At the completion of this unit, students will be able to:

Read grade-level instructional text using fluency skills:  characterization/dialogue, tone of voice, pitch and  phrasing.  They will also use the reading strategies  answering questions, monitoring/pacing, predicting, asking questions, and using graphic organizers.

Story:  Inside Out
Compare and contrast.
Answer questions to compare and contrast.
Identify short stories and recognize their elements.

Story:  Passage to Freedom
Determine and identify the author's purpose.
Understand point of view.

Story:  The Ch'i-lin Purse
Compare and contrast.
Use comparison and contrasts to predict what will happen next.
Understand and describe illustrator's craft.

Story:  Jane Goodall's 10 Ways to Help Save Wildlife
Identify and recognize statements of fact and opinion.
Ask questions to differentiate statements of fact and opinion.
Identify author's viewpoint.

Story:  The Midnight Ride of Paul Revere
Determine and identify the sequence of events.
Use graphic organizers to follow sequences.
Recognize personification.

• By teacher observation as they participate in classroom discussion, being prompted by the teacher with guiding comprehension questions.
• Using a selection test at the completion of each selection to determine students' understanding of the selection and identification of the author's purpose.
• Using a timed one-minute reading test to assess fluency rate and tone of voice.

Story:  The Chi'-lin Purse

• By teacher observation as they participate in classroom discussion, being prompted by the teacher with guiding comprehension questions.
• Using a selection test at the completion of each selection to determine students' understanding of the selection and their ability to recognize, use, and make comparisons/contrasts.
• Using a timed one-minute reading test to assess fluency rate and pitch.

Story:  Jane Goodall's 10 Ways to Help Save Wildlife

• By teacher observation as they participate in classroom discussion, being prompted by the teacher with guiding comprehension questions.
• Using a selection test at the completion of each selection to determine students' understanding of the selection, identification of facts/opinions, and asking questions to monitor comprehension.
• Using a timed one-minute reading test to assess fluency rate and phrasing.

Story:  The Midnight Ride of Paul Revere

• By teacher observation as they participate in classroom discussion, being prompted by the teacher with guiding comprehension questions.
• Using a selection test at the completion of each selection to determine students' understanding of the selection, use of graphic organizers, and ability to determine sequence of events.
• Using a timed one-minute reading test to assess fluency rate and tone of voice.

Students will take an End-of-Unit 2 Benchmark test to determine their understanding of the selections and the concepts learned.

Story:  The Chi'lin Purse

• Activate prior knowledge while creating a T-Chart, What I Know About China/What I Learned About China,.  They will look at world maps to locate and discuss more about China.  As they read the selection, they will look for things to add to the chart.
• Preview and make predictions about the story selection.  Discussing the selection genre (Folk Tales).
• Answer teacher guided questions while reading the story to predict, draw conclusions, discuss the main idea, and to compare/contrast.
• Using page 186-187, students will work in pairs to read "Wedding Traditions", and construct a graphic organizer that compares and contrasts the wedding traditions in the article. 
• Students will complete Practice Book pages 73, 76-78,which includes compare/contrast and sequence.
• After discussing the illustrator's craft, they will study the illustration on page 192, and write a response to the following question: What does the illustration tell you about Hsiang-ling? .

• Activate prior knowledge while making a KWL chart about protecting animals.  They will, later, revisit the chart to make sure that all questions have been answered and record learned information.
• Preview and make predictions about the story selection.  Discussing the selection genre (Expository Nonfiction).
• Answer teacher guided questions while reading the story to predict, draw conclusions, discuss the main idea, and identify statements of fact and opinion, asking questions to differentiate them.
• Using page 208-209, students will work in pairs to read "Chimps" and construct a graphic organizer that differentiates statements as: a statement of fact, a statement of opinion, or both.  Then, they will use a statement of opinion from the organizer, writing about why it is a statement of opinion.
• Students will complete Practice Book pages 83, 86-88,which includes fact and opinion, and comparing/contrasting.
• After discussing author's viewpoint, they will reread suggestion 7 on page 220.  Then they will discuss and express the author's viewpoint on the suggestion given.

