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Curriculum Plan

Reading-Indiana

4th Grade

 

2019 – 2020

 

Resource: Journeys

Note: The following is the key for “Teacher Time.”

B – below grade level

O – on grade level

A – above grade level

 

 

Week 1:           Reading Workshop

Source:              Guiding Readers and Writers, by Fountas & Pinnell

Essential Question: What are the learners’ responsibilities for Independent Reading?

 

Day Materials/Resources Mini-lesson and Key Concepts Procedure
1 Guiding Readers and Writers, by Fountas & Pinnell

 

Readers’ Magazine File: plastic holder per student for reading materials

 

Class library or bucket of books from school library

 

chart paper

 

markers

 

Readers’ Notebooks

(notebooks or small binders)

Accessing Reading Materials

Management mini-lesson

 

Key Concepts

  • We have specific ways to find and select books in our classroom.

 

  • We read independently and do not chat so we can do our best thinking while reading.

 

  • READING IS THINKING – We do our best thinking when there are limited distractions. If there is talking (conferencing) quiet voices/whispers will be used.

 

  • Teach the mini-lesson (Part 1 and 2) and key concepts (FOUNTAS AND PINNELL, p.146).
  • Allow students to choose a book from the classroom library or basket of library books
  • Begin “Reading is Thinking” anchor chart with class (see Appendix #1)
  • Allow time to read silently. Teacher circulates the room to assist students and ensure best strategies and use of time
  • After 5 minutes of successful independent reading check in with whole class about:
    • Conditions for best reading – environmental, music on/music off/ best places in school/lighting
    • How did we do?
    • Where book was found in classroom
    • Old friend/new friend (is what they are reading a familiar book or something new?)
  • Continue independent reading for the rest of the period. Teacher circulates room to assist students. Length of time will depend on how long most students are successful
  • As a whole group (in whole group teaching area), share good reads and successes
  • Share at end of period to evaluate how the reading went/ who is reading something great, etc.
  • Hand out Readers’ Notebooks and Magazine File to each student to be filled with personal work as the First 20 Days continues
2 chart paper

 

magazine file

 

Read Aloud Suggestions:

 

Goldisocks and the Three Libearians

 

Peter’s Chair

 

Big Sarah’s Little Boots (Bourgeious)

Making Good Book Choices

Strategies and Skills mini-lesson

 

  • Books can be easy, just-right or challenging for a reader.

 

  • Research shows that just-right books are best to move readers forward.

 

  • Readers have criteria to judge whether a book is just right for independent reading.

 

Resources:

Fountas and Pinnell (p.146)

  • Create an “EASY, JUST-RIGHT and CHALLENGING” anchor chart. (See Appendix #2 for example).
  • Each child chooses 2 pieces of JUST RIGHT reading materials from the library (graphic novels, fiction, non-fiction, magazines etc.) These go in a special independent reading magazine file to be kept in the student’s desk for independent reading time.
  • Sign-out books. (Depending on student skill level, this could be done independently or with teacher assistance)
  • Use remainder of period to read independently practicing skills from previous mini-lesson. Teacher circulate the room to assist students and ensure best strategies and use of time.

 

3 Favorite picture book

 

chart paper

 

markers

 

Thought

Bubbles (Appendix #3)

 

Suggestions for Think Alouds (Appendix #4)

 

How to do a Think Aloud (Appendix #5)

 

sticky notes

 

Reading is Thinking

Strategies and Skills mini-lesson

 

  • Readers are always thinking about what they understand and how they feel about what they understood.

 

  • Readers are aware of their thinking (inner voice). This is an IMPORTANT metacognitive piece.

 

  • Readers remember their thinking in order to share it with other readers.

 

Readers talk with each other about their thinking.

  • Do a Think Aloud with a favorite picture book (see Appendix #4 for suggestions on books and how to do this) or class read aloud

Strategies you might mention (just use 3-5 per book):

Personal connection

Prediction

Visualization

Comment on author’s language/style

Make connections to character

  • After the teacher has pre-read a book or chapter of novel, the teacher will have prepared any thoughts on actual paper shaped like thought bubbles and will have them filled out and inserted in the text prior to reading to the class. (See Appendix #3 for the thought bubble.)
  • Add any new concepts the teacher has used in the Think Aloud of the favorite picture book to the Reading is Thinking chart from Day 1. Stick bubbles right on the Reading is Thinking chart
  • Give students stickies (bubble-shaped if possible) to mark two places in their books where they might share something they were thinking about as they read
  • Allow students time to read independently, while adding their personal stickies. Teachers circulate the room to assist students and ensure best strategies and use of time
  • As a whole group (in whole group teaching area), share student thinking. Add any more suggestions to your Reading is Thinking chart as a whole class
  • Celebrate any successes
4 magazine file holders

 

chart paper

 

markers

 

 

How Readers Choose Books

Management mini-lesson

 

  • Readers choose books in many different ways.

 

  • Students use several different kinds of information to help them choose books.

 

  • Students think carefully about book choice.

 

 

·       Students need their magazine file

·       Teacher and students create a classroom anchor chart “Ways We Choose Books” based on the methods they used on Day 2 and/or ways they might choose books in the future (see Appendix #6)

·       Put anchor chart on chart paper. There will be little check boxes across from each method and then each child will be able to keep track of what methods he/she is using to choose books

·       Students choose 2 more JUST RIGHT texts becoming aware of their method for choosing books

·       Sign the materials out and keep in magazine file

·       Read for remainder of period in the library. Teachers circulate the room to assist students and ensure best strategies and use of time

·       As a whole group (in whole group teaching area), share good reads and successes.   Refer back to anchor chart to see which methods were used

·       Challenge students to use a different method of choosing books next time they choose library books

5 favorite picture book

 

Inner Voice Interactive (Appendix #7)

 

Readers’ Notebooks

 

copy of Thought Bubbles (Appendix #6)

Listening to Your Inner Voice to Help Create Meaning

or Sharing Your Thinking Part 2

 

Strategies and Skills mini-lesson

 

When readers read, they have an inner dialogue as they create meaning called their Inner Voice.

  • Teacher models another Think Aloud with a favorite picture book or included essay focusing on how to use the inner voice to track meaning
  • The teacher focuses on modelling strategies he/she is using.   For example, questioning, rereading, slowing down to capture understanding, refocusing, stopping and thinking about what they know, thinking about what would make sense, handling challenging concepts or vocabulary and asking for help.
  • Give students a sheet with the 3 thought bubbles (Appendix #6) to fill out as they do their independent reading today.         Teachers circulate the room to assist students and ensure best strategies and use of time is practiced. Sheets go in the Readers’ Notebook
  • As a whole group (in whole group teaching area), share student completed bubbles
  • Celebrate successes

 

 

 

 

 

 

Week 2:             Reading Workshop (continued)

Source:              Guiding Readers and Writers, by Fountas & Pinnell

Essential Question: What are the learners’ responsibilities for Independent Reading?

 

Day Materials/Resources Mini-lesson and Key Concepts Procedure
1 Anchor chart “How to Buzz Effectively”

 

Markers

 

Article for shared reading

 

Dynamic Duos: How to Turn-and-Talk Effectively

 

Management mini-lesson

 

  • Students need the opportunity to talk about their reading.

 

  • Following Turn-and-Talk guidelines allows groups to have effective discussions.

 

 

  • Initiate discussion – “There is no better way to understand the information we read, hear or see than to talk to someone else. When we actively process information we almost always learn, remember and understand better.”
  • Dynamic Duo Interactive – Ranking Turn-and-Talk Guidelines (Appendix #8)
  • Round up another adult to model how you talk about a piece of text.
  • Ask kids to notice what the two of you are doing.
  • Read a piece of text silently (students read it also) and then model with your chosen adult. Demonstrate how you look each other in the eye, listen attentively, ask follow-up questions, disagree politely, share connections, and express reactions.
  • Have the student report what they noticed about what you were doing.
  • Suggest a kid-friendly topic and have them practice turn-and-talk
  • Then have students regroup and have students discuss what the discussed and what they learned using the
  • Follow up with self-assessment (Appendix #9)
2 sample abandoned book

 

chart paper

 

markers

 

My Reading Log sheets

 

Library books and book magazine files

 

Reasons for Abandoning Books

 

Strategies and Skills

 

  • There are many reasons readers abandon books.
  • It is acceptable to abandon a book occasionally.

 

Book exchange today

  • Address reasons for abandoning books

“What makes a book a poor fit?”

  • Teacher role play the abandoning of a book using their own personal experiences
  • Create a chart with the students on why books should and should not be abandoned (see Appendix #10) Make comparisons to last year to identify how they have grown as readers
  • Using Turn-and-Talk guidelines (Appendix #8) have students take a moment to reflect on how they have changed as readers
  • Students complete the reflection sheet Thinking About Myself as a Reader (Appendix #11). This sheet is intended to reflect on their past reading experiences. It is to be kept in their Readers’ Notebooks
  • Students are given time for Independent Reading. Teachers circulate the room to assist students and ensure best strategies and use of time
  • Have students sign out a new batch of independent reading books for their book magazine files
3 Readers’ Notebooks

 

Reading Log sheets

 

Keeping a Record of Your Reading

 

Management mini-lesson

 

  • Independent reading time is accountable reading time.

 

  • Readers have “AHA!” moments and it is important to keep track of them.

 

 

 

  • Teacher does whole group mini-

lesson about using Readers’ Notebook (given to students Day 1) and how to fill out “My Reading Log” (see next page)

  • Discuss purpose of tracking reading through use of Reading Log

 

Overall Expectations

1- Read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning;

2 – Recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning

3 – Use knowledge of words and cueing systems to read fluently

4 – Reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during and after reading

  • Use a volunteer from the class to share their reading material. Using this, the teacher will model how the Reading Log is to be completed
  • Everyone practices this on their sheets and files it in the Readers’ Notebook
  • Students are given time for Independent Reading.         Teachers circulate the room to assist students and to ensure reading log is completed.
  • Students bring Readers’ Notebooks with Reading Logs to share with elbow partners in whole group area. Students turn-and-talk to check each other’s Reading Logs to be sure they have been completed correctly
4 chart paper

 

markers

 

list or basket of familiar books

 

 

Extra:

Movie – The Pagemaster (with Macaulay Caulkin)

Genres – Different Types of Fiction

 

Skills and Strategies mini-lesson

 

  • Fiction books fall into categories called genres.

