiology rectangle, rectify, direction, correct regal, regent, reign, regulate, regime ridiculous, deride, derisive, ridicule rupture, erupt, interrupt, abrupt, bankrupt sanitary, sanitation, sane, insanity, sanitarium dinosaur, brontosaurus, stegosaurus
ROOTS scend - L scop - G scribe, script - L sect - L sens, sent -- L serv - L serv - L sign - L sim - L sist L sol L solv L soph G spec L spir L sta L strict - L struct L sum L tact L tain, ten L ten L term - L terr L tex - L therm G tort - L tract L trib L trud, trus - L turb L urb L vac L var L ven L ver L ver L vict, vinc - L
MEANING OF THE ROOT climb see write cut feel watch over slave mark like stand alone loosen wise see breathe stand draw tight build highest touch hold stretch end land weave heat twist pull, drag give push confusion city empty different come truth turn conquer
EXAMPLE OF THE ROOT ascend, descend, transcend, descent microscope, telescope, periscope, stethoscope scribe, inscribe, describe, prescribe, script, transcript section, dissect, intersect, bisect sensation, sense, sensitive, sensible, sensory conserve, preserve, reserve, reservoir serve, servant, service signal, signature, significant, insignia similar, simultaneous, simulate, simile consist, assist, subsist, assist solo, solitary, desolate, soliloquy dissolve, solve, solvent, resolve philosopher, sophomore, sophisticated inspect, suspect, respect, spectator, spectacle respiration, inspire, spirit, perspire, conspire station, status, stabile, stagnant, statue strict, restrict, constrict structure, construct, instruct, destruction summit, summary, sum, summons tactile, intact, contact, tact retain, contain, detain, attain, maintain, sustain, tenacious, tenure, tenant, tendon, tendency, tension, tent, tense terminal, terminate, determine, exterminate territory, terrain, terrestrial, terrace textile, texture, text, context thermometer, thermal, thermostat, thermos torture, contort, retort, contortion tractor, attract, subtract, traction, extract, contract contribute, tribute, tributary, attribute intrude, protrude, intruder, intrusive, obtrusive disturb, turbulent, perturb, turbid urban, suburb, urbane, suburban vacant, vacation, vacuum, evacuate, vacate vary, invariable, variant, variety, various convene, convention, advent, invent verify, verdict, veracity convert, reverse, versatile, introvert, convertible victory, conviction, convince, invincible
THE ROOT vid, vis L voc L void L vol L volv L vor - L
MEANING OF THE ROOT see voice empty wish, will turn eat
EXAMPLE OF THE ROOT video, evidence, provide, providence, visible vocal, advocate, evocation void, devoid, avoid, voided, unavoidable volition, volunteer, voluntary, benevolent resolve, involve, evolve, revolver, revolution voracious, carnivore, herbivore, omnivorous
HOMOPHONE LIST
add, ad air, heir allowed, aloud aunt, ant awl, all bail, bale bare, bear bawl, ball beach, beech beat, beet be, bee blue, blew board, bored bow, bough break, brake bred, bread but, butt by, buy, bye fined, find flea, flee foul, fowl four, for flower, flour flu, flew fourth, forth great, grate grown, groan guest, guessed maize, maze maul, mall meat, meet mussels, muscles mist, missed mown, moan need, knead new, knew no, know nose, knows nun, none one, won ore, oar pale, pail passed, past paste, paced paws, pause peak, peek pear, pare piece, peace plane, plain poll, pole presents, presence preys, prays, praise prints, prince rap, wrap rays, raise red, read reel, real rode, road rose, rows sale, sail scene, seen see, sea sell, cell seem, seam sew, sow shown, shone side, sighed sighs, size sight, site soar, sore son, sun stare, stair steal, steel straight, strait sum, some tale, tail tears, tiers theirs, theres through, threw time, thyme toad, towed toe, tow to, too waist, waste way, weigh war, wore weak, week wear, ware weight, wait whale, wail whether, weather whole, hole whos, whose wood, would write, right your, youre
hail, hale hair, hare haul, hall hear, here heard, herd hi, high him. hymn hire, higher capital, capitol hour, our cent, scent chews, choose idol, idle chilly, chilli in, inn close, clothes Ill, aisle cord, cored its, its cot, caught course, coarse kernel, colonel creak, creek knight, night knot, not dear, deer dew, due least, leased dough, doe lead, led dye, die leeks, leaks lone, loan eight, ate made, maid fare, fair mail, male feat, feet
MULITPLE MEANING WORDS

