Unit
Comprehension - Adventurers
Local Objective
At the completion of this unit, the students will be able to:
Story: The Three-Century Woman
Identify characters and plot to improve comprehension
Activate and use prior knowledge to enhance understanding of characters and plot.
Preview and make predictions
Fluency skill: Raise and lower their voice during reading.
Story: The Unsinkable Wreck of R.M.S. Titanic
Use graphic sources to improve comprehension.
Ask questions based on graphic sources.
Fluency skill: Use their voice to show emotion.
Story: Talk with an Astronaut
Find the authors purpose for writing a reading selection.
Monitor and fix up by adjusting reading rate and asking themselves questions while reading
Fluency skill: Adjust their tone of voice to show different emotions.
Story: Journey to the Center of the Earth
Identify cause and effect relationships
Use cause and effect relationships to summarize
Fluency skill: pause at natural stopping points in text.
Story: Ghost Towns of the American West
Recognize generalizations.
Use graphic organizers to test the validity of generalizations.
Fluency skill: Adjust their tone of voice to show different emotions.
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.
The Three-Century Woman
1. Students will take a test to determine their understanding of the selection. They will make predictions based on their prior knowledge.
2. Students will write a 7 sentence summary to show understanding of the character and plot.
The Unsinkable Wreck of the R.M.S. Titanic
1. Students will take a test to determine their understanding of the selection.
2. They will answer questions to determine their understanding of a given graphic source.
Talk with an Astronaut
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.
Journey to the Center of the Earth
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.
Ghost Towns of the American West
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 5 Benchmark test to determine their understanding of the selections and the concepts learned.
Level of Expectation
80%
List of concepts and Evaluation Types
| Concept | Evaluation Type |
| Prior knowledge | SR |
| Character and Plot | CR |
| Character and Plot | SR |
| Monitor and fix up | CR |
| Author's Purpose | SR |
| Summarize | CR |
| Cause and Effect | CR |
| Cause and Effect | SR |
| Graphic Organizers | SR |
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.
Story: The Three-Century Woman
- Students will assist teacher in doing a word web to build background and activate prior knowledge.
- Students will answer teacher guided questions while reading the story to enhance comprehension.
- Students will work in pairs to read a passage from the selection story and practice raising and lowering their voice for volume control.
- Students will complete Practice Book pages 203,207-210 which includes reading a passage and answering questions demonstrating knowledge of the literary elements of character and plot.
- Students will create a character web for one character in the story and write a paragraph describing how that character reminds them of someone they know. These will be published to the Writers Bulletin Board.
Story: The Unsinkable Wreck of the R.M.S. Titanic
- Students will answer teacher guided questions while reading the story to improve comprehension using graphic sources.
- Students will work in pairs to complete Practice book page 218 for graphic sources practice.
- Students will work in pairs to read a passage from the selection story and practice reading with emotion.
- Students will look at the illustration on pages 544 and 545 and then write a 3-5 sentence explanation on what information it provides about the sinking of the Titanic
- Students will complete Practice Book pages 213,216 and 217 ,which includes reading a passage and answering questions demonstrating ability to read graphic sources.
Story: Talk with an Astronaut
- 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 read a passage from the selection story and practice adjusting their tone of voice to show different emotions.
- Students will complete Practice Book pages 223,226-228, which includes answering questions and finding the author's purpose.
Story:
Journey to the Center of the Earth
- Students will answer teacher guided questions while reading the story to identify cause and effect relationships and use them to summarize.
- Students will work in pairs to read a passage from the selection story and practice pausing at natural stopping points in text.
- Students will complete Practice Book pages 233,236-238 , which includes reading a passage and answering questions demonstrating students' ability to identify cause and effect.
- Students will write a 10 sentence summary of the selection story.
Story: Ghost Towns of the American West
- Students will answer teacher guided questions while reading the story to recognize generalizations.
- Students will work with a partner to create a graphic organizer of 5 generalizations that they can make about the story and show if it is valid.
- Students will work in pairs to read a passage from the selection story and practice adjusting the tone of their voice to show different emotions.
- Students will complete Practice Book pages 243, 246-248 , which includes reading a passage and answering questions demonstrating students' ability to generalize.
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: The Three-Century Woman
Complete a word web on the board to build background and activate prior knowledge. Ask guided questions to draw conclusions and find the main idea while students are reading the story aloud. Use the SMART Board to complete Practice Book page 203 together with students. Model a character web for one of the characters in the story.
Fluency skill: Teacher will read Early Sunday Morning on page 512m in the teachers edition, modeling how to adjust your volume during reading by raising and lowering your voice.