 

·      Being aware of genre is important to our book selection process.

  • Present a mini-lesson on the definition of Fiction Books.
  • Present and define different types of Fictional Genres through game of Charades. For example, Adventure, Romance, Fantasy, Science Fiction, Historical Fiction, Realistic Fiction, Classics, Humor.         (See definitions in. Appendix #13.)
  • Students select genre card and play game of Headbandz to guess their genre. Students then are sent to find a book in the library of that genre and to meet with other students of the same assigned genre to create a definition poster
  • In the whole group discussion, ask selected students what books they are currently reading and what genre it is. Have each selected student physically walk to the area where their book is shelved
  • Make the point that books are shelved/organized alphabetically by the author’s last name-not by Genre.
  • Review and discuss which genres are in fact fictional? Will new genres need to be created (i.e. survival literature)? Discuss books that cross borders.
5 sticky notes

 

chart paper

 

book to model focused, engaged reading

 

BLM Guidelines for Reading Workshop

 

BLM for Key Comprehension Strategies

 

 

 

 

 

 

 

 

 

 

 

Guidelines for Reading Workshop

 

Management Mini lesson

 

  • Reading Workshop is intended for accountable, focused, and enjoyable reading.

 

  • Efficient reading behavior is observable.

 

 

  • Teacher models what a focused engaged reader looks like. Teacher does this as a ‘Think Aloud’ also modelling the making of notes using sticky notes and/or journals demonstrating the chosen reading comprehension strategy
  • With class, teacher creates anchor chart (Appendix #15) Guidelines for Reading Workshop)
  • Students are given Independent Reading time.

 

The teacher will provide a focus for students when they are reading. Students record ideas on sticky notes to be placed in their books (diagnostic).

Suggestions:

  • Determining a purpose for reading
  • Activating prior knowledge
  • Making connections
  • Predicting
  • Visualizing
  • Questioning

If your students are very familiar with this first six strategies, move on to the following high-order thinking strategies:

  • Drawing inferences
  • Finding important information (especially important for non-fiction texts)
  • Summarizing
  • Synthesizing
  • Monitoring Comprehension
  • Evaluating

For the full list and teacher support ideas and Student Sentence Starters.

  • Teachers circulate the room to assist students and ensure best strategies and use of time
  • Students practice ‘Buzzing’ and share their thinking about the books
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week 3:             Reading Workshop (continued)

Source:              Guiding Readers and Writers, by Fountas & Pinnell

Essential Question: What are the learners’ responsibilities for Independent Reading?

 

Day Materials/Resources Mini-lesson and Key Concepts Procedure
1 Anchor charts

 

Books for Book Talks

 

Choosing Books

 

Strategies and Skills Mini-Lesson

 

  • Choosing books for book bags is a thoughtful ongoing process.

 

 

BOOK EXCHANGE

At this point students will have up to 5 pieces of reading material in their magazine file

This is a time to review and consolidate prior learning.

  • Classroom teacher uses anchor charts –How to Choose Books and When to Abandoned Books for review and reference.
  • Hold several age-appropriate Book Talks with whole class
  • Review procedures for independent book sign out
  • Assist students in choosing ‘Just Right Books’ for their book magazine files using ‘The Ways We Choose Books’ anchor chart
  • Students are given Independent Reading if time permits
  • Save time for a big share (10 mins.). Time needs to be given to talking about reading as means to understanding and enjoyment.
2 picture book to read aloud

 

sticky notes

 

Annotation (Appendix #16)

 

Leaving Tracks of Your Thinking

 

Management Mini-Lesson

 

·      The use of text codes will help students become aware of their thoughts when reading… Metacognition-‘Thinking about Thinking

  • Classroom teacher will read aloud a picture book or read aloud book and will model stopping and making annotations and/or notes (on sticky notes) about their thinking on the pages that prompted the thoughts
  • Teacher will point out that these notes can be used for information when students are writing their Reading Response letters (to be covered in detail on Day 14)
  • The marked places can help students remember the parts that they want to write about in their Reading Response Letters
  • Practice the use of sticky notes in their books during Independent Reading based on modelled lesson above
  • As a whole group (in whole group teaching area), students share where they put their sticky notes and why
3 sample letter

 

overhead/

projector/as needed

 

sticky notes

 

prepared anchor chart Topics for your…

 

Appendix #21

Responses to Reading

 

Strategies and Skills Mini Lesson

 

·       Writing about reading allows students to explore meaning and deepen understanding

 

·       A good response includes a date, salutation, a paragraph responding to the teacher’s comments, a brief summary of what has been read so far, connection, evidence from the text, a sentence starter, (the number will increase as the year progresses) and evidence from the text, and conclusion.

 

  • Teacher models a reading response letter to be shared with whole group. The letter should be based on the teacher’s own sticky note lesson from Day 12. This can be done on chart paper, overhead, Google docs, to be used later as an anchor chart or photocopied as an example to be included in the student’s Reading Response Journal
  • See Appendix #22 for Sample Reading Response Letter
  • Teacher has prepared the beginning of an anchor chart about Topics for your Reading Response Journal which includes topics from the Reading Response letter above
  • As a whole group (in whole group teaching area), teacher and students create a chart of topics that can be used when writing in Reading Response Journals.   This chart is a work in progress. Students, with teacher assistance, will add topics as they progress through their reading
  • Create a checklist and success criteria for a response letter
  • Students are given time for Independent Reading if time permits
4 letter from previous day

 

Reading Response Journals (RRJ)

 

Weekly schedule for submitting RRJ

 

Sample response letter form (Appendix #24)

Writing Letters in your Reading Response Journals Each Week

 

Management Mini-lesson

  • Writing about reading allows students to explore meaning and deepen understanding.

 

  • Students transfer and elaborate on their thoughts (from sticky notes) into their reading response letters.

 

Teacher Homework Night: Review class letters to choose examples of successful letters and to identify students who may possibly need a Guided session.

  • Teacher reviews letter from previous mini-lesson
  • Students’ letters will be written in their Reading Response Journals
  • Response Journals are handed out
  • Depending on student needs, sample letter is examined as a class, and/or used as student worksheet
  • Teacher reviews schedule for handing in Response Journals and discusses procedure/expectations for missed days
  • A weekly schedule for the handing in of Reading Response Journals is clearly posted in classroom.
  • For the first letter writing experience, student will all be writing on the same day. Please remember writing letters includes using assistive technology, a sample letter format, and/or scribing for IEP students.

 

** May use writing workshop time for initial reading responses for students you know need support in writing to help them build confidence with the format. You may have the format outlined on chart paper or in digital format that you can record on during the conference to guide the discussion.

 

  • Please note letter writing will progress to the weekly schedule (Appendix #25)
5 chart paper

 

markers

 

Sample anchor chart on Proofreading Your Letter

(Appendix #26)

 

Reading Response Journals

 

Proofreading your letter

 

Strategies and Skills Mini-Lesson

 

 

  • Response letters need to make sense. Students must understand that proofreading is important when writing for an audience.
  • Students must be sure to respond to teacher feedback.
  • Together with students, teacher creates an anchor chart for how to proofread response letters to ensure they are the best they can be.
  • Teacher may say, “I looked over your letters last night. You are asking good questions, sharing what surprises you and writing about how your book reminds you of something in your life or of other books. Today we are going to talk briefly about how you are going to proofread your letter to ensure it is your best work. What do you think you need to check for? We will build upon the Learning Goals and Success Criteria we have already begun. We may find that we need to add or revise this list as our learning progresses this year.”
  • See appendix #26 for sample anchor chart on Success Criteria for Proofreading Your Letter
  • Teacher directs students to reread their letters aloud. (Whisper phones may be used)
  • Teacher reminds students to be sure to respond to what their teacher has written in their Reading Response Journals
  • Make sure there is a date, opening and closing

Link this to revising and editing strategies you are using in your Writer’s Workshop

 

 

 

 

 

 

 

 

 

 

 

 

Week 4:             Reading Workshop (continued)

Source:              Guiding Readers and Writers, by Fountas & Pinnell

Essential Question: What are the learners’ responsibilities for Independent Reading?

 

Day Materials/Resources Mini-lesson and Key Concepts Procedure
1 My Reading Interests (Appendix #27)

 

Books I Plan To Read

(Appendix #27)

 

Independent Reading Folders

 

 

 

Creating a list of reading interests

 

Management Mini-Lesson

  • Keeping track of our reading interests allows us to be more efficient when choosing books.

 

  • It also allows us to become aware of the importance of variety when choosing books.