* Words with a different pronunciation bat: flying mammal angle: shape formed by two connected bat: blink, wink lines bat: club used for hitting a ball angle: to fish with hook and line arms: body parts arms: weapons axes: plural of ax axes: plural of axis bail: money for release bail: handle of a pail bail: throw the water out ball: round object ball: formal dance band: group of musicians band: thin strip of binding bank: bank: bank: bank: mound, small hill financial business a row of things land alongside a river batter: hit repeatedly batter: liquid mixture, cake mixture batter: baseball player bay: inlet of the sea where the land curves inward bay: aromatic leaf used for cooking bay: dark reddish brown bay: bark or howl loudly bay: recess or alcove like the space created by a window projected outward from the wall bear: large heavy mammal with thick fur bear: carry, bring, support bill: statement of money that is owed bill: birds beak bit: a small piece bit: tool for drilling bit: having a bite of something blaze: fire blaze: a white mark on an animals face blaze: a mark on a tree or trail to mark a path blow: to hit hard blow: an air current boom: deep resonant sound boom: sudden prosperous time boom: a long pole sometimes on which a sail is attached bowl: a round dish bowl: a game played using a ball to knock over objects bowl: overwhelm
bark: explosive cry of a dog bark: outer sheath of a tree trunk bark: speak abruptly base: base: base: base: bottom morally low, undignified stations to be reached in baseball starting point
*bass: lowest adult male singing voice, bass: lowest musical pitch bass: an edible fish baste: moisten with liquid while roasting baste: stitch or sew loosely
bridge: a structure that provides a way across a body of water bridge: a card game can: able to can: a metal or tin container case: a condition case: box or container chap: crack or become rough chap: a boy or man chop: chop: chop: chop: cut with something sharp jaw of an animal irregular motion a cut or piece of meat
*dove: a pigeon dove: did dive down: move from higher to lower down: soft feathers or hair down: open rolling land duck: a swimming bird duck: plunge or dive duck: strong linen or cotton fabric egg: oval or round body laid by a bird egg: urge, motivate, encourage fair: fair: fair: fair: beautiful honest and fair blond, light, or pale a gathering of booths for amusement or public entertainment, festival
clip: cut clip: fasten close: shut close: near con: swindle con: against count: call off numbers in order count: a nobleman crow: a noise a rooster makes crow: a large black bird Crow: a Native American Tribe date: date, month, year date: sweet dark fruit date: a person in which one has a social engagement with *desert: dry, barren region desert: to leave or go away from dock: a wharf over the water dock: to cut some off cut wages
fan: an object that blows air fan: an admirer fine: good or high quality fine: monetary punishment fit: right shape and size fit: in good health fit: a sudden seizure flag: a banner flag: grow tired flag: signal to stop flat: smooth flat: apartment fold: bend over on itself fold: a pen for animals found: did find found: set up or establish game: a pastime game: lame
grate: reduce to small particles by rubbing on a serrated surface grate: get on a persons nerves grate: metal frame for confining a fire ground: dirt, soil surface of earth ground: grind up hail: shouts of welcome hail: frozen rain falling hide: conceal hide: dried skin of an animal husky: big and strong husky: a sled dog jam: jam: jam: jam: jam: fruit preserve squeeze or wedge into a space surface of a doorway play music with other musicians in trouble or difficulty
long: lasting much time, measure of great space end to end. long: a strong wish or desire for lumber: timber (wood) cut and prepared for use lumber: move heavily or clumsily along maroon: a brownish-red, crimson maroon: leave isolated in a desolate place mat: a woven floor covering mat: border placed around a picture match: a contest or game of skill match: a stick tipped with flammable material used for igniting fire match: an equal contender meal: an occasion when food is served or eaten meal: grain that has been ground to powder might: the past of may might: strength, power mine: belonging to me mine: a hole or tunnel in the earth to excavate metal, ore, salt, etc, *minute: sixty seconds minute: tiny, minuscule miss: fail to hit miss: an unmarried woman mount: a small hill mount: to go up, to get on *object: a material thing that can be seen or touched object: to protest
jumper: a type of short-sleeved dress jumper: one who jumps lap: body part formed when sitting lap: to take a small drink with a tongue lap: one trip around a racetrack light: light: light: light: not heavy not dark to land on source of light
line: a piece of rope or cord line: to sew or place fabric inside line: a continuous mark on a surface loaf: to be lazy, idle loaf: shaped like bread lock: mechanism for fastening a door lock: curl, ringlet, or strand of hair
pad: a soft piece of material used to cushion pad: to walk softly pad: sheets of blank paper fastened together pad: flat surface for helicopter or rocket takeoff and landing pad: rooms, home, place, lodgings pad: fleshy underpart of an animals foot palm: the inside surface of a hand palm: a kind of tropical tree pass: pass: pass: pass: to go past, by, or across to be successful in school to put into circulation permission for free entry or to leave
pound: a small unit of weight, sixteen ounces pound: to crush or beat with repeated heavy blows pound: enclosure where stray animals are kept present: not absent, here present: a gift *present: to introduce formally pry: to intrude, meddle, interfere, be nosy pry: to lift with force punch: to strike with a closed fist punch: a fruit drink quack: a sound a duck makes quack: a phony doctor, lawyer, imposter, pretender racket: a noise racket: a paddle used in playing tennis to hit the ball rank: a row or line rank: having a bad odor rare: unusual rare: raw, not cooked rash: reckless, hasty, impulsive rash: small spots or patches appearing on the skin record: a music disk *record: to preserve in writing, or sound record: outdo all previous performances reel: a spool for winding reel: sway from a blow or hit reel: a type of lively dance refuse: to say no *refuse: waste, or trash
patter: rapid taps patter: light, easy walk patter: rapid speech pawn: leave as security for a loan pawn: a game piece used in chess pen: an instrument used in writing pen: an enclosed yard pine: a type of evergreen tree pine: to long or yearn for pitcher: a container for pouring liquid pitcher: a baseball player that is in charge of throwing the ball poach: to trespass poach: a way to cook an egg or cook in a small amount of water pool: a small body of still water pool: a common supply of people, vehicles, commodities shared by a group pool: a game similar to billiards
rest: to sleep rest: that which is left rifle: a gun with a long barrel rifle: to ransack, or look through ring: a circle, loop, hoop ring: a bell type sound ring: a circular band worn on a finger root: the underground part of a plant root: to cheer for someone row: a line row: to use paddles or oars to move a boat row: a noisy fight or disagreement saw: did see saw: a tool used for cutting school: a place for learning school: a group of fish seal: a mark of ownership seal: a sea animal second: second: second: second: after the first inferior goods a back up, subordinate, inferior sixtieth of a minute
sock: a covering for a foot sock: to hit or punch *sow: scatter seeds sow: female pig spell: write or name correctly the letters of a word spell: form of words used as a magical charm spell: a short or fairly short period squash: to mash or press flat squash: a gourdlike fruit often used as a vegetable squash: a game played with rackets and a small ball against a wall stalk: the main stem of a plant stalk: to follow secretly steer: to guide or direct ones course steer: young male cattle stick: a thin piece of wood stick: to prick or pierce story: an account of imaginary or past events story: a floor or level of a building strand: to leave helpless, to run aground strand: a thread of string strip: a narrow piece of cloth or paper strip: to remove stroke: to strike, hit, or blow stroke: to pet, or caress lightly stroke: an illness cause by a blood clot, a seizure, fit stroke: sound made by a striking clock stroke: a motion of moving oars in the water or the arms or legs in swimming
shark: a large meat-eating fish shark: a dishonest person shed: a small shelter or building shed: to lose or get rid of (skin) slip: to slide unintentionally slip: go unobserved or quietly slip: an undergarment, petticoat slug: a small snail-like animal slug: to hit hard or punch snarl: to growl snarl: tangle
stunt: to stop growth or development stunt: a trick or daring maneuver swallow: to take in, eat, drink, ingest swallow: a migratory bird tap: to strike to hit lightly tap: a faucet *tear: drop of liquid from the eye tear: to rip, pull apart tip: the end piece or point tip: to slant or tilt tip: present money for services tire: to make weary or fatigued tire: a rubber covering of a wheel
well: satisfactory well: a hole dug for water whale: a large marine animal whale: to whip or beat will: is going to, the present tense of would will: self-control will: directions in legal form for the deposition of ones property after death wind: the air in motion *wind: to turn or move in a circular or curved or spiral course
*wound: an injury cased by a cut or blow wound: the past tense of wind (move in a circular pattern) toast: bread that has been browned by heat toast: to pay tribute to, to wish good luck wrench: a violent twist or pull wrench: a tool for gripping or turning nuts top: the highest point and bolts top: the lid of a jar or saucepan top: a twirling toy that spins on a point yard: an enclosed space around a house top: highest in importance, superior yard: a measurement of thirty-six inches position top: to put a finishing touch on a thing tough: hard to break, cut, or tear tough: able to endure hardship tough: acting sternly track: marks or marks left by a person, animal, or thing in passing track: a prepared course for running track: a continuous line of railroad tracks treat: act or behave toward or deal with in a certain way treat: apply medical treatment treat: to pay for food or entertainment treat: a delightful event or circumstance vault: a storehouse for valuables vault: to jump over
FIFTH GRADE READING Standard 2: Reading Comprehension Standard 3: Response to Literature

Students in fifth grade will: Read 35 grade appropriate books from a variety of genre Select books at an appropriate reading level Read fluently with 90 -95% accuracy Read with ease that sounds like speaking Organize information on a Thinking Map Support ideas using information from the text Know and use a variety of strategies to comprehend text Distinguish fact from opinion Evaluate the authors style of writing Make text-to-self, text-to-text, and text-to-world connections Respond to literature by summarizing, determining authors purpose/message, analyzing characters and setting, and identifying themes Compare and contrast organizational patterns of text (Example: autobiography and biography) Continue to emphasize cause/effect, show setting effects, the problem and its resolution
READING COMPREHENSION 2.0 Standards- Based Classroom

What Students Will Read:
LITERARY RESPONSE AND ANALYSIS 3.0 Grades: Fifth

Formal/Informal Assesments for Assessing Reading Comprehension
(see column 1)
Core Strategies For Teaching Reading Comprehension (see column 1) (See Reading Strategies Glossary)
(See Reading Assessments) State Assessments CAT 6 STAR test (California Standards Test) Other Assessment Tools Houghton Mifflin Individual Reading Log Individual Reading Inventories (QRI, Johns Reading Inventory, DRA, Wright Group, etc.) Running Records Teacher made tests or tools Thinking Maps as a product to assess comprehension Written Response to Text VESD Power Reading Criterion Reference Tests Renaissance Star Test San Diego Quick Technology Tools such as: Accelerated Reader Fast Forward
Recreational (Fiction) Poetry Drama Fiction Non-fiction Myths Fairy tales Folk tales Legends Fantasies Fables
When teaching core strategies use this instructional framework: 1. Teach 5. Monitor and 2. Model Assess 3. Practice 6. Reteach 4. Apply
Strategies Teachers Use To Teach Comprehension Concepts Read Alouds Shared Reading Guided Reading Literature Circles Strategies/Concepts Teachers Teach Students to Apply: Making connections Text to self Text to text Text to world Questioning Use question stems aligned with year end assessment Specific detail Action, reason, sequence Inference Extending meaning Critical analysis Strategies Visualizing Drawing Inferences Determining Importance Monitoring Comprehension Synthesizing Silent Reading Literary devices as outlined in the standards Independent Reading Directed Reading Teaching Activity (DRTA) Summarizing Reciprocal Reading Anticipation Guides Thinking Maps SPQ2RS: Survey, Predict, Questions, Read, Respond, Summarize Think Aloud Literature Circles/Book Talk Questioning the text
Literary Terms Plot, character traits and motives, theme, or authors message or morals
Textual (Non-fiction) Science Text Social Studies Text Math Text Biographies Autobiography Other non-fiction books
Functional (Real World) Directions Recipes Brochures Technical Manuals Handbooks Schedules Reference Charts Advertisements Game Rules Applications and Forms
See Text Features on the next page
Text Features Fonts and Effects Titles, headings, bold face print, color print, italics, bullets, captions, and labels Cue Words and Phrases For example, in fact, in conclusion, but, therefore, such as Illustrations & Pictures Graphics Diagrams, tables, graphs, charts, maps, word bubbles, overlays Text Organizers Index, preface, table of contents, glossary, appendix Text Structures Cause & effect, problem & solution, question & answer, compare & contrast, description & sequence
**See other strategies in Strategic Teaching and Learning
Fifth Grade Vocabulary and Reading Comprehension Strategies

Strategies from Strategic Teaching and Learning Vocabulary Strategies: From Word Works II by Robert Calfee Multiple Meaning Word Activities from Dr. Virginia Boris, Clovis Unified M & M Word Walls Multiple Meaning Sentence Activity Multiple Meaning Sponge Activity Question Stems from Reading Across the Curriculum, Dr. Virginia Boris, Clovis Unified
STRATEGIC READING STRATEGIES

