Study your vocabulary words with your group! - Test Friday Wednesday, April 13, 2016 Study your vocabulary words with your group! - Test Friday event revolt fumes govern bravery union 8:10 – 8:30

Vocabulary Review 8:30-8:40

Word Study event revolt fumes govern bravery union

event

revolt

fumes

govern

bravery

union

Writing Lesson Being a Writer 8:40 – 9:25

Persuasive Essay Check Introductory Paragraph (with 3 reasons to justify opinion) Paragraph – reason and evidence

Independent Writing

Independent Writing Work on your persuasive essay Include reasons that support your opinion Think about what you can add to give more information about your reasons

Sharing and reflecting Each of you will read one sentence from your essay that you feel is especially persuasive. Listen carefully as your classmates share. Think about whether you agree or disagree with their opinion or reason. You have 2 minutes to select your sentence.

Classroom Discussion What sentences did you hear that made you curious? What sentences did you hear that you agree with? Why? That you disagree with? Why? How are we doing with respectfully listening to one another and talking about our opinions? What can we do better?

Restroom Break 9:25 – 9:30

Reading Lesson 9:30 – 10:10

In this lesson, students will: Day 1 In this lesson, students will: Work with new partners Reflect on how they have grown as readers Review the strategies they have learned to make sense of text Hear, read, and discuss a passage Use discussion prompts to build on one another’s thinking Work in a responsible way

End –of –year assessment introduction Gather with your newly assigned partner and meet at the carpet facing me. At the end of the year, you will complete a reading and writing assessment. This assessment is an opportunity for you to show how you are growing as readers and writers. It also provides information that is important for your families, your teachers, and principal. During part of the assessment, you will read passages and answer questions about the passages. Over the next few days, you will work together to prepare for the reading portion of the assessment by hearing, reading, and discussing some practice passages and questions.

What Good Readers Do to make sense of text During the year, you have learned what good readers do to make sense of text, and you have really worked hard to become stronger readers yourselves!! THINK – PAIR – SHARE In what ways have you grown as a reader this year? In what ways are you a stronger reader now than you were at the beginning of the year? Turn to your partner Have a few volunteers share their thinking with the class.

Review Chart: Reading Comprehension Strategies Using text features Questioning Recognizing story elements Making inferences Visualizing Analyzing how texts are organized Determining important ideas and supporting details Summarizing Forming opinions and making judgements Good readers use various strategies to make sense of what they are reading. What have you learned about the strategies good readers use?

Review Chart: thinking about my reading Another good thing that good readers do is stop and ask themselves questions as they read to make sure they understand what they are reading. Do you remember the “fix-up” strategies we learned when you do not understand what you have read? What do good readers do when they realize they do not understand something they have read? Thinking About My Reading What is happening in my book? Do I understand what I am reading? Do I know what most of the words mean? Is this book interesting and fun to read?

Fix Up Strategies Go back and reread slowly and carefully. Look for clues in the text. Read ahead to look for more clues or information. Use a reading comprehension strategy. Ask for help Good readers… Reread something they have not understood slowly and carefully. If that does not fix the problem, they read ahead and look for information that clears up their confusion. This week you will use these strategies to help you make sense of the practice passages you read.

“The erie canal” This week you will hear and read passages about the Erie Canal. The Erie Canal is a canal, or waterway, that was built across part of the state of New York between 1817 and 1825. The Erie Canal played an important role in American history.

Pass out Copies Notice that in this passage the paragraphs are numbered. Most passages you read will not be numbered. The paragraphs are numbered here to make it easier for us to point out and discuss particular paragraphs.

Notice the title: What do you think you know about the Erie Canal? What do you wonder about the Erie Canal? Have one or two volunteers share their thinking with the class.

Teacher Read aloud (Self-monitoring and reading strategies) I will read the first four paragraphs of the passage aloud. I want you to follow along on your copy. I will stop after each paragraph and think aloud about what I just read. Your job is to listen carefully and notice what I am doing to check my understanding and how I am fixing comprehension problems as I read.