 

  • Fill in BLM ‘Books I Plan To Read’.         To be kept in students Independent Reading Folders
  • Teacher introduces “My Reading Interests” (Appendix #27) and models how to fill in the sheet using personal thoughts.
  • Students are given the opportunity to do a Library Walk to collect ideas and begin filling in their Reading Interest sheet.
  • As a whole group (in whole group teaching area), students share what they have written on their sheets and may add other areas or ideas of interest based on the group discussion.
  • Teacher introduces Books I Plan to Read (Appendix #28) table, and models how to correctly fill all columns in.
  • The ‘Notes’ column might include: Who it was recommended by; Where you read or heard about it; Add to wish list;
  • These are some websites that students might use to find reviews of books or for suggestions to help them find books of interest
2  

Pre-made anchor chart of T.A.C.S. (Appendix #29)

 

Book Talks

 

Strategies and Skills Mini-Lesson

 

  • Book talks are a key element to creating and sustaining student engagement in independent reading.
  • Helps create a culture of reading and gives value to reading in the classroom.
  • Book talks demonstrate student accountability
  • Teacher shares the grade appropriate framework (see outline in Appendix and checklist in Appendix #29) with students prior to modelling an effective book talk/recommendation
  • Post anchor charts of frameworks

Introduce the LIVING WALL (Appendix #30)

·      Students share books that they have enjoyed by posting them on the Living Wall

·      Students complete biographical information on sticky notes and post them in the correct genre spot on the wall

·      This will become a go-to spot for book selection

3 and 4 Independent Reading
  • Finish the week by using the reading workshop time for independent reading
  • Require students to practice the strategies learned up to this point

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week 5:           Reading Workshop – Journeys Unit 1/Lesson 1

Genre:              Realistic Fiction and Informational Text

Domain/Topic:      Community/Helping Others

Essential Question: How do friends help each other?

 

Warm-Up and Mini-Lesson

Whole Group

10 minutes

Workshop

Small Groups

(3 12-minute rotations OR 2 15-minute rotations)

Closure

Whole Group

5 minutes

Guided Reading Literacy Stations
Day 1: Warm Up:   Read aloud – “Sideline Support” – p. T12

 

Mini Lesson: Intro vocabulary   pp T14-T15

See p T4

·    B: Vocabulary Reader Check Out the Library – p T62

·    O: Leveled Reader- Vocabulary Reader Check Out the Library – p T62

·    A: Vocabulary Reader Check Out the Library – p T63

See pp T8-T9, T60-T61

·    Technology

·    Independent Reading

·    Vocabulary activity-pT50 and T52

Share learning from today

 

Short assessment of skills learned today

·   Exit ticket

·   Thumbs up/down

·   Formative quiz

·   Etc.

·

Day 2: Warm Up: Turn and Talk – p T32

 

 

Mini-Lesson: Analyze the Text

·       Story structure – p T16

See p T74

·    B: Story Structure & Summarize – p T64

·    O: Story Structure & Summarize – p T64

·    A: Story Structure & Summarize – p T65

See p T74

·      Technology

·      Independent Reading

·      WB-pp 4-11

·      Comprehension-Fluency Practice-p T8

Short assessment of skills learned today

·  Exit ticket

·  Thumbs up/down

·  Formative quiz

·  Etc.

·

Day 3: Warm Up: Classroom Collaboration – p 35

 

Mini-Lesson: Analyze the Text

·       Point of View – p T21, T31

 

See p. T74

·    B: Leveled Reader-Parker’s Problem – p T66

·    O: Leveled Reader-The Mystery on Maple Street – pT67

·    A: Leveled Reader-Trading Talents – pT68

See p T8

·      Technology

·      Independent Reading

·       Partner re-read

·      Analyzing Text practice

Share learning from today

 

Short assessment of skills learned today

·  Exit ticket

·  Thumbs up/down

·  Formative quiz

·      Etc.

Day 4: Warm Up:   Read aloud – “Because of Book Ends” – pp. T36-T38

 

Mini Lesson: Intro vocabulary   pp T58-T59

See p T75

·    B: continue from yesterday

·    O: continue from yesterday

·    A: continue from yesterday

 

See pp T60, T75

·    Technology

·    Independent Reading

·    Vocabulary

·    WB-pp 11A and 11B

Share learning from today

 

Short assessment of skills learned today

·  Exit ticket

·  Thumbs up/down

·  Formative quiz

·      Etc.

Day 5: Warm Up:   Recall “One-Room School Houses” – pp. T56-T57

 

Mini Lesson: Connecting to the text-p T57

See p T75

·    B: Options for Reteaching – pp T72-T73

·    O: Options for Reteaching – pp T72-T73

·    A: Options for Reteaching – pp T72-T73

See p T75

·    Technology

·    Independent Reading

·    Connecting to the Text

·     Partner re-read

Share learning from today

 

Short assessment of skills learned today

·  Exit ticket

·  Thumbs up/down

·  Formative quiz

·  Etc.

 

Resource Materials Resource Links
Journeys – see p T3 for list of Grab & Go resources

·       Leveled Reader Teacher’s Guides – Lessons for each book, supports instruction in Guided Reading Groups

·       Graphic Organizer – Story Map

·       Journeys TE and Student text

·       Journeys Write-in Reader and Reader’s Notebook

 

 

 

Week 6:           Journeys Unit 1/Lesson 2

Genre:               Biography and Poetry

Domain/Topic:      American History/Civil Rights

Essential Question: What might lead a person to try to change the world?

Target Skill/Target Strategy/Supporting Skills: Author’s Purpose/Monitor and Clarify/Explain Historical Events/Idioms

Info for Mini-Lesson Workshop Closure
Guided Reading Literacy Stations
Day 1 – Introduce target vocabulary, target skill, and read the Anchor Text – Journeys: My Brother Martin.

 

If not using Journeys leveled readers, use leveled biographical texts with a clear purpose.

 

Leveled Readers –

 

TE P. 142-144

 

B: Sharing a Dream

 

O: A Voice for Equality

 

A: A Leader for All

 

 

Independent reading with target skill focus (graphic organizer, close reading, worksheets)

·       Vocabulary Practice

·       Technology

·       Write-In Reader 12-21

·       Word Work

·       Reader’s Notebook 13-14

·       Partner Read

·       Skill Worksheets

 

Share learning from today

 

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

 

Day 2- Review target skill for the week using anchor chart or visual aid, re-read text and model skill using think aloud.

 

Review: Target Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

 

Day 3 – Review and model target skill using anchor chart or visual aid, introduce graphic organizer of skill. Using leveled texts, students will demonstrate skill independently.

 

Review: Vocabulary

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

·

Day 4 – Read aloud the ‘Connect to the Topic’ passage and discuss similarities – Journeys: Langston Hughes: A Poet and A Dreamer.

 

Introduce supporting skill using anchor chart or visual aid.

Review: Supporting Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

 

Day 5: Day 5 – Review skills from the week and model expectations for assessment

 

 

Review: Summation of the week (story, skill, vocab)

·       Kahoot

·       Think, Pair, Share

·       Class Wrap-Up

 

 

 

Resource Materials Resource Links
·       Leveled Reader Teacher’s Guides – Lessons for each book, supports instruction in Guided Reading Groups

·       Graphic Organizer – Inference Map

·       Journeys TE and Student text

·       Journeys Write-in Reader and Reader’s Notebook

 

Supplemental Texts:

Author’s Purpose –

*Thank you Mr. Falker by Patricia Polacco

*The Ant Bully by John Nickle

*Fly Away Home by Eve Bunting

*Two Bad Ants by Chris Van Allsburg

*The Dairy of a Worm by Doreen Cronin

*The Lorax by Dr. Seuss

Author’s purpose video and questions

https://www.youtube.com/watch?v=5JNStUErk3s

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week 7:                  Journeys Unit 1/Lesson 3

Genre:                      Informational Text

Domain/Topic:             Communication/Media

Essential Question:                                     How are books and libraries important to people and communities?

Target Skill/Target Strategy/Supporting Skills:    Cause and Effect/Visualize/Interpret Visuals/Domain-Specific Vocabulary

 

Info for Mini-Lesson Workshop Closure
Guided Reading Literacy Stations
Day 1 – Introduce target vocabulary, target skill, and read the Anchor Text – Journeys: My Librarian Is a Camel. If not using Journeys leveled readers, use leveled informational texts with a clear cause and effect pattern.

Leveled Readers –

 

TE P. 220-222

 

B: Kids Can Save the Planet

 

O: Habitat for Humanity

 

A: Volunteer

 

 

Independent reading with target skill focus (graphic organizer, close reading, worksheets)

·       Vocabulary Practice

·       Technology

·       Write-In Reader 22-31

·       Word Work

·       Reader’s Notebook 25-26

·       Partner Read

·       Skill Worksheets

Share learning from today

 

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

 

Day 2- Review target skill for the week using anchor chart or visual aid, re-read text and model skill using think aloud. Review: Target Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think,Pair,Share

Day 3 – Review and model target skill using anchor chart or visual aid, introduce graphic organizer of skill. Using leveled texts, students will demonstrate skill independently. Review: Vocabulary

·       Exit ticket

·       Thumbs Up/Down

·       Think,Pair,Share

 

Day 4 – Read aloud the ‘Connect to the Topic’ passage and discuss similarities – Journeys: From

 

Idea to Book.

Introduce supporting skill using anchor chart or visual aid.

Review: Supporting Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think,Pair,Share

 

Day 5 – Review skills from the week and model expectations for assessment. Review: Summation of the week (story, skill, vocab)

·       Kahoot

·       Think,Pair,Share

·       Class Wrap-Up

 

Resource Materials Resource Links
·       Leveled Reader Teacher’s Guides – Lessons for each book, supports instruction in Guided Reading Groups

·       Graphic Organizer – T-Map

·       Journeys TE and Student text

·       Journeys Write-in Reader and Reader’s Notebook

Supplemental Books:

Cause and Effect –

*A Chair for my Mother by Vera Williams

*A Day’s Work by Eve Bunting

*Cloudy with a Chance of Meatballs by Judi Barrett

*Fireflies by Julie Brickloe

*Rabbit Stew by Donna Kosow

*Napping House by Audrey Wood

Cause and Effect passages and question sets

https://www.readworks.org/find-content#!s0:1,45/q:/g:19,20,21/t:/s:/k:45/cid:/f:0/pt:A/features:/staff_picks:/sel:/

 

 

 

 

 

Week 8:           Journeys Unit 1/Lesson 4

Genre:               Play and Informational Text

Domain/Topic:      Community/Raising Money

Essential Question:                                     Why might people raise money for a cause?

