Unit
Comprehension- Adapting
Local Objective
At the completion of this unit, the students will be able to:
Story: Westlandia
Draw conclusions and ask questions in a reading selection.
Find the main idea in a reading selection.
Fluency skill: use punctuation clues showing where to pause ( using periods or commas ), change inflection ( question marks ) and express emotion ( exclamation marks ).
Story: Stretching Ourselves
Generalize and make predictions/infer in a reading selection.
Read and understand graphic sources.
Fluency skill: Use their voice to show emotion in their reading.
Story: Exploding Ants
Find the authors purpose for writing a reading selection.
Fluency skill: read with appropriate tempo and rate, pausing at punctuation.
Story: The Stormi Giovanni Club
Make generalizations and draw concluions.
Describe the story structure of a reading selection.
Fluency skill: Adjust the tone of their voice to show emotion.
Story: The Gymnast
Make generalizations and draw conclusions.
Visualize and create pictures to help improve understanding of a reading selection.
Fluency skill: use punctuation clues showing where to pause ( using periods or commas ), change inflection ( question marks ) and express emotion ( exclamation marks ).
Objective used to evaluate students
Yes
Assessment Activity
Students will be assessed by:
Teacher observation as they participate in classroom discussion, being prompted by the teacher with guiding comprehension questions. A one-minute timed reading fluency test will be given twice per unit to assess taught skills and correct words per minute read.
Story: Westlandia
1. Students will take a test to determine their understanding of the selection and find the main idea.
2. They will draw conclusions based on their comprehension of the selection.
Story: Stretching Ourselves
1. Students will take a test to determine their understanding of the selection.
2. They will make predictions/inferences and generalizations based on their comprehension of the selection.
Story: Exploding Ants
1. Students will take a test to determine their understanding of the selection.
2. They will determine the authors purpose based on their comprehension of the selection.
Story: The Stormi Giovanni Club
1. Students will take a test to determine their understanding of the selection and make predictions about the text.
2. They will draw out the story structure based on their comprehension of the selection.
Story: The Gymnast
1. Students will take a test to determine their understanding of the selection and find the main idea.
2. They will draw conclusions based on their comprehension of the selection.
Students will take an end-of-unit 4 Benchmark test to determine their understanding of the selections and the concepts learned.
A one-minute timed reading fluency test will be given twice per unit to assess taught skills and correct words per minute read.
Level of Expectation
80%
List of concepts and Evaluation Types
| Concept | Evaluation Type |
| Fluency words per minute read | PE |
| Predictions and Main Idea | SR |
| Predictions and Main Idea | CR |
| Graphic Sources | CR |
| Authors Purpose | SR |
| Authors Purpose | CR |
| Story Structure | SR |
| Story Structure | CR |
| Draw Conclusions | SR |
| Draw Conclusions | CR |
| Generalize and Visualize | SR |
| Generalize and Visualize | CR |
Learning Activity
Weekly activities will include reading with a partner, reading aloud, and one-on-one fluency check reading with teacher. Ten Important Sentences worksheet will be used to enhance sequence skills.
Fluency: Students will read aloud selected paragraphs from the story with a partner to practice weekly fluency skills. Students will listen to the story using headphones, paying special attention to the weekly fluency skill.
Westlandia
- Students will answer teacher guided questions while reading the story to draw conclusions and find the main idea.
- Students will work in pairs and construct a graphic organizer for the main idea and supporting details of a selection page from the story.
- Students will complete Practice Book pages153,156-158,which includes reading a passage and answering questions demonstrating knowledge of the main idea and drawing conclusions.
Stretching Ourselves
- Students will answer teacher guided questions while reading the story to make generalizations and predictions/inferences.
- Students will work in pairs and take turns reading the selection. They will stop after every 2 pages and tell their partner what they predict will happen next.
- Students will work in small groups and design a tool that could be helpful to a student with physical challenges in our school. They will draw the tool and write a paragraph describing the tool and its' use.
- Students will complete Practice Book pages163,166-168 ,which includes reading a passage and answering questions demonstrating ability to generalize and read graphic sources.
Exploding Ants
- Students will answer teacher guided questions while reading the story to find out the authors' purpose for writing the passage.
- Students will work in pairs to use the computer to create a graphic organizer listing the types of authors' purpose.
- Students will complete Practice Book pages 173,176-178, which includes answering questions related to a provided graphic source and finding the author's purpose.
The Stormi Giovanni Club
- Students will answer teacher guided questions while reading the story to make generalizations, draw conclusions and figure out the story structure.
- Students will work in small groups to read "Think Dress Codes are a drag?" on page 481. They will write down what they think is the authors' purpose for writing the selection.
- Students will work in small groups to compare and contrasts a characters feelings from .
- Students will complete Practice Book pages 183,186-188 , which includes reading a passage and answering questions demonstrating students' ability to generalize and draw conclusions as well as figure out the story structure of the selection.
