Unit
Comprehension - The Unexpected
Local Objective
At the completion of this unit, the students will be able to:
Story: At the Beach
Ask questions and draw conclusions in a story.
Visualize to help improve understanding of a reading selection.
Fluency skill: Use tone, pitch and volume to make the character's dialogue more interesting and sound like a real-life dialogue.
Story: The Mystery of Saint Matthew Island
Determine the main idea of a selection.
Use text structure to help understand the selection's main idea.
Fluency skill: use punctuation clues showing where to pause ( periods and commas), change inflections ( question marks ), and express emotion ( exclamation marks ). .
Story: King Midas and the Golden Touch
Compare and contrast while reading.
Answer questions about comparisons and contrasts.
Fluency skill: vary their pitch, tone and volume to adjust the rhythm of their reading.
Story: The Hindenburg
Identify statements of fact and opinion.
Ask questions to recall facts and test whether a statement of opinion is valid.
Fluency skill: phrasing to reinforce meaning.
Story: Sweet Music in Harlem
Recognize sequence.
Use prior knowledge to recognize sequence.
Fluency skill: phrasing to reinforce meaning
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.
At the Beach
1. Students will take a test to determine their understanding of the selection and ability to draw conclusions.
2. Students will describe the images that come into their mind as they are reading.
The Mystery of Saint Matthew Island
1. Students will take a test to determine their understanding of the selection and find the main idea.
2. They will answer questions to determine their understanding of text structure.
King Midas and the Golden Touch
1. Students will take a test to determine their understanding of the selection.
2. They will show ability to compare and contrast effectively.
The Hindenburg
1. Students will take a test to determine their understanding of the selection and determine if statements are fact or opinion.
2. They will write out 5 questions that they asked themselves before, during and after reading to help recall important information and decide if opinions are valid or faulty.
Sweet Music in Harlem
1. Students will take a test to determine their understanding of the selection and put statements in sequential order.
2. They will recognize the sequence in the selection while using prior knowledge of that topic.
3. Students will put 10 sentences into the correct sequential order of the story.
Students will take an end-of-unit 6 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 |
| Visualize | PE |
| Compare and Contrast | PE |
| Compare and Contrast | SR |
| Fact and opinion | CR |
| Fact and opinion | SR |
| Sequence | PE |
| Sequence | SR |
| Draw conclusions/main idea | CR |
| Draw conclusions/main idea | 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: At the Beach
- Students will answer teacher guided questions while reading the story to draw conclusions and enhance comprehension.
- Students will work in pairs to read a passage from the selection story and practice raising and lowering their voice for volume, tone and pitch.
- Students will complete Practice Book pages 253,257-260 which includes reading a passage and answering questions demonstrating knowledge of the literary elements of character and plot.
- Students will draw 3 pictures showing the images they visualized while reading the selection story.
Story: The Mystery of Saint Matthew Island
- Students will answer teacher guided questions while reading the story to improve comprehension and determine the main idea.
- Students will work in pairs to read a passage from the selection story and practice reading using punctuation clues showing where to pause ( periods and commas), change inflections ( question marks ), and express emotion ( exclamation marks ).
- Students will complete Practice Book pages 263,266 and 267 ,which includes reading a passage and answering questions demonstrating ability to read graphic sources.
Story: King Midas and the Golden Touch
- Students will answer teacher guided questions while reading the story to compare and contrast two or more things to show how things are alike and different.
- Students will work in pairs to read a passage from the selection story and practice adjusting their tone, volume and pitch to change their rhythm.
- Students will complete Practice Book pages 273,276-278, which includes answering questions and comparing and contrasting.
- Students will create a graphic organizer comparing and contrasting two or more things and then present to the class.
Story:
The Hindenburg
- Students will answer teacher guided questions while reading the story to identify statements as either fact or opinion.
- Students will work in pairs to read a passage from the selection story and practice phrasing, grouping related words together, to allow the reader and listener to better understand the text.
- Students will complete Practice Book pages 283,286-288 , which includes reading a passage and answering questions demonstrating students' ability to determine facts or opinion.
- Students will write 5 questions that they ask themselves before, during and after reading to help recall important ideas.
- Students will write one fact and one opinion from the selection story. They must prove why it is valid or faulty.
Story: Sweet Music in Harlem
- Students will answer teacher guided questions while reading the story to recognize sequence, using any prior knowledge they have on the topic.
- Students will work in pairs to read a passage from the selection story and practice phrasing, grouping related words together, to allow the reader and listener to better understand the text.
- Students will complete Practice Book pages 293, 296-298 , 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, visualizing, sequencing, fact and opinions and compare and contrast.