Target Skill/Target Strategy/Supporting Skills:    Theme/Analyze and Evaluate/Elements of Drama/Allusion
Info for Mini-Lesson Workshop Closure
Guided Reading Literacy Stations
Day 1 – Introduce target vocabulary, target skill, and read the Anchor Text – Journeys: The Power of W.O.W.! If not using Journeys leveled readers, use leveled play with a clear Theme.

 

Leveled Readers –

 

TE P. 294-296

 

B: Struggling Readers

 

O: A Friendly Field Trip

 

A: A.L.L. to the Rescue

 

 

Independent reading with target skill focus (graphic organizer, close reading, worksheets)

·       Vocabulary Practice

·       Technology

·       Write-In Reader

·       Word Work

·       Reader’s Notebook

·       Partner Read

·       Skill Worksheets

 

Share learning from today

 

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

Day 2- Review target skill for the week using anchor chart or visual aid, re-read text and model skill using think aloud. Review: Target Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think,Pair,Share

Day 3 – Review and model target skill using anchor chart or visual aid, introduce graphic organizer of skill. Using leveled texts, students will demonstrate skill independently. Review: Vocabulary

·       Exit ticket

·       Thumbs Up/Down

·       Think,Pair,Share

 

‘ Day 4 – Read aloud the ‘Connect to the Topic’ passage and discuss similarities – Journeys: The Kid’s Guide to Money.

 

Introduce supporting skill using anchor chart or visual aid.

Review: Supporting Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think,Pair,Share

 

Day 5 – Review skills from the week and model expectations for assessment.

 

Review: Summation of the week (story, skill, vocab)

·       Kahoot

·       Think,Pair,Share

·       Class Wrap-Up

 

Resource Materials Resource Links
·       Leveled Reader Teacher’s Guides – Lessons for each book, supports instruction in Guided Reading Groups

·       Graphic Organizer – Inference Map

·       Journeys TE and Student text

·       Journeys Write-in Reader and Reader’s Notebook

 

Supplemental Texts:

Theme –

*Salt in His Shoes: Michael Jordan in Pursuit of a Dream by Deloris Jordan

*More Than Anything Else by Marie Bradby

*Those Shoes by Maribeth Boelts

*The Invisible Boy by Trudy Ludwig

*The Hungry Coat by Demi

*The Empty Pot by Demi

*One Green Apple by Eve Bunting

*Mr. Peabody’s Apples by Madonna

*A Day’s Work by Eve Bunting

 

https://www.brainpop.com/english/writing/theme/

 

Theme in songs:

https://www.youtube.com/watch?v=T3PJkPsW8_M

 

Theme in Disney-Pixar

https://www.tes.com/lessons/VTgiIHcPJzWJAQ/theme-pixar-short-films

 

 

Week 9:           Journeys Unit 1/Lesson 5

Genre:               Biography and Poetry

Domain/Topic:      Recreation and Travel/Sports

Essential Question:                                     What are the traits of a hero?

Target Skill/Target Strategy/Supporting Skills:    Understanding Characters/Infer and Predict/Hyperbole/Point of View

 

 

Info for Mini-Lesson Workshop Closure
Guided Reading Literacy Stations
Day 1 – Introduce target vocabulary, target skill, and read the Anchor Text – Journeys: Stormalong. If not using Journeys leveled readers, use leveled tall tales or folktales with strong characters.

 

Leveled Readers –

 

TE P. 376-378

 

B: Mississippi Marvis Barnes

 

O: Balina

 

A: Whisper

 

 

Independent reading with target skill focus (graphic organizer, close reading, worksheets)

·       Vocabulary Practice

·       Technology

·       Write-In Reader

·       Word Work

·       Reader’s Notebook

·       Partner Read

·       Skill Worksheets

Share learning from today

 

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

Day 2- Review target skill for the week using anchor chart or visual aid, re-read text and model skill using think aloud. Review: Target Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think,Pair,Share

Day 3 – Review and model target skill using anchor chart or visual aid, introduce graphic organizer of skill. Using leveled texts, students will demonstrate skill independently. Review: Vocabulary

·       Exit ticket

·       Thumbs Up/Down

·       Think,Pair,Share

 

Day 4 – Read aloud the ‘Connect to the Topic’ passage and discuss similarities – Journeys: Hoderi the Fisherman.

 

Introduce supporting skill using anchor chart or visual aid

Review: Supporting Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think,Pair,Share

Day 5 – Review skills from the week and model expectations for assessment. Review: Summation of the week (story, skill, vocab)

·       Kahoot

·       Think,Pair,Share

·       Class Wrap-Up

 

 

Resource Materials Resource Links
·       Leveled Reader Teacher’s Guides – Lessons for each book, supports instruction in Guided Reading Groups

·       Graphic Organizer – Column Chart

·       Graphic Organizer Character traits

·       Journeys TE and Student text

·       Journeys Write-in Reader and Reader’s Notebook

 

Supplemental Books:

Understanding Characters/Character Traits –

*Because of Winn Dixie by Kate DiCamilio

*Wonder by RJ Palacio

*A Day’s Work by Eve Bunting

*Amazing Grace by Mary Hoffman

*Alexander and the Terrible Horrible, No Good, Very Bad Day by Judith Virost

*Amelia Bedelia by Peggy Paris

*My Rotten, Redheaded Older Brother by Patricia Polacco

*Romona Forever by Beverly Cleary

 

Inference –

*The Mysteries of Harris Burdick by Chris Van Allsburg

 

 

Character Trait Organizers:

https://teachingmadepractical.com/wp-content/uploads/2015/10/free-character-trait-graphic-organizers.pdf

 

List of Character Traits

https://www.cusd200.org/cms/lib7/IL01001538/Centricity/Domain/1193/Character%20Traits%20Definition%20Sheet.pdf

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week 10:                  Reading Workshop

Benchmark Assessment:   see Journeys Common Core Benchmark and Unit Tests

 

Info for Mini-Lesson Workshop Closure
Guided Reading Literacy Stations
Through engaging activities, review Unit 1.
Assessment of Unit 1.

 

 

 

Week 11:          Journeys Unit 2/Lesson 6

Genre:               Play and Informational Text

Domain/Topic:      The Arts/Performance Arts

Essential Question:                                     How are performances similar to and different from written stories?

Target Skill/Target Strategy/Supporting Skills:     Story Structure/Infer and Predict/Elements of Drama/Formal and Informal Language

 

Info for Mini-Lesson Workshop Closure
Guided Reading Literacy Stations
Day 1 – Introduce target vocabulary, target skill, and read the Anchor Text – Journeys: Invasion from Mars. If not using Journeys leveled readers, use leveled Science fiction or plays.

 

Leveled Readers –

 

TE P. 166-168

 

B: The Zeebo Encounter

 

O: Time Tag

 

A: Be Afraid

 

 

Independent reading with target skill focus (graphic organizer, close reading, worksheets)

·       Vocabulary Practice

·       Technology

·       Write-In Reader

·       Word Work

·       Reader’s Notebook

·       Partner Read

·       Skill Worksheets

 

Share learning from today

 

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

Day 2- Review target skill for the week using anchor chart or visual aid, re-read text and model skill using think aloud. Review: Target Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

 

Day 3 – Review and model target skill using anchor chart or visual aid, introduce graphic organizer of skill. Using leveled texts, students will demonstrate skill independently. Review: Vocabulary

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

 

Day 4 – Read aloud the ‘Connect to the Topic’ passage and discuss similarities – Journeys: The History of Radio.

 

Introduce supporting skill using anchor chart or visual aid.

Review: Supporting Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

 

Day 5 – Review skills from the week and model expectations for assessment.

 

Review: Summation of the week

 

 

 

Resource Materials Resource Links
·       Leveled Reader Teacher’s Guides – Lessons for each book, supports instruction in Guided Reading Groups

·       Graphic Organizer – Story Map

·       Journeys TE and Student text

·       Journeys Write-in Reader and Reader’s Notebook

 

Supplemental Texts:

Story Structure –

*Thunder Cake by Patricia Polacco

*Freedom Song by Sally M. Walker

*Probuditi! by Chris Van Allsburg

*New Shoes by Susan Lynn Meyer

 

Inference –

*The Mysteries of Harris Burdick by Chris Van Allsburg

*Babushka’s Doll by Patricia Polacco

*Going Home by Eve Bunting

*How Many Days to America by Eve Bunting

*Is Your Mama A Llama by Deborah Guarino

*Millions of Cats by Wanda Gag

*The Wump World by Bill Peet

 

 

Full Radio broadcast of War of the Worlds (57 minutes)

https://www.youtube.com/watch?v=Xs0K4ApWl4g

 

Story Structure Flowcabulary video

https://safeyoutube.net/w/uTX

 

Written Response question foldable

https://www.teacherspayteachers.com/Product/Invasions-from-Mars-DOK-Trifold-1478909

 

 

 

 

 

 

 

 

 

 

Week 12:          Unit 2/Lesson 7

Genre:               Informational Text

Domain/Topic:      Communication/Media

Target Skill/Target Strategy/Supporting Skills:    Fact and Opinion/Summarize/Explain Concepts and Ideas/Domain-Specific

Essential Question:                                     How are movies a form of communication?

 

Info for Mini-Lesson Guided Reading Workshop Stations Closure
Day 1 – Introduce target vocabulary, target skill, and read the Anchor Text – Journeys: Coming Distractions. If not using Journeys leveled readers, use leveled informational texts.

 

Leveled Readers –

 

TE P. 140-142

 

B: Now Showing in Your Living Room

 

O: The Magic of Movies

 

A: Critics in Hollywood

 

 

Independent reading with target skill focus (graphic organizer, close reading, worksheets)

·       Vocabulary Practice

·       Technology

·       Write-In Reader

·       Word Work

·       Reader’s Notebook

·       Partner Read

·       Skill Worksheets

Share learning from today

 

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

Day 2- Review target skill for the week using anchor chart or visual aid, re-read text and model skill using think aloud. Review: Target Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

·

Day 3 – Review and model target skill using anchor chart or visual aid, introduce graphic organizer of skill. Using leveled texts, students will demonstrate skill independently. Review: Vocabulary

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

 

Day 4 – Read aloud the ‘Connect to the Topic’ passage and discuss similarities – Journeys: How Do They Do That?