Story: The Unsinkable Wreck of the R.M.S. Titanic
Ask guided questions to make generalizations and predictions while students are reading the story aloud.Use the SMART Board to complete Practice Book page 213 together with students. Model how to write an explanation about an illustration.
Fluency skill: Teacher will read Tea Leaves and Buried Treasure on page 536m in the teachers edition, modeling how to change intonation to show emotion and make the selection more expressive and lively to the listeners.
Story: Talk with an Astronaut
Ask guided questions to determine the authors' purpose for writing while students are reading the story aloud. Model monitor and fix up skills using pages 560 and 561 in the student edition. Use the SMART Board to complete Practice Book page 223 together with students.
Fluency skill: Teacher will read Apollo 13 on page 560m in the teachers edition, modeling adjusting the tone of your voice to show different emotions.
Story: Journey to the Center of the Earth
Ask guided questions to identify cause and effect relationships. Use the SMART Board to complete Practice Book page 233 together with students. Discuss pages 582 and 583 in the student edition to model cause and effect and summarizing.
Fluency skill: Teacher will read Bartlett and The City of Flames on page 582m in the teachers edition, modeling pausing at natural stopping point in text to make reading flow smoothly and make it easier for the listener to understand.
Story: Ghost Towns of the American West
Ask guided questions to make valid generalizations. Use the SMART Board to complete Practice Book page 243 together with students. Create a chart on the board to model using graphic organizers and determining if a generalization is valid or faulty.
Fluency skill: Teacher will read By The Great Horn Spoon on page 604m in the teachers edition, modeling adjusting the tone of your voice to show different emotions.
Content Standards
CA 1, CA 4, CA 6
Process Standards
1.2, 1.5, 1.8, 2.1, 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 121-126 for extended practice on comprehension of a story.
- Students will complete Fresh Reads for Differentiated Test Practice pages 127-132 for extended practice on comprehension of a story.
- Students will complete Fresh Reads for Differentiated Test Practice pages 133-138 for extended practice on comprehension of a story.
- Students will complete Fresh Reads for Differentiated Test Practice pages 139-144 for extended practice on comprehension of a story.
- Students will complete Fresh Reads for Differentiated Test Practice pages 145-150 for extended practice on comprehension of a story.
Enrichment Exercise
1. The students will read page 524 to learn about and analyze flashbacks. They will use the dictionary to write down the definition and then write how it can help them to understand how a past event has brought about a present event.
2. The students will read page 549, "mearly Lost Because of a Hat" to determine the mood of a selection. They will write down 3 words describing the mood of the selection.
3.The students will read page 572 and paraphrase the first question and answer.
4.The students will work with a partner to read page 591 and list the fantastic science fiction elements of the selection.
5. The students will work with a partner and read page 615 to identify and list loaded words that are persuasive devices in the selection.
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/1/F/5/a. | Communication Arts | Reading | Develop and apply skills and strategies to the reading process | Pre-Reading | 5th Grade | Apply pre-reading strategies to aid comprehension: access prior knowledge |
| CA/R/1/F/5/d. | Communication Arts | Reading | Develop and apply skills and strategies to the reading process | Pre-Reading | 5th Grade | Apply pre-reading strategies to aid comprehension: set a purpose for reading |
| CA/R/1/G/5/b. | Communication Arts | Reading | Develop and apply skills and strategies to the reading process | During Reading | 5th Grade | During reading, utilize strategies to self-monitor comprehension |
| CA/R/1/G/5/c. | Communication Arts | Reading | Develop and apply skills and strategies to the reading process | During Reading | 5th Grade | During reading, utilize strategies to question the text |
| CA/R/1/G/5/g. | Communication Arts | Reading | Develop and apply skills and strategies to the reading process | During Reading | 5th Grade | During reading, utilize strategies to summarize |
| CA/R/1/H/5/a. | 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: to answer basic comprehension questions. |
| CA/R/1/H/5/i. | 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: summarize |
| CA/R/1/I/5/b. | Communication Arts | Reading | Develop and apply skills and strategies to the reading process | Making Connections | 5th Grade | Compare, contrast and analyze connections between text to self (text ideas and own experience) |
| 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/d. | 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 cause and effect |
| 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/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/W/2/A/5/b. | Communication Arts | Writing | Compose well-developed text | Audience and Purpose | 5th Grade | Compose text in a format appropriate to audience and purpose |
Objective Notes/Essential Questions
| Date | Note/Question |
| 8/8/2010 11:26:20 AM | Instruction methods, learning activities, and assessments are repeated weekly with some variations
|