Story:  The Midnight Ride of Paul Revere

• Activate prior knowledge as the discuss and create a word web about Independence Day.  The web should include the holiday's meaning and ways that it is celebrated.
• Preview and make predictions about the story selection.  Discussing the selection genre (Poem).
• Answer teacher guided questions while reading the story to predict, draw conclusions, discuss the main idea, and to determine the sequence of events.
• Using page 230-231, students will work in pairs to read "Before the Midnight Ride" and construct a graphic organizer that shows the sequence of events in the selection. 
• Students will complete Practice Book pages 93, 96-98,which includes sequence and literary elements.
• After discussing personification, the students will work in pairs to find examples of personification on page 245.  Then, they will write 3 examples on their own.

**At the end of each selection story, the students will use the Reader's Response page to assess their comprehension of the story and strategies.

Story:  Passage to Freedom
During whole group and guided instruction, using prepared lesson materials, the teacher will:

• Lead discussion to activate students' prior knowledge.
• Ask guiding questions to help the students predict, draw conclusions and determine the author's purpose while reading the story aloud.
• Use SMART Board to complete Practice Book page 63 together with students. 
• Model the use and creation of a graphic organizer to predict the author's purpose.  Explain why it is important to monitor their understanding as they move along.  
• Discuss examples of author's point of view with the students.  Show examples of first-person and third-person.

Story:  The Chi'-lin Purse
During whole group and guided instruction, using prepared lesson materials, the teacher will:

• Lead discussion to activate students' prior knowledge.
• Ask guiding questions to help the students predict, draw conclusions and compare/contrasts, using them to make predictions while reading the story aloud.
• Use SMART Board to complete Practice Book page 73, Compare and Contrast, together with students. 
• Model the use and creation of a graphic organizer (word web) to identify compare and contrast similarities and differences.
• Discuss illustrator's craft with the students.  Model describing and illustrator's craft and how it helps with understanding.

Story:  Jane Goodall's 10 Ways to Help Save Wildlife
During whole group and guided instruction, using prepared lesson materials, the teacher will:

• Lead discussion to activate students' prior knowledge.
• Ask guiding questions to help the students predict, draw conclusions and identify statements of fact and opinion while reading the story aloud.
• Use SMART Board to complete Practice Book page 83, Fact and Opinion, together with students. 
• Model the use and creation of a graphic organizer to show statements of fact and opinion.  Ask questions to differentiate between the two. 
• Use skill transparency 9 to teach fact/opinion and ask questions to help follow and comprehend a story.
• Discuss the author's viewpoint with the students.  Explain that it is the way an author looks at the subject he or she is writing about.  It can be learned by looking at the words her/she uses and opinions that are expressed.  By using context clues, you can sometimes figure out an author's viewpoint even when it is not stated.  Use suggestion 10 on p. 223, to talk about the expressed viewpoint.

Story:  The Midnight Ride of Paul Revere
During whole group and guided instruction, using prepared lesson materials, the teacher will:

• Lead discussion to activate students' prior knowledge.
• Ask guiding questions to help the students, predict, draw conclusions, use graphic organizers and determine the sequence of events while reading the story aloud.
• Use SMART Board to complete Practice Book page 93, Sequence, together with students. 
• Model the use and creation of a graphic organizer to show the sequence of events: first event, second event, third event......
• Discuss personification with the students.  Explain that it is giving human traits to animals, objects, forces of nature, and abstract ideas.  Discuss the reason a writer uses it.  To help with understanding, point out the example on page 239, with the wind. 

While students are completing independent assignments, the teacher will assist and guide students that are having difficulties.

During small group time, the teacher will pay close attention to each student, monitoring progress and addressing areas in which extra practice is needed.  The teacher will guide the students, asking questions, pointing out key factors and generating ideas, as they read and discuss the level readers in their groups.

1. Students will complete Fresh Reads for Differentiated Test Practice pages 31-36 for extended practice on comprehension of a story and fluency rate.
2. Students will complete Fresh Reads for Differentiated Test Practice pages 37-42 for extended practice on comprehension of a story and fluency rate.
3. Students will complete Fresh Reads for Differentiated Test Practice pages 43-48 for extended practice on comprehension of a story and fluency rate.
4. Students will complete Fresh Reads for Differentiated Test Practice pages  49-54 for extended practice on comprehension of a story and fluency rate.
5. Students will complete Fresh Reads for Differentiated Test Practice pages  55-60 for extended practice on comprehension of a story and fluency rate.