 

Introduce supporting skill using anchor chart or visual aid.

Review: Supporting Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think,Pair,Share

 

Day 5 – Review skills from the week and model expectations for assessment. Review: Summation of the week (story, skill, vocab)

·       Kahoot

·       Think,Pair,Share

·       Class Wrap-Up

 

 

Resource Materials Resource Links
·       Leveled Reader Teacher’s Guides – Lessons for each book, supports instruction in Guided Reading Groups

·       Graphic Organizer – T-Map, Fact and Opinion, Summarizing

·       Journeys TE and Student text

·       Journeys Write-in Reader and Reader’s Notebook

 

Supplemental Texts:

Summarize –

*Thunder Cake by Patricia Polacco

*Enemy Pie by Derek Munson

*Going Home by Eve Bunting

*Koala Lou by Mem Fox

*A Chair for my Mother by Vera Williams

*The Snowy Day by Erza Jack Keats

*Water Dance by Thomas Locker

*Someday a Tree by Eve Bunting

 

Fact and Opinion –

* A Place Called Freedom by Scott Russel Sanders

*My Rotten, Redheaded Older Brother by Patricia Polacco

*Lightning by Stephen Kramer

*The Reasons for The Seasons by Gail Gibbons

Fact and Opinion articles and question sets

https://www.readworks.org/find-content#!s0:1,9/q:/g:19,20,21/t:/s:/k:9/cid:/f:0/pt:A/features:/staff_picks:/sel:/

 

Fact and Opinion activities and organizers

http://www.sps186.org/downloads/basic/297496/Reading%20WS.pdf

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week 13:          Journeys Unit 2/Lesson 8

Genre:               Realistic Fiction and Readers’ Theater

Domain/Topic:      The Arts/Visual

Essential Question:                                     How do an artist’s experiences affect his or her art?

Target Skill/Target Strategy/Supporting Skills:    Understanding Characters/Visualize/Point of View/Theme

 

Info for Mini-Lesson Workshop Closure
Guided Reading Literacy Stations
Day 1 – Introduce target vocabulary, target skill, and read the Anchor Text – Journeys: Me and Uncle Romie. If not using Journeys leveled readers, use leveled realistic fiction books with strong characters and themes.

 

Leveled Readers –

 

TE P. 216-218

B: Recipe for Learning

 

O: Gramps’ Favorite Gift

 

A: Stuck At Camp

 

 

Independent reading with target skill focus (graphic organizer, close reading, worksheets)

·       Vocabulary Practice

·       Technology

·       Write-In Reader

·       Word Work

·       Reader’s Notebook

·       Partner Read

·       Skill Worksheets

 

Share learning from today

 

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

Day 2- Review target skill for the week using anchor chart or visual aid, re-read text and model skill using think aloud. Review: Target Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

Day 3 – Review and model target skill using anchor chart or visual aid, introduce graphic organizer of skill. Using leveled texts, students will demonstrate skill independently.

 

Review: Vocabulary

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

 

Day 4 – Read aloud the ‘Connect to the Topic’ passage and discuss similarities – Journeys: Sidewalk Artists.

 

Introduce supporting skill using anchor chart or visual aid.

Review: Supporting Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

 

Day 5 – Review skills from the week and model expectations for assessment. Review: Summation of the week (story, skill, vocab)

·       Kahoot

·       Think, Pair, Share

·       Class Wrap-Up

 

Resource Materials Resource Links
·       Leveled Reader Teacher’s Guides – Lessons for each book, supports instruction in Guided Reading Groups

·       Graphic Organizer – Column Chart, Theme, Character traits

·       Journeys TE and Student text

·       Journeys Write-in Reader and Reader’s Notebook

 

Supplemental Texts:

Understanding Characters/Character Traits –

*Because of Winn Dixie by Kate DiCamilio

*Wonder by RJ Palacio

*A Day’s Work by Eve Bunting

*Amazing Grace by Mary Hoffman

*Alexander and the Terrible Horrible, No Good, Very Bad Day by Judith Virost

*Amelia Bedelia by Peggy Paris

*My Rotten, Redheaded Older Brother by Patricia Polacco

*Romona Forever by Beverly Cleary

*Don’t Say Aint by Irene Smalls

*The Sweetest Fig by Chris Van Allsburg

*Emmanuel’s Dream by Laurie Ann Thompson

*New Shoes by Susan Lynn Meyer

*The Can Man by Laura E. Williams

*Hey, Al by Arthur Yorinks

 

 

Theme Passages and question sets

https://www.readworks.org/find-content#!s0:1,40/q:/g:19,20,21/t:/s:/k:40/cid:/f:0/pt:A/features:/staff_picks:/sel:/

 

Theme Task Cards

https://www.teacherspayteachers.com/Product/Theme-Reading-Passage-and-Task-Cards-FREE-2449018

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week 14:          Journeys Unit 2/Lesson 9

Genre:               Realistic Fiction and Informational

Domain/Topic:      Communication/Research

Essential Question:                                     What are some different ways to do research?

Technology:                                             Pros and cons of using the internet

Target Skill/Target Strategy/Supporting Skills:    Conclusions and Generalizations/Question/Understanding Characters/Humor

 

Info for Mini-Lesson Workshop Closure
Guided Reading Literacy Stations
Day 1 – Introduce target vocabulary, target skill, and read the Anchor Text – Journeys: Dear Mr. Winston. If not using Journeys leveled readers, use leveled realistic fiction texts.

 

Leveled Readers –

 

TE P. 290-292

 

B: Painting the Ocean

 

O: Soccer Sisters

 

A: Think Before You Speak

 

 

Independent reading with target skill focus (graphic organizer, close reading, worksheets)

·       Vocabulary Practice

·       Technology

·       Write-In Reader

·       Word Work

·       Reader’s Notebook

·       Partner Read

·       Skill Worksheets

 

Share learning from today

 

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

Day 2- Review target skill for the week using anchor chart or visual aid, re-read text and model skill using think aloud. Review: Target Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

·

Day 3 – Review and model target skill using anchor chart or visual aid, introduce graphic organizer of skill. Using leveled texts, students will demonstrate skill independently. Review: Vocabulary

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

·

Day 4 – Read aloud the ‘Connect to the Topic’ passage and discuss similarities – Journeys: Field Guide to Snakes of the Southwest.

 

Introduce supporting skill using anchor chart or visual aid.

Review: Supporting Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think,Pair,Share

 

Day 5 – Review skills from the week and model expectations for assessment.

 

Review: Summation of the week (story, skill, vocab)

·       Kahoot

·       Think, Pair, Share

·       Class Wrap-Up

 

 

Resource Materials Resource Links
·       Leveled Reader Teacher’s Guides – Lessons for each book, supports instruction in Guided Reading Groups

·       Graphic Organizer – Idea-Support Map

·       Journeys TE and Student text

·       Journeys Write-in Reader and Reader’s Notebook

 

Supplemental Texts:

Understanding Characters/Character Traits –

*Don’t Say Aint by Irene Smalls

*The Sweetest Fig by Chris Van Allsburg

*Emmanuel’s Dream by Laurie Ann Thompson

*New Shoes by Susan Lynn Meyer

*The Can Man by Laura E. Williams

*Hey, Al by Arthur Yorinks

Intro Video

https://www.flocabulary.com/unit/inferencing/

 

Making Inferences using Pixar Partly Cloudy

https://www.youtube.com/watch?v=rCmTlK_rb0U

 

Inferencing practice

https://www.k12reader.com/subject/reading-skills/inference/

 

 

 

Week 15:          Journeys Unit 2/Lesson 10

Genre:               Biography and Poetry

Domain/Topic:      The Arts/Performance Arts

Essential Question:                                     What does it take to be a great performer?

Target Skill/Target Strategy/Supporting Skills:    Author’s Purpose/Analyze and Evaluate/Simile and Metaphor

 

Info for Mini-Lesson Workshop Closure
Guided Reading Literacy Stations
Day 1 – Introduce target vocabulary, target skill, and read the Anchor Text – Journeys: Jose! Born to Dance. If not using Journeys leveled readers, use leveled Biographies.

 

Leveled Readers –

 

TE P. 368-370

 

B: Isadora Duncan

 

O: Jackson Pollock in Action

 

A: Luciano Pavarotti

 

 

Independent reading with target skill focus (graphic organizer, close reading, worksheets)

·       Vocabulary Practice

·       Technology

·       Write-In Reader

·       Word Work

·       Reader’s Notebook

·       Partner Read

·       Skill Worksheets

 

Share learning from today

 

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

Day 2- Review target skill for the week using anchor chart or visual aid, re-read text and model skill using think aloud. Review: Target Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

·

Day 3 – Review and model target skill using anchor chart or visual aid, introduce graphic organizer of skill. Using leveled texts, students will demonstrate skill independently. Review: Vocabulary

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

·

Day 4 – Read aloud the ‘Connect to the Topic’ passage and discuss similarities – Journeys: Dance to the Beat.

 

Introduce supporting skill using anchor chart or visual aid.

