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

Read grade-level instructional text using fluency skills:  tone of voice, pitch, phrasing, and tempo and rate.  They will also use the reading strategies  recognizing story structure, activating prior knowledge, predicting, summarizing and using graphic organizers.

Story:  Wings for the King
Understand story structure in a play.
Identify author's purpose to clarify the story structure.
Understand metaphor.

Story:  Leonardo's Horse
Identify the main idea and supporting details to improve comprehension.
Summarize to identify main idea.
Recognize and analyze illustration and craft.

Story:  The Dinosaurs of Waterhouse Hawkins
Identify statements of fact and opinion to improve comprehension.
Use statements of fact and opinion to make predictions as they read.
Identify and retell the order of steps taken to complete an action.

Story:  Mahalia Jackson
Identify main ideas and supporting details to improve comprehension.
Use graphic organizers to help determine main ideas.
Identify persuasive devices in a story.

Story:  Special Effects in Film and Television
Use graphic sources to improve comprehension.
Use prior knowledge to understand graphic sources.
Identify steps in a process.

• 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, ability to determine main idea, identify details, and use them to summarize.
• Using a timed one-minute reading test to assess fluency rate and rate/tempo.

Story:  The Dinosaurs of Waterhouse Hawkins

• 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 statements of fact/opinion, and the use of them to make predictions.
• Using a timed one-minute reading test to assess fluency rate and phrasing.

Story:  Mahalia Jackson

• 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, determination of the main idea, identification of supporting details, and the use of graphic organizers.
• Using a timed one-minute reading test to assess fluency rate and tempo/rate.

Story:  Special Effects in Film and Television

• 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 interpretation/use of graphic organizers.
• Using a timed one-minute reading test to assess fluency rate and tempo/rate.

Students will take an End-of-Unit 3 Benchmark test to determine their understanding of the selections and the concepts learned.

Story:  The Dinosaurs of Waterhouse Hawkins

• Activate prior knowledge while creating a KWL chart about dinosaurs.  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 (biography).
• Answer teacher guided questions while reading the story to predict, draw conclusions, discuss the main idea, and identify statements of fact and opinion, using them to make predictions.
• Using page 316-317, students will work in pairs to read "Dinosaurs", and construct a graphic organizer to find two opinions and three facts.  For each fact they write, they will explain how they could they could check it.  They will use the facts and opinions to check any predictions that they made. 
• Students will complete Practice Book pages 123, 126-128,which includes main idea/details and fact/opinion.
• After discussing steps in a process, they will work with partners to write the steps in the process of something that they do.  They may want to look at "A Model Scientist" in their book for an example.

• Activate prior knowledge while making a KWL chart about blues music.  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, determine the main idea, and identify details.
• Using page 346-347, students will work in pairs to read "Aretha" and construct a graphic organizer that shows the main idea and three supporting details.
• Students will complete Practice Book pages 133, 136-138,which includes main idea/details and fact/opinion.
• After discussing persuasive devices, they will write a persuasive paragraph about the type of music they like best and why. *This may be done on moodle as post that can be commented on by other students.

Story:  Special Effects in Film and Television

• Activate prior knowledge as the discuss and create a semantic web to brainstorm the things that are needed to make a movie.  Students may add to the web as they read.
• 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 interpret graphic organizers.
• Using page 364-365, students will work in pairs to read "Computer Art and What It Takes", making a list of computer graphic tools that are old and new to them. 
• Students will complete Practice Book pages 143, 146-148,which includes graphic sources and author's purpose.
• After reviewing steps in a process, the students will write out the steps in the process for writing and mailing a letter.  Then, they will answer the questions: 1. Have you numbered the steps?  2. Did you try to picture each step to make sure the order makes sense?  3. Did you double-check to be sure you didn't leave anything out?

**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:  Leonardo's Horse
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, determine main ideas, identify details, and use them to summarize, while reading the story aloud.
• Use SMART Board to complete Practice Book page 113 together with students. 
• Model the use and creation of a graphic organizer to show the main idea and details to support it.  Guide them as they use those to write a brief summary.  
• Discuss examples of illustrator's craft with the students.  Point out how art often plays an important role in literature.  It can help enhance the reader's understanding of the selection.  Have the students to look at the illustrations on pp. 298-299.  Identify some of the details and have the students to explain how they help with the selection. 

Story:  The Dinosaurs of Waterhouse Hawkins
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 123, Fact and Opinion, together with students.  Use Transparency 13 to help teach the concept.
• Model the use and creation of a graphic organizer (word web) to identify facts and opinions, then discuss how they could be checked.
• Discuss steps in a process with the students.  Explain that it is a type of sequencing that means you recognize and are able to retell the order required to accomplish something.  Review pp. 328-329, discussing the number of step involved in the process of building model dinosaur skeletons.  Then, have the students to retell the steps in their own words as you write them on the board. 

Story:  Mahalia Jackson
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 main idea and details while reading the story aloud.
• Use SMART Board to complete Practice Book page 133, Main Idea, together with students. 
• Model the use and creation of a graphic organizer stating the main idea with three supporting details from the selection. 
• Use skill transparency 14 to teach main idea/details and ask questions to help follow and comprehend a story.
• Discuss persuasive devices (propaganda) with the students.  Explain that author's use it to persuade people to be for or against someone or something.  It is an extreme form of biased writing.  Point out the author's use of persuasive devices on p. 352 when he describes the blues. 

Story:  Special Effects in Film and Television
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 interpret graphic organizers, using them to increase comprehension, while reading the story aloud.
• Use SMART Board to complete Practice Book page 143, Graphic Sources, together with students.  Use transparency 15 to help with graphic sources.
• Show and review different types of computer graphic tools and graphic organizers.  Modeling how to use and interpret them. 
• Review steps in a process with the students.  Point out the seven steps in the process of rebuilding a miniature model on pp. 371-373.

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 61-66 for extended practice on comprehension of a story and fluency rate.
2. Students will complete Fresh Reads for Differentiated Test Practice pages 67-72 for extended practice on comprehension of a story and fluency rate.
3. Students will complete Fresh Reads for Differentiated Test Practice pages 73-78 for extended practice on comprehension of a story and fluency rate.
4. Students will complete Fresh Reads for Differentiated Test Practice pages  79-84 for extended practice on comprehension of a story and fluency rate.
5. Students will complete Fresh Reads for Differentiated Test Practice pages  85-90 for extended practice on comprehension of a story and fluency rate.