The Gymnast
- Students will answer teacher guided questions while reading the story to make generalizations, draw conclusions and visualize the story.
- Students will work in pairs and take turns describing what they visualize in their mind while reading the selection..
- Students will complete Practice Book pages 193, 196-198 , which includes reading a passage and answering questions demonstrating students' ability to generalize and draw conclusions.
Instructional Method
Each week, the teacher will model the appropriate skill for each story. Teacher will model and teach reading and comprehension strategies for drawing conclusions, generalizing, predicting and visualizing.
During whole group and guided instruction, the teacher will:
Story: Westlandia
Ask guided questions to draw conclusions and find the main idea while students are reading the story aloud. Will use SMART Board to complete Practice Book page 153 together with students.
Model a graphic organizer on the board for the main idea and supporting details of a selection.
Fluency skill: Teacher will read The Black Stallion on page 392m in the teachers edition, modeling punctuation clues showing where to pause for periods and commas, how to change inflection with question marks by slightly raising your voice, and express emotion with exclamation marks.
Story: Stretching Ourselves
Ask guided questions to make generalizations and predictions/inferences while students are reading the story aloud. Use the SMART Board to complete Practice Book page 163 together with students. Model reading a paragraph and then making predictions about what will happen next. Explain how a wheelchair is helpful to someone with physical challenges.
Fluency skill: Teacher will read Wilma Unlimited on page 412L in the teacher's edition, modeling how to use your voice to show emotion by speaking softly, slowly, fast and loudly.
Story: Exploding Ants
Ask guided questions to determine the authors' purpose for writing while students are reading the story aloud. Use the SMART Board to complete Practice Book page 173 together with students. Use the SMART Board to model a computer-made graphic organizer.
Fluency skill: Model tempo and rate by keeping your reading pace slow and steady while reading Snake Scientist on page 436M in the teacher's edition.
Story: The Stormi Giovanni Club
Ask guided questions to draw conclusions , make generalizations and figure out the story structure while students are reading the story aloud. Use the SMART Board to complete Practice Book page 183 together with students. Model a graphic organizer for comparing and contrasting 2 things.
Fluency skill: Model adjusting your tone of voice to show different emotion while reading Only Fiona on page 458M in the teacher's edition.
Story: The Gymnast
Ask guided questions to draw conclusions, make generalizations and visualize while students are reading the story aloud. Use the SMART Board to complete Practice Book page 193 together with students. Model visualizing by reading a passage and then describing what they picture in their mind.
Fluency skill: Read The Winning Stroke on page 484m in the teacher's edition, modeling punctuation clues showing where to pause for periods and commas, how to change inflection with question marks by slightly raising your voice, and express emotion with exclamation marks.
Content Standards
CA 1
Process Standards
1.5, 1.8, 2.3
Resources
Student computers
SMART Board
Scott Foresman Reading Street Series
www.PearsonSuccessNet.com
Practice Books
Fresh Reads for Differentiated Test Practice
Correction Exercise
- Students will complete Fresh Reads for Differentiated Test Practice pages 91-96 for extended practice on comprehension of a story.
- Students will complete Fresh Reads for Differentiated Test Practice pages 97-102 for extended practice on comprehension of a story.
- Students will complete Fresh Reads for Differentiated Test Practice pages 103-108 for extended practice on comprehension of a story.
- Students will complete Fresh Reads for Differentiated Test Practice pages 109-114 for extended practice on comprehension of a story.
- Students will complete Fresh Reads for Differentiated Test Practice pages 115-120 for extended practice on comprehension of a story.
Enrichment Exercise
1. The students will read page 400, paragraph 3 to learn about idioms. Then work with a partner to research idioms on the computer and make a graphic organizer telling what their chosen idiom is, what it sounds like it means and what it really means, must contain at least one picture.
2. The students will read page 422, paragraph 2 and page 425, paragraph 3 to learn about similes.
3.Students will reread pages 444-445 to learn about metaphors and compare repletes to 'living honey jars'.
4.Students will work with a partner to read pages 466-469 of the reading story to discuss and write down 4 details about the mood of the story.
5. The students will read page 493, paragraph 3 and page 494, paragraph 1 to learn more about similes.
Weekly, the students will read leveled readers in small group settings. They will draw conclusions and make generalizations based on the selection they have read.
Special Needs
special needs will be addressed during small group instruction.
Teacher/student one-on-one meetings.