Review: Supporting Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

·

Day 5 – Review skills from the week and model expectations for assessment. Review: Summation of the week (story, skill, vocab)

·       Kahoot

·       Think, Pair, Share

·       Class Wrap-Up

 

Resource Materials Resource Links
·       Leveled Reader Teacher’s Guides – Lessons for each book, supports instruction in Guided Reading Groups

·       Graphic Organizer – Inference Map, Author’s Purpose

·       Journeys TE and Student text

·       Journeys Write-in Reader and Reader’s Notebook

 

Supplemental Texts:

Author’s Purpose –

*Thank you Mr. Falker by Patricia Polacco

*The Ant Bully by John Nickle

*Fly Away Home by Eve Bunting

*Two Bad Ants by Chris Van Allsburg

*The Dairy of a Worm by Doreen Cronin

*The Lorax by Dr. Seuss

Author’s Purpose passages and question sets

https://www.readworks.org/find-content#!s0:1,2/q:/g:19,20,21/t:/s:/k:2/cid:/f:0/pt:A/features:/staff_picks:/sel:/

 

Author’s Purpose extension Video

https://www.youtube.com/watch?v=F0XziDwFE-g&list=PL_GI0EJQOYtc55dnSvBrfqMCMuuqVJDse

 

 

 

 

 

 

 

 

 

 

 

Week 16:          Benchmark Assessment – see Journeys Common Core Benchmark and Unit Tests

Extended Reading with Trade Book: Discovering Mars by Melvin Berger

Info for Mini-Lesson Workshop Closure
Guided Reading Literacy Stations
Through engaging activities, review Unit 2.
Assessment of Unit 2.

 

Week 17:          Journeys Unit 2/Lesson 11

Genre:               Informational Text and Newspaper Article

Domain/Topic:      Earth Science/Hurricanes

Essential Question:                                     What are the benefits of studying weather?

Target Skill/Target Strategy/Supporting Skills:     Text and Graphic Features/Infer and Predict/Explain Specific Ideas Text

Structure

Info for Mini-Lesson Workshop Closure
Guided Reading Literacy Stations
Day 1 – Introduce target vocabulary, target skill, and read the Anchor Text – Journeys: Hurricanes. If not using Journeys leveled readers, use leveled informational texts with a variety of text features.

 

Leveled Readers –

 

TE P. 66-68

 

B: Volcanoes

 

O: Tsunami

 

A: Nature Destroys, Nature Renews

 

 

Independent reading with target skill focus (graphic organizer, close reading, worksheets)

·       Vocabulary Practice

·       Technology

·       Write-In Reader

·       Word Work

·       Reader’s Notebook

·       Partner Read

·       Skill Worksheets

 

Share learning from today

 

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

Day 2- Review target skill for the week using anchor chart or visual aid, re-read text and model skill using think aloud. Review: Target Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

Day 3 – Review and model target skill using anchor chart or visual aid, introduce graphic organizer of skill. Using leveled texts, students will demonstrate skill independently. Review: Vocabulary

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

 

Day 4 – Read aloud the ‘Connect to the Topic’ passage and discuss similarities – Journeys: Recovering from Katrina.

 

Introduce supporting skill using anchor chart or visual aid.

Review: Supporting Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

 

Day 5 – Review skills from the week and model expectations for assessment. Review: Summation of the week (story, skill, vocab)

·       Kahoot

·       Think, Pair, Share

·       Class Wrap-Up

 

 

Resource Materials Resource Links
·       Leveled Reader Teacher’s Guides – Lessons for each book, supports instruction in Guided Reading Groups

·       Graphic Organizer – Column Chart, text features organizer

·       Journeys TE and Student text

·       Journeys Write-in Reader and Reader’s Notebook

 

Text features posters

https://www.teacherspayteachers.com/Product/Non-Fiction-Text-Features-Posters-219255

 

Text Feature video

https://www.youtube.com/watch?v=3mAl9QMJJTo

 

Text features scavenger hunt- Use with any NF book or classroom newspaper.

https://teachingmadepractical.com/wp-content/uploads/2015/09/free-scavenger-hunt.pdf

 

Text structure using videos

http://www.imthatteacher.com/text-structure-videos/

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week 18:          Journeys Unit 2/Lesson 12

Genre:               Historical Fiction and Informational Text

Domain/Topic:      Earth Science/Forces of Nature

Essential Question:                                     How do natural disasters affect people?

Target Skill/Target Strategy/Supporting Skills:    Sequence of Events/Visualize/Conclusions and Generalizations/Author’s Word Choice

 

Info for Mini-Lesson Workshop Closure
Guided Reading Literacy Stations
Day 1 – Introduce target vocabulary, target skill, and read the Anchor Text – Journeys: The Earth Dragon Awakes. If not using Journeys leveled readers, use leveled historical fiction texts with a clear sequence of events.

 

Leveled Readers –

 

TE P. 140-142

 

B: Sailing to Safety

 

O: Little Hare and the Thundering Earth

 

A: Two Against the Mississippi

 

 

Independent reading with target skill focus (graphic organizer, close reading, worksheets)

·       Vocabulary Practice

·       Technology

·       Write-In Reader

·       Word Work

·       Reader’s Notebook

·       Partner Read

·       Skill Worksheets

 

Share learning from today

 

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

 

Day 2- Review target skill for the week using anchor chart or visual aid, re-read text and model skill using think aloud. Review: Target Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

·

Day 3 – Review and model target skill using anchor chart or visual aid, introduce graphic organizer of skill. Using leveled texts, students will demonstrate skill independently. Review: Vocabulary

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

·

Day 4 – Read aloud the ‘Connect to the Topic’ passage and discuss similarities – Journeys: Twisters.

 

Introduce supporting skill using anchor chart or visual aid.

Review: Supporting Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

·

Day 5 – Review skills from the week and model expectations for assessment. Review: Summation of the week (story, skill, vocab)

·       Kahoot

·       Think, Pair, Share

·       Class Wrap-Up

 

Resource Materials Resource Links
·       Leveled Reader Teacher’s Guides – Lessons for each book, supports instruction in Guided Reading Groups

·       Graphic Organizer – Flow Chart

·       Journeys TE and Student text

·       Journeys Write-in Reader and Reader’s Notebook

 

Supplemental Texts:

Sequence of Events –

*Alexander and the Terrible Horrible, No Good, Very Bad Day by Judith Virost

*Patchwork Quilt by Valerie Flourney

*The Paperboy by David Pilkney

*Napping House by Audrey Wood

*Stone Soup by Marcia Brown

*Grandfather’s Journey by Allen Say

 

 

Simple sequencing organizer

https://www.teacherspayteachers.com/Product/Sequence-of-Events-Graphic-Organizer-2458133

 

Sequencing organizer with transition words

https://www.teacherspayteachers.com/Product/Graphic-Organizer-Sequence-Order-of-Events-346800

 

Sequencing transition words anchor chart

https://www.teacherspayteachers.com/Product/Sequence-Keywords-657946

 

 

 

 

 

 

Week 19:          Journeys Unit 3/Lesson 13

Genre:               Narrative Nonfiction and Informational Text

Domain/Topic:      Life Science/Interdependence

Essential Question:                                     How are the different parts of an ecosystem connected?

Target Skill/Target Strategy/Supporting Skills:    Sequence of Events/Summarize/Simile and Metaphor/Domain-Specific

Vocabulary

Info for Mini-Lesson Workshop Closure
Guided Reading Literacy Stations
Day 1 – Introduce target vocabulary, target skill, and read the Anchor Text – Journeys: Antarctic Journal. If not using Journeys leveled readers, use leveled narrative nonfiction that has a clear sequence of events.

 

Leveled Readers –

 

TE P. 220-222

 

B: Amazing Birds of Antarctica

 

O: An Icy Adventure

 

A: Heroes of the Antarctic

 

 

Independent reading with target skill focus (graphic organizer, close reading, worksheets)

·       Vocabulary Practice

·       Technology

·       Write-In Reader

·       Word Work

·       Reader’s Notebook

·       Partner Read

·       Skill Worksheets

 

Share learning from today

 

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

Day 2- Review target skill for the week using anchor chart or visual aid, re-read text and model skill using think aloud. Review: Target Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

·

Day 3 – Review and model target skill using anchor chart or visual aid, introduce graphic organizer of skill. Using leveled texts, students will demonstrate skill independently. Review: Vocabulary

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

·

Day 4 – Read aloud the ‘Connect to the Topic’ passage and discuss similarities – Journeys: Cold, Cold Science.

 

Introduce supporting skill using anchor chart or visual aid.

Review: Supporting Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

 

Day 5 – Review skills from the week and model expectations for assessment. Review: Summation of the week (story, skill, vocab)

·       Kahoot

·       Think, Pair, Share

·       Class Wrap-Up

 

 

Resource Materials Resource Links
·       Leveled Reader Teacher’s Guides – Lessons for each book, supports instruction in Guided Reading Groups

·       Graphic Organizer – Flow Chart

·       Journeys TE and Student text

·       Journeys Write-in Reader and Reader’s Notebook

 

Supplemental Texts:

Sequence of Events –

*Alexander and the Terrible Horrible, No Good, Very Bad Day by Judith Virost

*Patchwork Quilt by Valerie Flourney

*The Paperboy by David Pilkney

*Napping House by Audrey Wood

*Stone Soup by Marcia Brown

*Grandfather’s Journey by Allen Say

 

Summarize –

*Thunder Cake by Patricia Polacco

*Enemy Pie by Derek Munson

*Going Home by Eve Bunting

*Koala Lou by Mem Fox

*A Chair for my Mother by Vera Williams

*The Snowy Day by Erza Jack Keats

*Water Dance by Thomas Locker

*Someday a Tree by Eve Bunting

Non-fiction sequencing article and questions

https://www.teacherspayteachers.com/Product/Wildfires-Sequencing-Nonfiction-Passage-2650030

 

sequencing articles and question set

https://www.readworks.org/find-content#!s0:1,51/q:/g:19,20,21/t:/s:/k:51/cid:/f:0/pt:A/features:/staff_picks:/sel:/

 

Summary Organizers

https://www.nbss.ie/sites/default/files/publications/summarising_maps_-_comprehension_strategy_handout__copy_2.pdf

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week 20:        Journeys Unit 3/Lesson 14

Genre:               Informational Text and Fable

Domain/Topic:      Life Science/Insects

Essential Question:                                     How do living things each have an important role in the world?