The following strategies are from the book Strategic Teaching and Learning. Each intermediate teacher received a copy last year. Please refer to this book for descriptions and examples of each strategy recommended by the California State Department of Education for teaching reading and writing standards. Strategy List Strategy Strand/Standard Anticipation Guide R 2.0 Character Quotations R 3.0 Collaborative Strategy Instruction R 1.0, 2.0 Community-Based Reading & Writing R 3.0 W 1.0, 2.0 Directed Reading-Thinking Activity R 2.0 Focused Dialectical and Interactive Journals R 2.0, 3.0 W 2.0 Graphic Outlining R 2.0 Guided Imagery R 1.0, 2.0 Guided Reading R 2.0, 3.0 Just Right Book Selection R 2.0 KWL Plus R 2.0 W 1.0 Learning Log R 3.0 W 1.0 Literature Circles and Discussion Groups R 2.0, 3.0 Paragraph Frames R 2.0 W 1.0 PLAN R 2.0 W 2.0 Problematic Situations R 2.0 Propositions/Support Outlines R 2.0 W 1.0 Question-Answer Relationships R 2.0 Questioning the Author R 2.0, 3.0 RAFT R 2.0 W 1.0 Reading from Different Perspectives R 2.0 W 1.0 Reciprocal Teaching R 2.0 The Research Process R 2.0 W 1.0, 2.0 Structured Discussions R 2.0 Text Sets R 2.0, 3.0 Think Aloud R 2.0 Think Sheets R 2.0 W 1.0, 2.0 Tutoring as High-Impact Intervention R 1.0, 2.0 Working Through Reading Stances R 3.0 W 2.0 Writing-Reading Workshop R 1.0, 2.0 W 2.0 Page 24 26 29 32 35 36 40 43 45 48 51 56 58 61 64 70 72 74 77 81 84 87 89 91 96 97 99 102 105 108
Strategies from "Word Works II by Robert _Calfee

STRUCTURAL ANALYSIS - DECODING The STRUCTURAL ANALYSIS for DECODING script is designed to teach students to decode polysyllabic words by breaking them into their constituent parts (prefixes, roots, and suffixes). This script gives students an understanding of the way words are formed and helps them to categorize words structurally. The STRUCTURAL ANALYSIS script can be used as the basis for a discussion of similarly structured words in a passage. It is especially applicable to scientific and mathematical terminology. The script can be used also for spelling lessons and as the basis for a discussion of word origins. The script should focus on the process of breaking words into parts to facilitate decoding them as well as on the particular roots and affixes in the words discussed. Preparation for a lesson using this script should include selection of the root(s) and affix(es) to be discussed and the generation of words which include those parts. The number of word parts and word lists needed will depend on the level of the students and their experience with this script. With younger or less experienced students, the discussion should focus on a single root or affix. Older and more experienced students can be asked to compare and contrast multiple roots or affixes. The OPENING of the STRUCTURAL ANALYSIS script should stress that words can be broken into parts to make them easier to decode. The teacher should explain or review the concepts of root words, prefixes, and suffixes, and should discuss how affixes are used to change the meaning or part of speech of a word. The Analysis of Single List activity asks students to identify the common word part(s) in a list of words and to practice reading words with a given root or affix. The Similarities and Differences activity presents students with two lists of words. These lists contain words which differ only in a single word part. The students' task is to determine how the words in each list are alike and how the two lists differ from each other. In the Reading Mixed Lists activity, students are given a list which contains words with two or more different roots or affixes. Students are asked to read the list of words and categorize them according to their common structure. The Spelling activity asks students to identify the structure of verbally presented words and then to spell each part. This is done both as a class, with the teacher writing the word on the blackboard and individually with each student writing the words.
The Generate activity asks students to suggest additional words which belong on a given list and to justify their words. Students are asked also why certain words would not fit on a particular list. The CLOSING of the STRUCTURAL ANALYSIS script should review the particular affixes and roots discussed as well as the general process of breaking words into parts to make them easier to decode. Students should understand that many polysyllabic words consist of roots and affixes and that the process demonstrated in this script can be applied to many unfamiliar words encountered in various type of reading materials. FOLLOW-UP activities could include reading a passage and picking out all of the words with particular roots or affixes, writing sentences using words with particular parts, having a contest to see who can come up with the most words using a particular part, or constructing a pronunciation dictionary of the various roots and affixes discussed during the school year. (Meanings can be added using the Structural Analysis for Vocabulary script.)
Word Work II February 1998 Calfee @ UCR / Norman @ CSUF
Supported by the Spencer Foundation
SCRIPT: Structural Analysis for Decoding AIM: To teach students how to decode polysyllabic words by breaking the words into parts STUDENTS' PREREQUISITES: Familiarity with regular letter-sound correspondences TEACHER'S PREPARATION: Select lists of words and appropriate middle activities Today we're going to talk about how to break words apart to make them easier to read. (Explain the concepts of roots, prefixes, and suffixes. if necessary) How are these words the same? Do you recognize any common parts? How are the parts the same? What letter-patterns are the same? Where are these letter-patterns-(beginning, middle, Or end of word)? (Divide parts with lines and underline common part if it occurs in different places in different words) Can you tell me how this part is pronounced? Let's read the words. Here are some more words - How are these like the others? Let's read the new words. What kinds of words did we study today? CLOSING What did we do to the words to make them easier to read? What kinds of parts did they have?
OPENING
MODAL MIDDLE ACTIVITY Analysis of Single List
SCRIPT: Structural Analysis for Decoding Expanded/Alternative Opening and Closing Select questions from those suggested below. . . OPENING Probe for Purpose Today we're going to study about how to break words apart. Why would we want to break a word into its parts? --to help us decode/figure out new words when we read --to improve our spelling Who can remember what word parts we studied last time? What is a root/prefix/suffix? How can a prefix or suffix change a word? --change its meaning --change its part of speech
CLOSING
What kinds of words did we study today? What did we learn about these words? What parts did they have? Which parts were the same? different? What language did those word parts come from? What did we learn about how words are made? How could we use this process with other words? How will this help us with our reading and spelling? What is a root word/prefix/suffix? How do prefixes and suffixes change words?
SCRIPT: Structural Analysis Decoding ADDITIONAL MIDDLE ACTIVITIES

1. SIMILARITIES How are the words in each list alike? AND DIFFERENCES
How are the words in the first list different from the words in the other lists? (If students have trouble, use probes from the modal middle activity) (Repeat for each list Read the words Here are some more wordsWhich list shall I put them in? Why? Lets read the new words.
2. READING MIXED LISTS
What kinds of words are in this list? How are some of the words the same? Which words? How are some of the words different? Which words? Lets read the words.
3. SPELLING Group Practice
Individual
Everyone, say ______________ (e.g., rebate... postpone) Whats the first part? How do you spell that part? (Write on board) Tell me how to write (e.g., re...post...) Whats the second part? How do you spell that part? (e.g., --bate...pone) Now lets say the whole part together. Everyone, say _________ (e.g., rebate...postpone) How many parts does the word have? Whats the first part? Write it on your paper. Whats the second part? Write it on you paper. Now Ill write the word on the board so you can check your paper
4. GENERATE
Lets think of other words that belong in this group. Tell me why the word belongs in the group. Does this word fit in this group? Why? Why not?
FOLLOW-UP ACTIVITIES
-- read a passage choose words with roots and affixes -- write sentences using words with roots and affixes -- have a contest who can name the most words...
PATTERNS: Structural Analysis for Decoding ANGLO-SAXON Root Words: Virtually any word in the language equal stress bid get five like love place put read red slow Prefixes: equal stress, often prepositions by- for- in- over- under- with... beun-
Suffixes: lowered stress grammatical: -ed -er -ing -ly -s (es) meaning: -able -ful -hood -less -ship Examples: like dislike likable unlikely ROMANCE Root Words: primary stress dict duct flect form ject mit pend port rupt spect script struct tract vent Prefixes: lowered stress as is: dis- ex- inter- intro- mis- re- pro- re- trans- unichameleon: ad- (ac- ag- ap- at-) con- (col- com- cor-) in- (il- im- ir) ob- (oc- oi- op-) sub- (suc- sug- sum-) syn- (syl- sym-) Suffixes: lowered stress -age -ance -ence -ism -ist -ity -ive (sh + + ) -cial -cian cious -sion -tial -tion -tious Examples: tract.... contract ... traction distractive GREEK Root Words: equal stress, combining forms chron graph meter phono phys psych sphere thermo Prefixes: equal stress, combining forms auto- biblio- hemi- hex- hydro- hyper- octo- peri- quad- semi- teleSufffixes: equal stress, combining forms -archy (ies) -cracy (ies) -ology (ies) -phile Examples: graph autograph graphology Word Work II February 1998 Calfee @ UCR / Norman @ CSUF -phobia -scope
BLACKBOARD EXAMPLE: Structural Analysis for Decoding
ANALYSIS OF SINGLE LIST Example 1 a / way a / sleep a / like a / round a / wake a / lone a / rise SIMILARITIES and DIFFERENCES Example 1 pre / scribe pre / vent pre / tend pre / clude pre / fer in / scribe in / vent in / tend in / clude in / fer think / ing sleep / ing eat / ing dream / ing walk / ing jump / ing
Example 2 dis / rupt inter / rupt bank / rupt cor / rupt e / rupt
Example 2 think / er sleep / er eat / er dream / er walk / er jump / er Example 2 in / sist sub / scribe in / vert sub / ject in / tend in / scribe sub / side sub / vert in / side sub / sist in / ject
READING MIXED LISTS Example 1 act / ion progress / ive select / ion invent / ion corros / ive invent / ive progress / ion conclus / ion act / ive select / ive corros / sion conclus / ive
Word Work II February 1998 Calfee @ UCR / Norman @ CSUF Supported by the Spencer Foundation
Historical Roots of English: Activity Two