Teacher Model – 1st 2 of 4 paragraphs Stop after Paragraph 1 Teacher might say: “I’ll ask myself: ‘Did I understand what I just read?’ I know that the opening paragraph of a passage is important because it often tells what the passage is mainly about. I think this passage is going to be about how the Erie Canal made it easier and less expensive to ship goods from the Northwest Territory to the East Coast, but I’ll reread the paragraph just to make sure. (reread the paragraph aloud). I was right. The last two sentences say, ‘Transporting goods across the mountains was difficult and costly and took many weeks. The completion of the Erie Canal in 1825 changed all that.’” Reread the last sentence of paragraph 1 before reading paragraph 2. Teacher might say: “Again, I’ll ask myself: ‘Did I understand what I just read?’ Yes, I did. This paragraph tells about how the Erie Canal allowed traders and travelers to journey from Lake Erie in Buffalo to the Hudson River in Albany and then to New York City on the Hudson River. (Point to the map – next slide)

Teacher might say: I know that using text features like maps is a strategy good readers use to make sense of nonfiction texts. It’s smart to look carefully at maps, photographs, or other features because they help you understand what you’re reading. This map is helpful because it shows the key cities mentioned in the paragraph – Buffalo, Albany, and New York City – and it shows the route of the Erie Canal, which is what the paragraph is about.” Reread the last sentence of paragraph 2 before reading paragraph 3.

Teacher Model – last 2 of 4 paragraphs Stop after Paragraph 3 Teacher might say: “I understand that this paragraph is mainly about how the Erie Canal made it cheaper to ship goods from the Midwest to New York City and to Europe. As I read, I used another strategy good readers use to think more deeply about their reading – I made an inference. I used clues to help me infer that some farmers in the Midwest and business owners in New York City must have gotten rich by shipping goods on the Erie Canal. It said in the paragraph that ‘Farms in the Midwest prospered’ and ‘New York City quickly became the business capital of the nation and a gateway between the Midwest and Europe.’” Reread the last sentence of paragraph 3 and then read paragraph 4 Teacher might say: “I understood this paragraph. The first sentence tells what the paragraph is mainly about – goods traveled west, as well as east, on the canal. In addition to making inferences to think more deeply about a text, good readers also ask themselves questions as they read. In the paragraph, it says that goods such as tools, machines, and textiles were shipped west on the canal. What I’m wondering is, ‘What other kinds of goods were shipped on the canal?’ I wonder if goods like furniture and toys were shipped to the Midwest to meet the needs of growing families. Maybe I’ll learn more about this as I read further.

Classroom discussion What did you notice me doing to make sense of the paragraphs I read? (Don’t forget to use our Classroom Discussion Prompts!) What comprehension strategies did I use? How did they help me understand or remember what I read? What did I do when I did not understand something I read? Discussion Prompts I agree with ___________ because… I disagree with ____________ because… In addition to what _________ said, I think… Possible student answers on page 10 of MM Reading Assessment Preparation Guide, Grade 5

Review of Teacher modeled reading I read each paragraph slowly and carefully. After I read a paragraph, I asked myself if I understood what I read, and I reread to clear up any confusion. I thought about the important ideas in each paragraph, or what each paragraph was mainly about. I used reading comprehension strategies to help me understand and remember what I read, such as: using text features making inferences wondering and questioning

Reminders before reading! Don’t forget to think about the information on these two charts. Remember to stop at the end of each paragraph to monitor your comprehension and use comprehension strategies to help you make sense of what you have read. Reading Comprehension Strategies Using text features Questioning Recognizing story elements Making inferences Visualizing Analyzing how texts are organized Determining important ideas and supporting details Summarizing Forming opinions and making judgements Thinking About My Reading What is happening in my book? Do I understand what I am reading? Do I know what most of the words mean? Is this book interesting and fun to read?

Your turn! I want you to read the last three paragraphs quietly to yourself. Think about the two charts we reviewed, and the fix-up strategies (reread and read ahead) as you read the rest of the passage. Look at me when you have finished reading. What did you learn about the Erie Canal in the last three paragraphs of the passage? What strategies did you use to make sense of what you read? If you were confused, what did you do to clear up your confusion?

Wrap it up & Reflection! Tomorrow you will have an opportunity to read the passage again and work with your partner to answer questions about it. Place your copies of “The Erie Canal” inside your folder. What did you do to work responsibly today?

Reading Rotations 10:10 – 10:55

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