Target Skill/Target Strategy/Supporting Skills:    Text and Graphic Features/Question/Explain Scientific Concepts and

Ideas/Author’s Purpose

Info for Mini-Lesson Workshop Closure
Guided Reading Literacy Stations
Day 1 – Introduce target vocabulary, target skill, and read the Anchor Text – Journeys: The Life and Times of the Ant. If not using Journeys leveled readers, use leveled informational texts that have a variety of text features.

 

Leveled Readers –

 

TE P. 296-298

 

B: The Lives of Social Insects

 

O: Arthropods Rule!

 

A: Love Those Bugs!

 

 

Independent reading with target skill focus (graphic organizer, close reading, worksheets)

·       Vocabulary Practice

·       Technology

·       Write-In Reader

·       Word Work

·       Reader’s Notebook

·       Partner Read

·       Skill Worksheets

Share learning from today

 

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

Day 2- Review target skill for the week using anchor chart or visual aid, re-read text and model skill using think aloud. Review: Target Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

·

Day 3 – Review and model target skill using anchor chart or visual aid, introduce graphic organizer of skill. Using leveled texts, students will demonstrate skill independently. Review: Vocabulary

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

·

Day 4 – Read aloud the ‘Connect to the Topic’ passage and discuss similarities – Journeys: The Dove and the Ant.

 

Introduce supporting skill using anchor chart or visual aid.

 

Review: Supporting Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

 

Day 5 – Review skills from the week and model expectations for assessment. Review: Summation of the week (story, skill, vocab)

·       Kahoot

·       Think, Pair, Share

·       Class Wrap-Up

 

Resource Materials Resource Links
·       Leveled Reader Teacher’s Guides – Lessons for each book, supports instruction in Guided Reading Groups

·       Graphic Organizer – Column Chart, text features, author’s purpose organizers

·       Journeys TE and Student text

·       Journeys Write-in Reader and Reader’s Notebook

 

Author’s Purpose organizers (text evidence)

https://www.teacherspayteachers.com/Product/Authors-Purpose-Graphic-Organizer-1826182

 

https://www.teacherspayteachers.com/Product/Authors-Purpose-Mini-Anchor-Chart-Graphic-Organizer-669066

 

Nonfiction text features review activity

 

https://www.teacherspayteachers.com/Product/FREEBIE-Non-Fiction-Text-Features-Pre-or-Post-Assessment-1508121

 

 

 

 

 

 

 

 

 

 

 

Week 21:          Journeys Unit 3/Lesson 15

Genre:               Humorous Fiction and Informational Text

Domain/Topic:      Health and Safety/Cooking

Essential Question:                                     Why are safety rules important?

Target Skill/Target Strategy/Supporting Skills:    Main Ideas and Details/Monitor and Clarify/Author’s Word Choice/Analyze an Argument

Info for Mini-Lesson Workshop Closure
Guided Reading Literacy Stations
Day 1 – Introduce target vocabulary, target skill, and read the Anchor Text – Journeys: Ecology for Kids. If not using Journeys leveled readers, use leveled informational books.

 

Leveled Readers –

 

TE P. 374-376

 

B: The Seal Who Wanted to Live

 

O: Dad’s Garden

 

A: The Princess and the Manatee

 

 

Independent reading with target skill focus (graphic organizer, close reading, worksheets)

·       Vocabulary Practice

·       Technology

·       Write-In Reader

·       Word Work

·       Reader’s Notebook

·       Partner Read

·       Skill Worksheets

Share learning from today

 

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

Day 2- Review target skill for the week using anchor chart or visual aid, re-read text and model skill using think aloud. Review: Target Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

·

Day 3 – Review and model target skill using anchor chart or visual aid, introduce graphic organizer of skill. Using leveled texts, students will demonstrate skill independently. Review: Vocabulary

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

 

Day 4 – Read aloud the ‘Connect to the Topic’ passage and discuss similarities – Journeys: Wonderful Weather.

 

Introduce supporting skill using anchor chart or visual aid.

Review: Supporting Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

·

Day 5 – Review skills from the week and model expectations for assessment.

 

Review: Summation of the week (story, skill, vocab)

·       Kahoot

·       Think, Pair, Share

·       Class Wrap-Up

 

Resource Materials Resource Links
·       for each book, supports instruction in Guided Reading Groups

·       Graphic Organizer – Web

·       Journeys TE and Student text

·       Journeys Write-in Reader and Reader’s Notebook

 

Supplemental Texts:

Main Ideas and Details –

*Exploring the Titanic by Robert Ballard

*Leah’s Pony by Elizabeth Friedrich

*The Important Book by Margaret Wise Brown

*The Paperboy by Dav Pilkey

*Swimmy by Leo Lionni

 

 

Main idea and detail organizers

https://www.k12reader.com/resource/main-idea-graphic-organizer/

 

Nonfiction organizers

https://www.fcrr.org/Curriculum/PDF/G2-3/2-3Comp_2.pdf

 

 

 

Week 22:          Benchmark Assessment – see Journeys Common Core Benchmark and Unit Tests

Info for Mini-Lesson Workshop Closure
Guided Reading Literacy Stations
Through engaging activities, review Unit 3.
Assessment of Unit 3.

 

 

Week 23:        Journeys Unit 4/Lesson 16

Genre:               Historical Fiction and Informational Text

Domain/Topic:      American History/Individual Contributions

Essential Question:                                     What traits do successful people have?

Target Skill/Target Strategy/Supporting Skills:    Compare and Contrast/Monitor and Clarify/Personification

Info for Mini-Lesson Workshop Closure
Guided Reading Literacy Stations
Day 1 – Introduce target vocabulary, target skill, and read the Anchor Text – Journeys: Riding Freedom. If not using Journeys leveled readers, use leveled historical fiction texts where either the main character grows/ changes or there are two or more strong characters.

 

Leveled Readers –

 

TE P. 66-68

 

B: Elizabeth’s Stormy Ride

 

O: Perilous Passage

 

A: Come to Nicodemus

 

 

Independent reading with target skill focus (graphic organizer, close reading, worksheets)

·       Vocabulary Practice

·       Technology

·       Write-In Reader

·       Word Work

·       Reader’s Notebook

·       Partner Read

·       Skill Worksheets

Share learning from today

 

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

Day 2- Review target skill for the week using anchor chart or visual aid, re-read text and model skill using think aloud. Review: Target Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think ,Pair ,Share

Day 3 – Review and model target skill using anchor chart or visual aid, introduce graphic organizer of skill. Using leveled texts, students will demonstrate skill independently. Review: Vocabulary

·       Exit ticket

·       Thumbs Up/Down

Think ,Pair ,Share

Day 4 – Read aloud the ‘Connect to the Topic’ passage and discuss similarities – Journeys: Spindletop.

 

Introduce supporting skill using anchor chart or visual aid.

Review: Supporting Skill

·       Exit ticket

·       Thumbs Up/Down

Think ,Pair ,Share

Day 5 – Review skills from the week and model expectations for assessment. Review: Summation of the week (story, skill, vocab)

·       Kahoot

·       Think, Pair, Share Class Wrap-Up

 

Resource Materials Resource Links
·       Leveled Reader Teacher’s Guides – Lessons for each book, supports instruction in Guided Reading Groups

·       Graphic Organizer – Venn Diagram

·       Journeys TE and Student text

·       Journeys Write-in Reader and Reader’s Notebook

 

Supplemental Texts:

Compare and Contrast –

*Thank you Mr. Falker by Patricia Polacco

*More Than Anything Else by Marie Bradby

*Grandfather’s Journey by Allen Say

*My Freedom Trip by Frances Park

*I  was Dreaming to Come to America by Veronica Lawlor

*Journey to Ellis Island by Carol Bierman

NOTE: Fairy Tales and Folktales are wonderful to use especially the newer versions comparing different points of views from characters.

 

 

Character development and analysis organizers

https://www.risd.k12.nm.us/assessment_evaluation/Character%20Analysis.pdf

 

Personification and historical fiction

https://www.teacherspayteachers.com/Product/Journeys-Lesson-16-Riding-Freedom-chart-personification-metaphors-historical-1807254

 

 

 

 

 

 

 

 

Week 24:        Journeys Unit 4/Lesson 17

Genre:               Narrative Nonfiction and Informational Text

Domain/Topic:      Health and Safety/Service Animals

Essential Question:                                     How do people and animals benefit each other?

Target Skill/Target Strategy/Supporting Skills:    Sequence of Events/Summarize/Main Idea and Details/Domain-Specific

Vocabulary

 

Info for Mini-Lesson Workshop Closure
Guided Reading Literacy Stations
Day 1 – Introduce target vocabulary, target skill, and read the Anchor Text – Journeys: The Right Dog for the Job. If not using Journeys leveled readers, Use leveled narrative nonfiction texts that have a clear sequence of events.

 

Leveled Readers –

 

TE P. 140-142

 

B: Animal Doctors

 

O: A Rural Veterinarian

 

A: Helping with Wild Animals

 

 

Independent reading with target skill focus (graphic organizer, close reading, worksheets)

·       Vocabulary Practice

·       Technology

·       Write-In Reader

·       Word Work

·       Reader’s Notebook

·       Partner Read

·       Skill Worksheets

Share learning from today

 

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

Day 2- Review target skill for the week using anchor chart or visual aid, re-read text and model skill using think aloud. Review: Target Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

Day 3 – Review and model target skill using anchor chart or visual aid, introduce graphic organizer of skill. Using leveled texts, students will demonstrate skill independently. Review: Vocabulary

·       Exit ticket

·       Thumbs Up/Down

Think, Pair, Share

Day 4 – Read aloud the ‘Connect to the Topic’ passage and discuss similarities – Journeys: Knowing Noses: Search-and-Rescue Dogs.

 

Introduce supporting skill using anchor chart or visual aid.