During whole group and guided instruction, the teacher will:
Story: At the Beach
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. Discuss how good readers visualize, or create, a picture in their mind to enhance comprehension and make the story they are reading more interesting. Use the SMART Board to complete Practice Book page 253 together with students. .
Fluency skill: Teacher will read On the Banks of Plum Creek on page 634m in the teachers edition, modeling how to adjust your volume, tone and pitch during reading to make the character's dialogue more interesting and sound like real-life dialogue.
Story: The Mystery of Saint Matthew Island
Ask guided questions to determine the main idea while students are reading the story aloud. Discuss how text structure can be used to help understand a story's main idea. Use the SMART Board to complete Practice Book page 263 together with students.
Fluency skill: Teacher will read All the King's Animals on page 654m in the teachers edition, modeling using punctuation clues showing where to pause ( periods and commas), change inflections ( question marks ), and express emotion ( exclamation marks ). .
Story: King Midas and the Golden Touch
Ask guided questions to compare and contrast two or more things in the story to show how things are alike and different. Draw a Venn diagram on the board to model a graphic organizer to compare and contrast two ore more things from the skill pages 674 and 675 the student edition. Use the SMART Board to complete Practice Book page 273 together with students.
Fluency skill: Teacher will read Valuables on page 674m in the teachers edition, modeling adjusting the tone, pitch and volume of your voice to change the rhythm.
Story: The Hindenburg
Discuss and explain skill/strategy lesson on pages 700 and 701 in the student edition. Draw a Venn diagram on the board comparing and contrasting two or more things. Clear the Venn diagram and complete again while asking guided questions to compare and contrast two or more things from the selection story as students read aloud. Use the SMART Board to complete Practice Book page 283 together with students.
Fluency skill: Teacher will read Daedalus and Icarus on page 700m in the teachers edition, modeling phrasing to reinforce meaning. Explain how grouping related words together can allow the reader and listener to better understand the text.
Story: Sweet Music in Harlem
Ask guided questions to activate prior knowledge and determine the sequence of the story. Use the SMART Board to complete Practice Book page 293 together with students. Write 5 sentences from the story on the board and have students tell you what happened first in the story, second, and so on.
Fluency skill: Teacher will read Dorothea Lange on page 726m in the teachers edition, modeling modeling phrasing to reinforce meaning. Explain how grouping related words together can allow the reader and listener to better understand the text.
Content Standards
CA 1, CA 4, CA 6
Process Standards
1.1, 1.2, 1.5, 1.8, 2.1, 2.3, 2.5
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 151-156 for extended practice on comprehension of a story.
- Students will complete Fresh Reads for Differentiated Test Practice pages 157-162 for extended practice on comprehension of a story.
- Students will complete Fresh Reads for Differentiated Test Practice pages 163-168 for extended practice on comprehension of a story.
- Students will complete Fresh Reads for Differentiated Test Practice pages 169-174 for extended practice on comprehension of a story.
- Students will complete Fresh Reads for Differentiated Test Practice pages 175-180 for extended practice on comprehension of a story.
Enrichment Exercise
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/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.ii | Communication Arts | Listening and Speaking | Develop and apply effective listening skills and strategies | Purpose for Listening | 5th Grade | Listen for information |
| 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/L/1/B/5/a.i | Communication Arts | Listening and Speaking | Develop and apply effective listening skills and strategies | Listening Behavior | 5th Grade | Demonstrate listening behaviors (e.g., prepares to listen, maintains eye contact, uses alert posture, listens without interruptions, and overcomes barriers) |
| CA/L/2/A/5/a.i | Communication Arts | Listening and Speaking | Develop and apply effective speaking skills and strategies for various audiences and purposes | Discussion and Presentation | 5th Grade | Give organized presentations that demonstrate a clear viewpoint |
| 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/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/e. | Communication Arts | Reading | Develop and apply skills and strategies to the reading process | During Reading | 5th Grade | During reading, utilize strategies to visualize |
| 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/b. | 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:identify and explain the relationship between the main idea and supporting details. |
| CA/R/1/H/5/f. | 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: draw conclusions |
| CA/R/1/H/5/h. | 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: paraphrase |
| CA/R/1/D/5/b. | Communication Arts | Reading | Develop and apply skills and strategies to the reading process | Fluency | 5th Grade | Read grade-level instructional text adjusting reading rate to difficulty and type of text |
| CA/R/1/D/5/a. | Communication Arts | Reading | Develop and apply skills and strategies to the reading process | Fluency | 5th Grade | Read grade-level instructional text with fluency, accuracy and expression |
| 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/c. | 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 compare and contrast |
| 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 |
Objective Notes/Essential Questions
| Date | Note/Question |
| 8/16/2010 4:24:11 AM | Instruction methods, learning activities, and assessments are repeated weekly with some variations
|