Anglo-Saxon Affixation: Word Jumble Organization: Teacher-led, Small-group Pairs/Triads Time: 10 15 minutes/group Materials: Anglo-Saxon affixes and bases printed on index cards or paper Student text (optional)
Key Concepts: English words can be created through adding prefixes and suffixes. These parts are called morphemes, a word part that has meaning. Summary: Students manipulate morphemes as they create new and familiar words using bases, prefixes, and suffixes.
*Note: In the Anglo-Saxon layer we use the term bases to distinguish from affixation in the Romance layer where the term roots is used. Procedure: 1. The teacher puts together a list of approximately 10 prefixes, 10 suffixes, and 1- bases that are from the Anglo-Saxon layer of English language (provided). These words are written on index cards or onto a blank word sheet and a copy is made for each small group. 2. Each group receives a stack of prefixes, bases, and suffixes. These prefixes and suffixes are also morphemes, which are word parts that have meaning by themselves. As students examine word parts, morphemes, they will discover that many of the Anglo-Saxon prefixes are prepositions. See if they can identify them. 3. Students join the morphemes (word parts) to create new words. Students clearly pronounce the new words and develop logical definitions. 4. Groups record their new words and definitions to share with the class. Reflect Several students share some of their more interesting; words and their definitions. Model and encourage students to articulate the words clearly. Students should justify their definitions by explaining how they decided that definitions were logical. *Tell us about your word. Explain how you defined your word. Why? *How would you use knowledge of word parts to read unknown words? Describe a strategy.
Extend Examine student texts, newspapers, or magazines for examples of Anglo-Saxon affixation Discuss strategies used to spell unfamiliar words. As students read unfamiliar words, look for and reinforce students breaking complex words into word parts. Ask students to explain their strategy use. Variations and Extensions Sharing: One person shares a newly created word. Other students in the group write a definition for the word and prepare to justify their response. The creator shares his/her spelling, provides justification, and leads a discussion. Word Lists
Bases
(Most Anglo-Saxon words can stand alone and can be affixed) stand, came, like, look, happy, like, went, ground
Prefixes
foroverununderwithinbebya-
Suffixes
*-ed, -er, -ing, -s(es) -er -ly -able -hood -ful -less -ness -ish
*Anglo-Saxon Suffixes explored as part of the Long Vowel Marking System in Block One
Historical Roots of English: Activity Three

Three Types of Words: Handy Words Organization: Teacher=led, Small=group Pairs/Triads Time: 10 15 minutes/group Materials: Handy Words Irregular High Interest Text (Newspaper/Magazine article) Chart paper
Key Concept: When one is ready to read and especially write, sorting words into three categories helps in decoding, spelling, and understanding meanings. Summary: Students are introduced to Handy Words, those that do not follow the common letter-sound correspondences. Distinguishing between regularly spelled words, irregularly spelled words, and content specific words supports work with text.
Procedures 1. Classify the Anglo-Saxon words examined in previous activities as regularly spelled words. These appear frequently in our reading and writing. If students know the building blocks the can spell and read these. *Create a chart with three columns: 1) regular, 2) handy, and 3) topical words. 2. Introduce Handy Words, those that do not follow common letter-sound correspondences. These are used all the time, therefore should be kept available and eventually memorized. 3. Introduce a third category of words: Topical Words These must be know to read and write about a specific topic (e.g., earthquakes, Native American history) 4. Record words that fit into the various categories. *Revisit words examined during previous lessons *Revisit the lists that have been accumulating on words that did not appear to fit the patterns. These may be Handy Words (irregularly spelled). *Brainstorm topical words in your area of study. (e.g., What words would we need to know how to spell to write about our themes of perspectives, poetry, science fiction? Extensions and Variations Examine a newspaper article of interest. *Read and discuss to understand the meaning. *Select words to examine. Discuss how to classify the words and justify. Classification options: *Three types of words: Regular, Handy, Topical *Morphological structure: C.V.C unit, affixation *Phonetic structure: Long/short vowel patterns, blends/absence of blends, etc. Word Work II February 1998 Calfee @ UCR / Norman @ CSUF Supported by the Spencer Foundation
The Romance Layer: Activity One

Word Affixation: The *Can Game Organization: Teacher-let, Small-group Pairs/Triads Time: 10 15 minutes/group *A variation of Word Jumble Key Concept: Morphemes are word parts that have convey meanings. New words can be created by adding word parts to the beginning (prefixes) and ending (suffixes) of word roots. Summary: Students build on the Anglo-Saxon layer and continue through history by examining the Romance layer (Latin roots). Students manipulate word affixes to create new words. Students focus on articulation through careful pronunciation (focus on production) as they play with complex words. Identifying morphemes supports decoding, spelling, and word meaning. Materials: Prefixes, roots, and suffixes printed on Index Cards or paper Vocabulary/Concepts from Sci., Social Studies, Music, Math, etc
Procedures (see also, Lesson Block 2, Activity 2) 1. The teacher develops a list of between 15 and 20 prefixes, suffixes, and roots from the Romance layer of English (see suggested list below). These words are written on index cards or onto a blank word sheet and a copied for each small-group. Review affixation in the Anglo-Saxon layer (Lesson Block 2). Each small group (2 3 students) receives a full set of word parts Students join word parts to create new and familiar words. Students record their new words and determine the definitions. Uncomfort -able dispend -able
2. 3. 4.
(back) recomfort -ious contrapend -give
Word Work II
February 1998 Supported by the Spencer Foundation Calfee @ UCR / Norman @ CSUF
The Romance Layer: Activity Two

Word Affixation: Finding Latin Roots in the Content Areas Organization: Teacher-led, Small-group Pairs/Triads Time: 10 15 minutes/group Materials: Chart from Activity 1 Variety of student texts/ Materials
Key Concept: Identifying morphemes in longer words supports reading and spelling Summary: Students identify words of Latin origin in content area materials, preferably topics/concepts currently being studied. Students identify morphemes to support decoding, spelling, and understanding word meaning.
Procedures 1. 2. List 10 15 Latin-based words taken from students content area textbooks (Ask each content area teacher for 5 key concepts). In pairs, have students select 2 3 words and explain the meaning of the words based on the morphemes (word parts). *How could they identify that the words are Latin-based. Model and practice strategies for decoding and determining word meaning. In pairs, students examine a textbook or other classroom resource (any content area). List all Latinbased words and students definitions. The intent is not for students to use the glossary to copy definitions, rather they should be encouraged to identify morphemes and their meanings.
3. 4.
Reflect Students present several words to the group. As a group, students discuss the strategies used to determine pronunciation and meaning. Extensions and Variations Students select Anglo=Saxon words, handy words, and other words for discussion. Explanation is key! Have student explain their reasoning for classifying a word as a member of a particular category.
M and M Word Wall

Multiple Meaning Word Wall
Noun star down shed Verb star down shed Adjective star down Adverb Preposition down
Purpose of the M and M word wall is to help students develop awareness that many words in the English language have more than one meaning. Words gain meaning by their sound and their context, location, and/or function in a sentence. This is of particular importance to ELL students. Start with the nouns column and place words in all columns that apply. Generate sentences to show the different meanings. Challenge your students to find words that fit in multiple categories. For younger grades put the words on colored cut outs that look like candy M and Ms.
Multiple Meaning Sponge Creativity

Purpose: Quick check to challenge students to think about the different meanings that words have.
1.
2.
Each student has a response packet made of four different colors and staples on one corner.
Red homophone Blue multiple meaning Green both Yellow neither
3. 4.
Teacher says a word like I and students have to select the category in which the word falls and show that color. Have students come up with the words to challenge the class.
Multiple Meaning Sentence Circle

Purpose: To have students generate sentences that show that the same word can mean different things. To use these sentences to prepare students for the vocabulary section of the state test. 1. Grade level teams brainstorm a large list of grade appropriate multiple meaning words and divide them into a list for each classroom. Teachers elect 3 to 4 words per week. Students are divided into teams of 4 to 6. Teacher selects a word like star. Students write a sentence using the word Star. Sentences can be simple or complex depending on the skill level of the student. Each student passes the paper to the person on his right who reads the sentence to edit it for conventions and correct usage. Then this person writes a second sentence on that paper that uses the word in the same way. Students again pass the paper to the right and again edit for conventions.
2. 3. 4.
5.
6.
GRADE 5: READING ACROSS THE CURRICULUM