Peer assistance/tutoring will be used
GLEs v2.0 and CLEs
| GLE Code | Discipline | Strand | Big Idea | Concept | Grade Level/Course | GLE |
| CA/R/2/A/5/b. | Communication Arts | Reading | Develop and apply skills and strategies to comprehend, analyze and evaluate fiction, poetry and drama from a variety of cultures and times | Text Features | 5th Grade | Use grade level text to locate and recognize the text features of fiction, poetry and drama |
| CA/R/2/C/5/a. | Communication Arts | Reading | Develop and apply skills and strategies to comprehend, analyze and evaluate fiction, poetry and drama from a variety of cultures and times | Literary Elements | 5th Grade | Use details from text to demonstrate comprehension skills previously introduced |
| CA/R/2/C/5/b. | Communication Arts | Reading | Develop and apply skills and strategies to comprehend, analyze and evaluate fiction, poetry and drama from a variety of cultures and times | Literary Elements | 5th Grade | Use details from text to make inferences about setting, character traits and problem and solution, and story events |
| CA/R/2/C/5/e. | Communication Arts | Reading | Develop and apply skills and strategies to comprehend, analyze and evaluate fiction, poetry and drama from a variety of cultures and times | Literary Elements | 5th Grade | Use details from text to identify author's purpose |
| CA/R/3/C/5/a. | Communication Arts | Reading | Develop and apply skills and strategies to comprehend, analyze and evaluate nonfiction (such as biographies, newspapers, technical manuals) from a variety of cultures and times | Text Structures | 5th Grade | Use details from text to demonstrate comprehension skills previously introduced |
| CA/R/3/C/5/b. | Communication Arts | Reading | Develop and apply skills and strategies to comprehend, analyze and evaluate nonfiction (such as biographies, newspapers, technical manuals) from a variety of cultures and times | Text Structures | 5th Grade | Use details from text to explain main idea and supporting details |
| CA/R/3/C/5/f. | Communication Arts | Reading | Develop and apply skills and strategies to comprehend, analyze and evaluate nonfiction (such as biographies, newspapers, technical manuals) from a variety of cultures and times | Text Structures | 5th Grade | Use details from text to make predictions |
| CA/R/3/C/5/i. | Communication Arts | Reading | Develop and apply skills and strategies to comprehend, analyze and evaluate nonfiction (such as biographies, newspapers, technical manuals) from a variety of cultures and times | Text Structures | 5th Grade | Use details from text to identify and interpret author's ideas and purpose |
| CA/L/2/A/5/a.ii | Communication Arts | Listening and Speaking | Develop and apply effective speaking skills and strategies for various audiences and purposes | Discussion and Presentation | 5th Grade | Select and use appropriate public speaking techniques such as rate, pace, and enunciation in discussions and presentations |
| CA/L/1/A/5/a.i | Communication Arts | Listening and Speaking | Develop and apply effective listening skills and strategies | Purpose for Listening | 5th Grade | Listen for enjoyment |
| CA/L/1/A/5/a.iv | Communication Arts | Listening and Speaking | Develop and apply effective listening skills and strategies | Purpose for Listening | 5th Grade | Listen to identify and interpret tone, mood, and emotion of verbal and nonverbal communication |
| CA/R/2/C/5/e. | Communication Arts | Reading | Develop and apply skills and strategies to comprehend, analyze and evaluate fiction, poetry and drama from a variety of cultures and times | Literary Elements | 5th Grade | Use details from text to identify author's purpose |
| CA/R/2/B/5/a. | Communication Arts | Reading | Develop and apply skills and strategies to comprehend, analyze and evaluate fiction, poetry and drama from a variety of cultures and times | Literary Techniques | 5th Grade | Identify and explain examples of literary techniques in text, emphasizing simile |
| CA/R/2/B/5/b. | Communication Arts | Reading | Develop and apply skills and strategies to comprehend, analyze and evaluate fiction, poetry and drama from a variety of cultures and times | Literary Techniques | 5th Grade | Identify and explain examples of literary techniques in text, emphasizing metaphor |
| CA/R/3/C/5/g. | Communication Arts | Reading | Develop and apply skills and strategies to comprehend, analyze and evaluate nonfiction (such as biographies, newspapers, technical manuals) from a variety of cultures and times | Text Structures | 5th Grade | Use details from text to make inferences |
| CA/R/1/H/5/c. | Communication Arts | Reading | Develop and apply skills and strategies to the reading process | Post-Reading | 5th Grade | Apply post-reading skills to demonstrate comprehension of text: make predictions |
| CA/R/1/G/5/d. | Communication Arts | Reading | Develop and apply skills and strategies to the reading process | During Reading | 5th Grade | During reading, utilize strategies to infer |
| CA/R/3/B/5/d. | Communication Arts | Reading | Develop and apply skills and strategies to comprehend, analyze and evaluate nonfiction (such as biographies, newspapers, technical manuals) from a variety of cultures and times | Literary Techniques | 5th Grade | Identify and explain figurative language in nonfiction text, emphasizing sound devices previously introduced |
Objective Notes/Essential Questions
| Date | Note/Question |
| 7/23/2010 5:29:14 AM | Instruction methods, learning activities, and assessments are repeated weekly with some variations.
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