Link to State Standard CUSD Standards: Levels of Inquiry INITIAL UNDERSTANDING Specific Detail Action, Reason, Sequence Sample Questions (What we think aloud) Recreational (Fiction) Textual (Non-Fiction) Functional (Real World) Types of Text Reading
Forms of Literature: Poems, drama, fiction, non-fiction, myths, fairy tales, folk tales, legends fantasies and fables Literary Terms: Plot, character traits, and motives, theme, moral or authors message Text Features *Fonts and Effects Titles, Headings, Bold Face Print, Color Print, Italics. Bullets, Captions, and Labels *Cue Words and Phrases For Example, in fact, in conclusion, but, therefore, such as *Illustrations & pictures *Charts and Maps *Graphics and Diagrams Diagrams, tables, graphs, word bubbles, overlays *Text Organizers Index, preface, table of contents, glossary, appendix *Text Structures Cause & effect, problem & solution, question & answer, compare & contrast, description & sequence Sources *Directions *Recipes *Brochures *Announcements *Handbooks *Schedules *Reference Charts *Advertisements *Games Rules *Applications & Forms
Reading The Lines
2.0 READING COMPREHENSION: Structural Features of Informational Materials and Comprehension and Analysis of Grade Level Appropriate Text. 3.0 LITERARY RESPONSE AND ANALYSIS: Narrative Analysis of Grade-Level-Appropriate Text
Specific Detail
What? Where? When?*Define the word*Describe*How diddo? *Identify the stated main idea. *Identify passage details. *Identify stated character traits. *Recognize stated word meanings. *Locate information in titles, tables of contents, and chapter headings. *Restate facts or details
ALL TEXT: Recreational, Textual & Functional
Action, Reason, Sequence

When? *What happened first? *What happened next? *What happened last? *What happened between? *What happened while? *Which of these events happened first? *What happened after? *Identify the sequence of details. *Put events in order. *Identify parts of simple directions *Given a set of story boxes, fill an empty box. *Why? *Identify characters motives.
INTERPRETATI ON Inference Extended Meaning
Reading Between The Lines
Inference
Infer the main idea of a paragraph or passage. *Interpret the meaning of a phrase. *Interpret figurative language. *Infer a sequence of events. The paragraph tells mainly *What is the main idea of this passage? * Implied, not stated: Who? What? Where? When? Why? What if? *Interpret character traits, actions, and motives. *They probably didbecause *Recognize cause and effect relationships. These directions tell you how toThis article shows you how to--? *Who is telling the story? *Who is the narrator? *Identify problems and solutions. Follow two-step instructions.
Extended Meaning
What is a good title *Predict outcomes The paragraph suggests thatYou can tell that--, by? *A good nickname for the main character might be? There is enough information in the story toThe paragraph establishes that? *What evidence can you find to support? *Which sentence could you add to theparagraph? *If you were to add a sentence to the end of the story, which would you add? *Make generalizations. *Predict outcomes. It is most likely that? From the story you cannot tellDistinguish supporting details from main idea. *Interpret or apply simple directions to a situation or action. *Determine what characters are like by what they say or do. *Interpret information from diagrams, charts and graphs. *Apply directions or rules.
Reading Beyond The Lines
CRITICAL ANALYSIS
Critical Analysis Identify literary terms and devices *Distinguish common forms of literature (poems, drama, fiction, nonfiction). *Identify sound and word patterns (Alliteration or onomatopoeia). *Why would you read this passage? (readers purpose) What is the authors point of view? *What is the authors purpose? *The purpose of this article is to? *These directions will help you to--? *How areandalike? *How areand different? *Ifthen what? *Now that we have studies this, what can we conclude about? *Which of these is a fact? Which of these is an opinion? Distinguish real from unrealDistinguish true from untrue. Strategies Identify resources. *complete graphic organizers. *Complete outlines, webs, story boxes. *Locate information in an index, table of contents or bibliography *State strategy used to answer a question.
STRATEGIES
Created by Dr. Virginia Boris, Associate Superintendent. Clovis Unified School Distri
GLOSSARY OF
CORE READING STRATEGIES
CORE READING STRATEGIES GLOSSARY

VOCABULARY, READING COMPREHENSION, AND LITERARY RESPONSE AND ANALYSIS Anticipation Guide: A tool for accessing prior knowledge, regard new information, and find evidence to defend preconceived notions and opinions regarding a subject. Format: Choose an important concept to be gained through reading Create 4-6 statements (that cant be easily answered) to support or challenge students beliefs regarding the concept chosen Create a section for each question where the students answer (opinion) can be recorded (usually yes or no). Students share their answers and let both sides of the statement be thoroughly discussed. This is to inspire close reading and look for information to support their side when reading After reading, students add the authors ideas/answers Finish with class discussion Book Talk: A discussion of a current book being read by the teacher or students. A focus is usually established for the discussion. The purpose is to clarify meaning through discussion and to entice others to read the book. Cloze Activity: This term refers to a variety of sentence completion techniques in which words are strategically left out of a text so that readers can supply the missing words using context only or, sometimes, limited graphophonic cues. Cloze tests can be designed to provide informal diagnostic information. Concepts About Print: (Clay, 1979). These are concepts about the way print works. Some of the basic concepts about print include: directionality (that readers and writers move from left to right and top to bottom); spacing (used to separate words); recognition of words and letters; sequencing and locating skills; searching for cues from different sources, checking own responses, and correcting errors. Connections: Using schema to make connections to what is read Text-to-self: Relating text to own life That reminds me of... That made me think of the time... I can relate... Text-to-text: Relating the text to other texts by comparing characters, their personalities, and actions, and/or comparing story events, plots, lessons, themes, messages, or different versions of familiar stories. This also includes finding common themes, writing styles, or perspectives in the work of a single author, or comparing the elements between authors. This part is just like... That reminds me of... I read another book where... This is similar to... Text-to-world: Relating a text to real world situations That reminds me of... This is like... I know about this...but I didnt know that. Determining Importance: Proficient readers seek the importance of what they read and to find the essence in information. They use their conclusions about important ideas and/or themes to focus their reading and to exclude peripheral or unimportant details. Grade 5 Part A Page 43 of 65
DRTA: (Directed Reading-Thinking Activity) This activity helps determine the purpose for reading, develops prediction and inference skills, and helps students to use information from the text to support their predictions/inferences. Students brainstorm predictions from the title using the title, cover picture, and their schema. Next student (or teacher) reads the first section. Predictions are confirmed, rejected, or modified. Only the student that made a specific prediction can change his/her answers. More predictions are made and the second section is read. Again students confirm, reject, or modify their predictions based on the new information read. As predictions are confirmed, rejected, or modified, the teacher encourages students to justify their decisions using the new information and prior knowledge. This is helpful in developing critical reading skills and deepens comprehension. Guided Reading: Guided reading is reading instruction that uses developmentally appropriate texts. Each lesson should focus on direct instruction of a particular reading strategy such as the three cueing systems or reading comprehension. Independent Reading: Students read books or texts of their choice during free or independent time. Inferencing: The reader uses prior knowledge and textual information from the text (evidence) to draw conclusions, make predictions, make critical judgments, and form unique interpretations of the text When the author doesnt answer the questions a reader may have, the reader must infer. (Examples: Maybe, I think, It could be, Its because, Im guessing, etc.) Literary Devices: (Figurative Language) Alliteration - repetition of the same consonant sound at the beginning of several words of a sentence or line of poetry Clich - A phrase or sentence that has been overused. It is often better to find a new way of saying the same thing. Hyperbole a deliberate and obvious exaggeration used for effect Idiom -a common phrase made up of words that cant be understood by their literal, or ordinary meaning Imagery language that appeals to the five senses sight, hearing, smell, taste, and touch Metaphor a direct comparison between two things. It states one thing is another. It does not use the words like or as Onomatopoeia the use of words that sound like the noises described Overstatement - An exaggeration or a stretching of the truth Personification A figure of speech in which an animal, object, or idea is given human qualities, such as the ability to cry, feel, talk, and make decisions Simile a comparison between two things, using the words like or as Symbolism when something is used to stand for something more than just itself Literary Analysis: (Devices) Authors Message: The authors intended message or lesson for the reader Authors Purpose: Authors write for four main purposes: to entertain, to inform, or express their opinions, and to persuade. Characters: The characters are the people, animal, or things in the story. The main characters are the characters that the story is mostly focused on. Minor characters are the less important characters within the story. Character Traits: Words that describe a characters thoughts, feelings, actions, a distinguishing quality of a character Grade 5 Part A Page 44 of 65
Inference: A guess or conclusions based on known facts and hints of evidence. Sometimes readers use prior knowledge to help make inferences. Mood: Mood is the atmosphere that indicates in a text the prevailing feeling or frame of mind. For example, at the start of a text, mood is the creation of a sense of expectation (fictional, imaginary, fanciful, romantic, realistic, optimistic, pessimistic, and gloomy). Point of view: Refers to how a story is narrated. If a story is narrated from the firs-person the narrator is a character in the story and used the first person pronouns I, me mine, we, and our. If the story is narrated from the third person, the narrator is not part of the story and uses the third-person pronouns he, him, she, her, and them. Plot: The plot is the sequence of events that happen in the story. The characters in the story have a conflict (problem), and the conflict is explained by a series of events. The plot includes all of the events that take the characters through the conflict to the resolution. (Flow Map, Story Board, Story Map) Prediction: The use of facts in a story or picture and any other information you know about the world to guess what will happen. Setting: The setting is the storys time and place. The time may be the past, present, or future. The setting may be real or imaginary. (Literary Map, Flow Map) Solution: The turning point in a storyline or plot. It is the part in which a decision or important discovery is made or an important event happens that will solve the storys problem or end the conflict. The solution is also called the resolution or the climax of the plot. Symbolism: Something that on the surface is its literal self, but which also has another meaning or even several meanings. Theme: The theme is the main point of the story, the idea the author wants to get across to the reader. Tone: The style or manner of expression in speech or writing. Tone is the authors attitude toward the work, events, characters, or the reader/audience (formal, informal, serious, humorous, amused, angry, playful, gloomy, sad, and cheerful).
Literature Circles: Small temporary groups of students reading a book independently. While reading, they make notes and meet regularly to discuss the book. Each member of the group takes specific responsibilities in the upcoming discussion. When a book is finished, the circle members plan a way to share the highlights of their reading with a wider community. Once readers can successfully conduct their own wide-ranging, self-sustaining discussions, formal discussion roles may be dropped. Making Words: An activity in which students are individually given some letters to make words. It is an active, hands-on, manipulative activity in which children discover letter-sound relationships and learn how to look for patterns in words. They also learn that changing just one letter or even just the sequence of letters changes the whole word. Monitoring Comprehension: Proficient readers monitor their learning flexibly, adapt learning strategies to new situations. They utilize a variety of fix-up strategies to repair comprehension when it breaks down. They select appropriate fix-up strategies from one of the six language systems to best solve a given problem in a given reading situation. Graphophonic: Letter/sound knowledge (phonics) Lexical: Visual word knowledge (sight words) Semantic: Word meanings/ associations - Does it make sense? Syntactic: Language structure at the word, sentence, and text level (verb in place of a verb, noun in place of a noun). Does it sound right? Grade 5 Part A Page 45 of 65
Schematic: Use of prior knowledge that stores and accesses information needed Pragmatic: Social construction of meaning, knowledge of purpose, use of other readers as resources (your knowledge + my knowledge makes a greater meaning than before)
Paraphrase: A writers own rendition of essential information and ideas expressed by someone else, presented in a new form. It is a more detailed restatement than a summary, which focuses concisely on a single main idea. Phonemic Awareness: The understanding that word is made up of a series of discrete sounds. Phonemic Awareness Activities are exercises that help children hear how sounds are put together (oral blending) and how to separate words into sounds (oral segmentation). Poems/Poetry Forms: See the Writing Strategies Glossary Prediction: Inferring subsequent events and outcomes Question Stems: See Reading Across the Curriculum sheet in this guide Initial Understanding Reading the Lines of text. It is the literal comprehension of what is specifically written in the text. Reader looks for specific details, action, reason, and/or sequence Interpretation Reading Between the Lines of Text. Information may not be given but it is implied. Readers form an interpretation based on implicit and explicit information. Students may infer the main idea or meaning and use that information to predict what happens next (extended meaning) Critical Analysis Reading Beyond the Lines of text by synthesizing and evaluating explicit and implicit information Questioning (See the QAR strategy below) Proficient readers ask questions of themselves, the authors, and the texts they read. They generate thoughtful, probing questions and consider a range of responses. The use questions to clarify and focus their reading. Questioning is done before, during, and after reading. Questions before reading help the reader make connections, set a purpose for reading, and make predictions. Questions during reading help the reader clarify and review, confirm or create new predictions, critically evaluate the story and make personal connections. Questions after reading help reinforce concepts, model ways of thinking through organizing information, encourage critical thinking, and build awareness of common themes and structures in literature. Examples include questions stems below and the QAR Strategy. I wonder... I was confused when,,, Why... QAR: Question, Answer, Response Right There (In the text) - Questions that ask who, what, where, when, and sometimes why. The answers to the questions are right there in what is being read. The words used in the question and the words used for the answer can usually be found in the same sentences. Think and Search- The answer is in the text, but the words used in the questions and those used for the answer are not is the same sentence. You need to think about different parts of the text and how ideas can be put together before you can answer the question. On My Own (In your head) The text got you thinking, but the answer is inside your head. The author cant help you much. So think about it, and use what you know already about the question. Grade 5 Part A Page 46 of 65
The Author and Me-The answer is not in the text. You need to think about what you know, what the author says, and how they fit together.
Read Aloud: Reading aloud to students from a variety of texts (usually above their level of reading) to demonstrate fluency and expression, stimulate thinking, build vocabulary, extend their knowledge, and develop an appreciation of reading. Reciprocal Teaching: A conversation between teachers and students, the purpose of which is to come to a shared understanding of the text they are reading. The conversation is organized around the following four strategies used to help the readers construct meaning. Predict-Students are taught to generate predictions and to provide concrete evidence from the texts to support their reasoning Clarify-Students are asked to identify and explain difficult words, phrases, or ideas from a reading selection and to use clarifying strategies. Question-Rapid reading comprehension is fostered by instruction in question generation. The students are taught to use who ,what, when, where, why, and how questions words and to apply inferencing skills. Summarize- Students are taught to identify the main ideas in a reading selection and to construct clear, concise summaries of what they have read. Retelling: Retelling a story or text (in own words) in a written, oral, or art format to check comprehension in relation to the plot, setting, characters, or any underlying inferences. Sometimes retelling can be followed by questions to elicit further information. Shared Reading: Students read a text with the help of a teacher in an effort to learn to read by reading. Shared reading is a step between reading to students and independent reading by students. It takes place in a non-threatening learning environment in which risk-taking, mistakes, and approximations are seen as a normal part of learning, not signs of failure. The purpose is for students to become independent in reading texts that would otherwise be too difficult. Shared reading involves using an enlarged text so that all students can participate. In the intermediate grades, shared reading is using enlarged text (e.g. on the overhead) to teach text features and facilitate the reading of difficult texts such as poetry, content area textbooks, nonfiction texts, directions, etc. Silent Reading (SSR-Sustained Silent Reading): During SSR time, each student chooses a book or books to read for a designated period of time (typically 15-30) minutes. Everyone, including the teacher, finds a comfortable place for reading without interruption. Students who can read choose a book at their independent level. SSR also provides students with time to practice the decoding and comprehension skills they have learned. SQP2RS: A study strategy to help read and remember content area reading assignments. It contains the following steps. Survey Students preview the reading assignments, surveying the title, headings, information by pictures and words in italics Question- - turn the heading into a question before reading the section - generate questions that can be answered after reading Predict Student predict one to three things you expect to learn as you read the text Read- The students then read (alone, with the teacher, a partner, or group) each section so they learn the answer to the question they are asking Grade 5 Part A Page 47 of 65
Respond -After reading each section, the students respond to the questions and determine which were answered in the text, develop new questions, continue surveying Summary: - After finishing the entire assignment, students summarize the text orally or written
Summarizing: A summary is a condensed version of the main ideas of a piece of writing that is written in the writers own words. It usually begins with a nutshell statement, or overall summary, then presents the essential points of the writing, not necessarily in the same order as the original. It is a brief restatement of a longer text in fewer words than the original text. Synthesizing: Proficient readers bring together all of their learning strategies to understand and internalize a piece. They can not only retell but also create new meaning for themselves (a synthesis) using all that they know. Examples of synthesis might include a compare and contrast of ideas, assessing and evaluating, verifying the value of evidence, and/or making choices based on a reasoned argument. Think Aloud: The teacher reads aloud a text. As the teacher comes across words or concepts that might be difficult, he/she develops questions to ask themselves out loud. These questions are indicative of the thoughts the teacher has while reading difficult text. The purpose is to engage the reader in a metacognitive dialogue about his/her comprehension of text and the use of all reading strategies. These might include the modeling of: Predicting: Judging from that heading, Ill bet... Summarizing: So, there are different levels of a nervous system. Questioning: I wonder just how complex the human nervous system is? Assessing prior knowledge: I know the nervous system is controlled by the brain. Making analogies: A nervous system is like a system of traffic lights. Creating imagery: I picture a huge oak tree when I think of the nervous system. Clarifying: Wow, I dont know that word at all, but its in bold type, so I bet its meaning is listed in the glossary or the end of the chapter. Thinking Maps: Thinking Maps are eight visual-verbal tools, each based on a fundamental thinking process and used together as a set of tools for showing relationships. Vocabulary Development: Affix Letters are letters added to the beginning or ending of a word to change its meaning or grammatical function. Antonym Words with opposite meaning. Cold and hot are antonyms. Etymology The in-depth study of the history of words. Homograph Words that are spelled the same but have different meanings and different origins. Bat = club, flying animal, or a wink Homophone Words that sound the same but have different meanings and usually different spellings. (road, rode, rowed) Synonym Words that mean nearly the same thing. Big and large are synonyms. Multiple Meaning Word: A word that has more than one meaning. Story is a multiple meaning word. It can mean a real or imaginary tale or a level of a building. Prefix An affix added to the beginning of a word to form a new word. In is a prefix in inaccurate. Suffix An affix added to the end of a word to change its grammatical form or its meaning. Ness is a suffix in goodness.
Visualizing: Proficient readers create mental images to understand information. These images are visual, auditory, or other sensory connections to the text. Proficient readers use these images to deepen understanding of text. Word Play: Games and activities used to develop vocabulary and word knowledge. These can be used in independent center activities or used as lessons and activities to develop vocabulary. (Examples: Alliteration several words or a sentence that begin with the same letter or sound Hink pink - One syllable rhyming words that answer a question( What is a chubby feline? a fat cat) Hinky Pinky - Two syllable words that answer a question (What would you call a tiny bird from New Zealand? A peewee kiwi) A hinkety pinkety would be a three syllable rhyming words that answer a question (What would you call a yellow fruits bright, large handkerchief? A banana bandana) Hyperbole a figure of speech that is an extreme exaggeration of the truth Idioms A saying whose meaning is different from the usual meanings of the individual words. To talk a blue streak is an idiom that means to talk a lot and often quickly. Memory Games Example: Concentration Onomatopoeia words that imitate or suggest the sounds they describe (meow, crash crack, slurp, twirl, screech) Personification a figure of speech that gives a human quality to something nonhuman Portmanteaus breakfast + lunch = brunch, and various other vocabulary games) Proverbs A saying that offers advice or offers an observation about life. Beauty is in the eyes of the beholder is a proverb. Word Sorts: Word study activities that draw students attentions to the patterns in English orthography: Picture sorts grouping pictures with similar sound features Word sorts grouping word cards with similar sound/spelling features Word hunts hunting through text for words with the patterns being studied Closed sorts Teacher defines the spelling pattern/category to be sorted Open sorts The student creates categories with packs of known words Word Study: 1. An active process in which students categorize words and pictures to learn about words (patterns and structures) 2. Studying synonyms, antonyms, multiple meaning words, prefixes, suffixes, roots (Greek , Latin, etc.), base words, homophones, homographs Word Walls: A word wall is a systematically organized collection of words displayed in large letters on a wall or other large display place in the classroom. The purpose of the word wall is to help children learn to spell high frequency words. The main word wall is large---8 feet wide and 6 feet tall. The words build on the wall by 5 new words each week throughout the school year. Words on the wall are written about 2 inches tall with a black marker on colored construction paper. They are cut out around the shape of the letters. The wall needs to be reachable for the students. They should be able to walk right up to the word wall, and they should be able to touch each word with a pointer. The key to a successful word wall is the word, "interactive." Students need to actively interact with the word wall. Interaction includes cheers and chants for the new words of the week, activities that expand the students' understanding of how words work and the use of the word wall during writing as a primary resource for spelling. Grade 5 Part A Page 49 of 65
READING ASSESSMENTS
Fifth Grade
Taking a Reading Assessment Chart Reading Assessments from Taking a Reading Assessment #13: Fluency Resource D Story Grammar Questions High Frequency Reading/Vocabulary List VESD Power Reading (link provided) Reading Inventories (as per site) Reading Log
Taking a Reading Assessment Chart

Assessment Tool 1 Alphabet Recognition 2 Letter Naming Fluency (DIBELS) 3 Concepts about print 4 Phoneme Awareness 5 Onset Recognition (DIBELS) 6 Yopp Singer Phoneme Segmentation 7 Phoneme Segmentation fluency 8 Beginning Phonics Skills Test (BPST) 9 Nonsense Word Fluency (DIBELS) 10 Phonics Inventory 11 Names Phonics Test 12 High- Frequency Words 13 Assessing Accuracy and Fluency 14 Rapid Word Reading Placement Test 15 Oral Reading Test 16 Elementary Spelling Inventory 17 Vocabulary 18 Comprehension 19 Organizational Features of Text 20 Reference SkillsObservational Tool Group Size Individual Individual Individual Individual Individual Individual Individual Individual Individual Individual Individual Individual Individual Individual Individual Individual Individual & Small group Whole Class Individual Individual As needed As needed Spring As needed
(especially for incoming students)
Kinder Fall/Winter/Spring
ONE Fall, as needed Fall, as needed Fall, as needed Fall/Winter Fall/Winter Fall/Winter Fall/Winter/Spring
TWO As needed As needed As needed As needed As needed As needed As needed As needed As needed
THREE
FOUR
FIVE
SIX
As needed
As needed
Fall/Winter/Spring
Fall/Winter/Spring
As needed As needed As needed As needed Fall/Winter/Spring Fall/Winter/Spring As needed

Fall/Winter/Spring
Fall/Winter/Spring Fall/Winter/Spring
As needed As needed Fall/Winter/Spring Fall/Winter/Spring As needed



Fall/Winter/Spring Fall/Winter/Spring As needed

Fall/Winter/Spring Fall/Winter/Spring As needed

As needed Fall/Spring On going, as needed Fall/Winter/Spring
As needed Fall/Spring On going, as needed Fall/Winter/Spring
As needed Fall/Spring On going, as needed Fall/Winter/Spring As needed As needed
Taking a Reading A teachers Guide to Reading Assessment Reading Success Network So Calif. Comprehension Assistance Center 562-922-6343
Assessment Tool No. 13
Fluency
What Is It? Fluency means reading smoothly, easily, and quickly. There is agreement that fluency is an essential element of reading. Students cannot focus on the real goal of readingto read for meaninguntil they can read fluently. Why Is It Important? Oral reading accuracy and fluency can be used to match appropriate instructional material with the reader. The development of fluency encompasses three district parts of the reading process: decoding, comprehension and attention (an essential part of the cognitive process). After grade level fluency is achieved, word identification is relatively easy, and the primary challenge is comprehension. How Do You Administer This Assessment? 1. Materials: *Select grade level reading material. Consider both expository and narrative text. Use unfamiliar material. *Student text with words counted (narrative or expository) two copies *Stopwatch *Pens/pencil Administration: Introduce the selection title to help the student get the big picture Ask the student to read the selection orally. Time students oral reading for one minute. Scoring and analysis Use the following notation system to record errors: circle words omitted circle words read orally. Count up the number of words read correctly in one minute. Refer to page 88 for grade level rate and fluency guidelines
2.
3.
What Are the Instructional Implications? Select reading materials that are at the students instructional level (90 95% accuracy) Provide instruction to develop fluency. Train students to work in pairs to monitor their own fluency growth through: *simultaneous reading *re-reading familiar materials *wide reading *readings by same author *two-minute drills to locate target words, syllable or patterns in print English Language Learners Refer to pages 6 8 for language and literacy development for English language learners Begin with letters that transfer from L1 What Can Families Do to Help at Home? Parents can encourage fluency by reading with children and having children read an abundance of self-selected reading material. Encourage readings by the same author Parents read simultaneously with children.
Selected References The Curriculum Development and Supplemental Materials Commission. Reading/Language Arts Framework for California Public Schools California Department of Education, Sacramento, CA 1998 Hasbrouck, J.E. and G. Tindal, Curriculum-based oral reading fluency Norms for students in grades 2 through 5. Teaching Exceptional Children, 41-44. 1992 Samuels, S. Jay, N. Schemer and D. Reining. {Reading fluency) Techniques for making decoding automatic. S. J. Samuels and A. E. Farstrup, eds. What Research Has To Say About Reading Instruction. Second Edition. International Reading Association: Newark, DE. 1967 Rasinski, Timothy V. Speed does Matter in Reading. Reading Teacher, Vol 54, No 2, 146 151. 2000. English-Language Arts Content Standards for California Public Schools READING First Grade 1.16 Read aloud with fluency in a manner that sounds like natural speech Second Grade 1.6 Read aloud fluently and accurately and with appropriate intonation and expression. Third Grade 1.3 Read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation and expression. Fourth Grade 1.1 Read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation and expression Fifth Grade 1.1 Read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation and expression. Sixth Grade 1.1 Read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation and expression.
Assessment Tool No. 13
Rate and Fluency Guidelines

(Taylor, Harris, Pearson, and Garcia, 1995)
Grade Level
Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 12
Silent/Oral WPM
70 100/66-104 95 130/86 124 120 170/95 130 160 210/108 140 180 230/112 145 180 240/122 155 195 240/136 167 215 50/150 + 225 260/150+
CSU Center for the Improvement of Reading Instruction
Resource D
Story Grammar Element Questions

What Is It? Questions designed to understand the story grammar of narrative can both assess and instruct and are helpful in improving comprehension. Why Is It Important? Selected story grammar questions can be used by the teacher to help students deepen their comprehension of narrative text. How Do You Administer This Assessment? 1. Materials: *Selected narrative texts *Sample story grammar questions *Pencil Administration: After reading narrative text students answer, either orally or in writing, questions specifically designed for that type of structure. Students; reading should be at independent or instructional levels if they are required to read and write independently for this assessment. Scoring and Analysis: Use teacher judgment in determining whether students have a clear understanding of elements of story grammar.
2.
3.
What Are the Instructional Implications? After assessing students the teacher can determine whether specific instruction needs to focus on certain text structure elements. English Language Learners Refer to pages 6 8 for language and literacy development for English language learners. What Can Families Do to Help at Home? Provide a variety of nonfiction reading materials focused around the interest of the child. Ask questions focused on a particular text style when discussing a book the child has read. Selected References The Curriculum Development and Supplemental Materials Commission. Reading/Language Arts Framework for California Public Schools. California Department of Education, Sacramento, CA, 1998 Billmeyer, Rachel, Teaching Reading in the Content Areas: If Not Me, Then Who, Colorado, 1996.
Resource D
Story Grammar Element

Sample Questions Setting Where does the story take place? When does the story take place? Could the setting have been different? Why do you think the author chose this setting? Characters Who are the characters in the story? Who is the most important character in the story? Which character do you enjoy the most? What is (name a particular character) like? Initiating Event What started the chain of events in this story? What is the connection between this event and the problem? Problem/goal What is the main problem/goal? Why is this a problem/goal for the main character? What does this problem/goal tell us about this character? How is the setting related to the problem/goal? What is there about the other characters that contribute to this problem/goal? Would this be a problem for you? Events What important things happened tin the story? What diddo about --? What was the result of this? Why didnt it succeed? What did do next? How did feel about this? How would you have reacted? What do you learn about from the course of action taken? Resolution How is the problem solved/goal achieved? How else could the problem have been solved or the goal achieved? How would you change the story if you were the author? Theme What is the moral of this story? What do you think the author was trying to tell readers in this story? What did _____ learn at the end of this story? How can you apply this story to your life? Taking a Reading A teachers Guide to Reading Assessment Reading Success Network So Calif. Comprehension Assistance Center 562-922-6343
Level Five High Frequency Reading Vocabulary List

a
able about above according across act action add addition afraid after afternoon again against age ago ahead air all almost alone along already also although always am American among amount an ancient and
animal animals another answer any anyone anything apart appear are area arm around as ask asked at ate attention away baby back bad ball band base basic be bear beat beautiful became because
become bed been before began begin behind being believe below beside best better between beyond big bird bit black blood blue board boat body book born both bottom bought box boy bread bright
bring broken brother brought brown build built business but buy by called came can cant cannot capital car care careful carefully carry case cat catch cattle caught cause center century certain chair chance
change check child children choose circle city class clean clear close coast cold color column come common compare complete contain control cool copy corn corner correct cost cotton could couldnt country course cover
cross cut dark day dead deal death decide deep describe desert did didnt difference different difficult dinner direction distance do does doesnt dog dont done door down draw drive drop dry during each
early earth east easy eat edge eight either electric else end energy engine English enough equal especially even evening ever every everyone everything example except exercise experiment explain eye face fact fall family
famous far farm fast farther fast father fear feel feet fell felt few field fight figure fill finally find fine fire first fish fit five flat floor fly follow food foot for force
forest farm forth forward found four free fresh friend from front full fun game garden gas gave general get girl give glad glass go going gold gone good got government grass gray great
green grew ground group grow grown guess had hair half hand happen happened happy hard has hat have he hes head hear heard heart heat heavy held help her here high him himself
his history hit hold hole home hope horse hot hour house how however huge human hundred hurt I Id Ill Im Ive ice idea if important in inch include information inside instead interest
into iron is island isnt it its its itself job just keep kept key kind king kitchen knew know knowledge lady land language large last late later lay lead learn learned least leave
leaves led left length less let letter level life light like line list listen little live lived living long longer look lost lot love low machine made main major make man many map
mark material matter may maybe me mean meant measure meat meet men mental method middle might milk million mind minute miss modern moment money moon more morning most mother mountain mouth move movement
much music must my name narrow nation natural nature near necessary need neither never new next night nine no nor north nose not note nothing notice now number object ocean of off office
often oh oil old on once one only open opposite or order other our out outside over own page pair paper part particular party pass past path pattern pay people perhaps period person
pick picture piece place plan plane plants play please point poor position possible power practice present pretty probably problem process produce product public pull put question quite race radio rain ran rather reach
read reading ready real really reason record red region remember rest result return rich ride right ring river road rock room rope rose round row rule run sad safe said salt same sand
sat saw say scale school science sea second section see seem seen sell send sense sent sentence separate set seven several shape sharp she sheep shell ship shop shore short should show shown
side sight sign silver similar simple since sing single sit six size skin sky sleep small snow so soft soil sold some someone something son song soon sound south space speak special speech
speed spend spent spoke spot spread spring square stand start state stay steel step stick still stone stood stop store story straight strange street strong study subject such suddenly sugar summer sun suppose
sure surface system table tail take talk tall teacher team teeth tell temperature ten test than that thats the their them themselves then there therefore these they thick thin thing think third this
those though thought thousand three through throughout thus time tiny to today together told too took top total touch toward town train travel tree trip trouble truck true try turn turned twice two
type under understand unit United States unless until up upon us use useful usually value various very village visit voice wait walked wall want war warm was wasnt watch water way we well wear
weather week weight well went were west what when where whether which while white who whole whose why wide wife wild will wind window winter wire wish with within without woman women won
wont wonder wood words work
world would wouldnt write wrong
wrote yard year yellow yes
yet you youll youre young
your yourself
Reading Response Logs

Reading Logs work like journals. Students use them to write their responses and opinions about literature or expository texts they are reading or listening to as a teacher read aloud. The primary purpose is to help students comprehend text at deeper levels. Through their entries, students clarify their thinking and explore ideas which lead to deeper comprehension. There are a variety of ways students can use logs. They can: question the author comment about important messages within the text, draw diagrams use thinking maps to demonstrate their comprehension explore and analyze themes, plot, and characters identify story elements compare and contrast texts and authors summarize make predictions make inferences and use text references to support the inference make personal connections dialogue with the author about the text list interesting or unfamiliar words make not of striking quotes use logs to complete their literature circle roles
It is important for teachers to monitor student entries to check for comprehension, for completion of tasks, and to write comments back to students about their interpretations and reflections. These comments can be in the form of questions to stretch the students thinking. Reading logs are informal; therefore teachers dont use the logs to correct for conventions unless, for example, the student misspells priority words they are being held accountable for spelling correctly.
Student Reading Log

Name _______________ Grade _____
_________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________
Responding to Reading in a Journal

1. I wonder what this means 2. I really dont understand 3. I really like/dislike 4. The character reminds me of because 5. This character is like me when 6. This character is like the character in 7. In this story the setting is important because 8. I really didnt like this piece because 9. This part is very realistic/unrealistic because 10. The relationship between ________ and ________ is interesting because 11. This section makes me think about, because 12. I disliked 13. This reminds me about the time I 14. The character that I think is the most admirable isbecause 15. If I were _________ I would 16. I love the way 17. I dont understand 18. I really wonder why 19. I noticed that 20. I think the author 21. I was really surprised when 22. I felt _____ when 23. The book is really 24. Im still not sure about 25. The illustrations 26. The message/theme of this story is 27. I know the message/theme is _______ because in the book
For Expository Text 1. The fact that was most interesting was 2. I would like to share ___________ with others. 3. I would like/not like to read more about this topic because 4. The pictures/graphics/charts were helpful because 5. This book is like/different from 6. I think the author had to research.to write this book. 7. I would like to ask the author about 8. If I was the author, I would add ______ to the book. 9. I learned 10. It really helped me to know
End Part A

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Fifth Grade

Language Arts Curriculum Standards and Instruction

Grade 5 Part A Page 1 of 65

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Sections Five to Seven in Part B (Link Provided)

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AREAS OF EMPHASIS CALIFORNIA STANDARD BASED LANGUAGE ARTS TEST

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FIFTH GRADE: READING STANDARD 1

10. Student use of resources

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COMMON GREEK AND LATIN ROOTS

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THE ROOT vid, vis L voc L void L vol L volv L vor - L

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MULITPLE MEANING WORDS

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FIFTH GRADE READING Standard 2: Reading Comprehension Standard 3: Response to Literature

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READING COMPREHENSION 2.0 Standards- Based Classroom

LITERARY RESPONSE AND ANALYSIS 3.0 Grades: Fifth

See Text Features on the next page

Grade 5 Part A Page 22 of 65

**See other strategies in Strategic Teaching and Learning

Grade 5 Part A Page 23 of 65

Fifth Grade Vocabulary and Reading Comprehension Strategies

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STRATEGIC READING STRATEGIES

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Strategies from "Word Works II by Robert _Calfee

Word Work II February 1998 Calfee @ UCR / Norman @ CSUF

Supported by the Spencer Foundation

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MODAL MIDDLE ACTIVITY Analysis of Single List

Word Work II February 1998 Calfee @ UCR / Norman @ CSUF

Supported by the Spencer Foundation

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Word Work II February 1998 Calfee @ UCR / Norman @ CSUF

Supported by the Spencer Foundation

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SCRIPT: Structural Analysis Decoding ADDITIONAL MIDDLE ACTIVITIES

2. READING MIXED LISTS

3. SPELLING Group Practice

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Word Work II February 1998 Calfee @ UCR / Norman @ CSUF

Supported by the Spencer Foundation

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Supported by the Spencer Foundation

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BLACKBOARD EXAMPLE: Structural Analysis for Decoding

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Historical Roots of English: Activity Two