Review: Supporting Skill

·       Exit ticket

·       Thumbs Up/Down

Think, Pair, Share

Day 5 – Review skills from the week and model expectations for assessment. Review: Summation of the week (story, skill, vocab)

·       Kahoot

·       Think, Pair, Share Class Wrap-Up

 

Resource Materials Resource Links
·       Leveled Reader Teacher’s Guides – Lessons for each book, supports instruction in Guided Reading Groups

·       Graphic Organizer – Flow Chart, main idea and details.

·       Journeys TE and Student text

·       Journeys Write-in Reader and Reader’s Notebook

 

Supplemental Texts:

Sequence of Events –

*Alexander and the Terrible Horrible, No Good, Very Bad Day by Judith Virost

*Patchwork Quilt by Valerie Flourney

*The Paperboy by David Pilkey

*Napping House by Audrey Wood

*Stone Soup by Marica Brown

*Grandfather’s Journey by Allen Say

 

Summarize –

*Going Home by Eve Bunting

*Koala Lou by Mem Fox

*A Chair for my Mother by Vera Williams

*The Snowy Day by Ezra Jack Keats

*Water Dance by Thomas Locker

*Someday a Tree by Eve Bunting

 

Main Idea and Details –

*Exploring the Titanic by Robert Ballard

*Leah’s Pony by Elizabeth Friedrich

*The Important Book by Margaret Wise Brown

*The Paperboy by Dav Pilkey

*Swimmy by Leo Lionni

 

 

Main idea, Supporting Details, and Summary lessons, organizers, and activities.

http://www.kingofalltechnology.com/mainidealessons.pdf

 

https://www.fcrr.org/Curriculum/PDF/G2-3/2-3Comp_2.pdf

 

Main idea passages and question sets

https://www.readworks.org/find-content#!s0:1,33/q:/g:19,20,21/t:/s:/k:33/cid:/f:0/pt:A/features:/staff_picks:/sel:/

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week 25:        Journeys Unit 4/Lesson 18

Genre:               Myth and Folktale

Domain/Topic:      Cultures/Traditional Tales

Essential Question:                                     What makes a character memorable?

Target Skill/Target Strategy/Supporting Skills:    Story Structure/Question/Theme/Allusion

 

Info for Mini-Lesson Workshop Closure
Guided Reading Literacy Stations
Day 1 – Introduce target vocabulary, target skill, and read the Anchor Text – Journeys: Hercules’ Quest. If not using Journeys leveled readers, use leveled myths or fantasy texts

 

Leveled Readers –

 

TE P. 218-220

 

B: King Midas and the Golden Touch

 

O: The Adventures of Perseus

 

A: The Story of Icarus

 

 

Independent reading with target skill focus (graphic organizer, close reading, worksheets)

·       Vocabulary Practice

·       Technology

·       Write-In Reader

·       Word Work

·       Reader’s Notebook

·       Partner Read

·       Skill Worksheets

Share learning from today

 

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

Day 2- Review target skill for the week using anchor chart or visual aid, re-read text and model skill using think aloud. Review: Target Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

Day 3 – Review and model target skill using anchor chart or visual aid, introduce graphic organizer of skill. Using leveled texts, students will demonstrate skill independently. Review: Vocabulary

·       Exit ticket

·       Thumbs Up/Down

Think, Pair, Share

Day 4 – Read aloud the ‘Connect to the Topic’ passage and discuss similarities – Journeys: Zomo’s Friends.

 

Introduce supporting skill using anchor chart or visual aid.

Review: Supporting Skill

·       Exit ticket

·       Thumbs Up/Down

Think, Pair, Share

Day 5 – Review skills from the week and model expectations for assessment.

 

Review: Summation of the week (story, skill, vocab)

·       Kahoot

·       Think, Pair, Share Class Wrap-Up

 

 

 

Resource Materials Resource Links
·       Leveled Reader Teacher’s Guides – Lessons for each book, supports instruction in Guided Reading Groups

·       Graphic Organizer – Story Map

·       Journeys TE and Student text

·       Journeys Write-in Reader and Reader’s Notebook

 

Supplemental Texts:

Theme –

*Salt in His Shoes: Michael Jordan in Pursuit of a Dream by Deloris Jordan

*More Than Anything Else by Marie Bradby

*Those Shoes by Maribeth Boelts

*The Invisible Boy by Trudy Ludwig

*The Hungry Coat by Demi

*The Empty Pot by Demi

*One Green Apple by Eve Bunting

*Mr. Peabody’s Apples by Madonna

*A Day’s Work by Eve Bunting

 

 

Finding Theme using text evidence Foldable using

https://docs.google.com/file/d/0B8DtIUhMGc9qR08tLURTMEJ3Z0k/edit

 

Organizers for using text evidence to find theme

https://www.teacherspayteachers.com/Product/Theme-Freebie-1627929

 

Theme in fables

https://www.teacherspayteachers.com/Product/Fables-Multiple-Choice-Test-Determining-Theme-731312

 

 

 

Week 26:        Journeys Unit 4/Lesson 19

Genre:               Biography and Informational Text

Domain/Topic:      American History/Agriculture

Essential Question:                                     Why is farming important?

Target Skill/Target Strategy/Supporting Skills:    Conclusions and Generalizations/Infer and Predict/Idioms/Problem and

Solution

Info for Mini-Lesson Workshop Closure
Guided Reading Literacy Stations
Day 1 – Introduce target vocabulary, target skill, and read the Anchor Text – Journeys: Harvesting Hope If not using Journeys leveled readers, Use biographies with civil rights themes that can be used to teach problem/solution structure.

 

Leveled Readers –

 

TE P. 292-294

 

B: Songs for the People

 

O: The People’s President

 

A: The Story of Dorothea Lange

 

 

Independent reading with target skill focus (graphic organizer, close reading, worksheets)

·       Vocabulary Practice

·       Technology

·       Write-In Reader

·       Word Work

·       Reader’s Notebook

·       Partner Read

·       Skill Worksheets

Share learning from today

 

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

Day 2- Review target skill for the week using anchor chart or visual aid, re-read text and model skill using think aloud. Review: Target Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

Day 3 – Review and model target skill using anchor chart or visual aid, introduce graphic organizer of skill. Using leveled texts, students will demonstrate skill independently. Review: Vocabulary

·       Exit ticket

·       Thumbs Up/Down

Think, Pair, Share

Day 4 – Read aloud the ‘Connect to the Topic’ passage and discuss similarities – Journeys: The Edible Schoolyard.

 

Introduce supporting skill using anchor chart or visual aid.

Review: Supporting Skill

·       Exit ticket

·       Thumbs Up/Down

Think, Pair, Share

Day 5 – Review skills from the week and model expectations for assessment.

 

Review: Summation of the week (story, skill, vocab)

·       Kahoot

·       Think, Pair, Share Class Wrap-Up

 

 

Resource Materials Resource Links
·       Leveled Reader Teacher’s Guides – Lessons for each book, supports instruction in Guided Reading Groups

·       Graphic Organizer – Idea-Support Map

·       Journeys TE and Student text

·       Journeys Write-in Reader and Reader’s Notebook

 

Problem/Solution organizers

https://cdn-educators.brainpop.com/wp-content/uploads/2018/02/problem-solution_graphic_organizers.pdf

 

https://www.teacherspayteachers.com/Product/Problem-and-Solution-Graphic-Organizer-tool-433831

 

Problem/Solution practice

 

https://www.k12reader.com/worksheet/story-elements-problem-and-solution/view/

 

https://www.teacherspayteachers.com/Product/Problem-and-Solution-FREEBIE-1622320

 

Inferencing practice

https://www.teacherspayteachers.com/Product/Making-Inferences-Practice-Assess-FREE-No-Prep-Printables-for-Grades-4-5-1827994

 

https://www.teacherspayteachers.com/Product/Interactive-Reading-Notebooks-FREE-Bonus-Lesson-Making-Inferences-801171

 

Inferencing reading passages and question sets

https://www.readworks.org/find-content#!s0:1,7/q:/g:19,20,21/t:/s:/k:7/cid:/f:0/pt:A/features:/staff_picks:/sel:/

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week 27:        Journeys Unit 4/Lesson 20

Genre:               Biography and Poetry

Domain/Topic:      Cultures/Native American History

Essential Question:                                     How do people from different cultures contribute to American history?

Target Skill/Target Strategy/Supporting Skills:    Main Ideas and Details/Visualize/Onomatopoeia/Text Structure

 

Info for Mini-Lesson Workshop Closure
Guided Reading Literacy Stations
 

Day 1 – Introduce target vocabulary, target skill, and read the Anchor Text – Journeys: Sacagawea.

If not using Journeys leveled readers, use leveled biographies.

Leveled Readers –

 

TE P. 374-376

 

B: John Wesley Powell

 

O: Writer from the Prairie

 

A: Chief Washakie

 

 

Independent reading with target skill focus (graphic organizer, close reading, worksheets)

·       Vocabulary Practice

·       Technology

·       Write-In Reader

·       Word Work

·       Reader’s Notebook

·       Partner Read

·       Skill Worksheets

Share learning from today

 

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

 

Day 2- Review target skill for the week using anchor chart or visual aid, re-read text and model skill using think aloud. Review: Target Skill

·       Exit ticket

·       Thumbs Up/Down

Think, Pair, Share

Day 3 – Review and model target skill using anchor chart or visual aid, introduce graphic organizer of skill. Using leveled texts, students will demonstrate skill independently. Review: Vocabulary

·       Exit ticket

·       Thumbs Up/Down

Think, Pair, Share

Ay 4 – Read aloud the ‘Connect to the Topic’ passage and discuss similarities – Journeys: The Edible Schoolyard.

 

Introduce supporting skill using anchor chart or visual aid

Review: Supporting Skills

·       Exit ticket

·       Thumbs Up/Down

Think, Pair, Share

Day 5 – Review skills from the week and model expectations for assessment. Review: Summation of the week (story, skill vocab)

·       Kahoot

·       Think, Pair, Share

·       Class Wrap-up

 

 

Resource Materials Resource Links
·       Leveled Reader Teacher’s Guides – Lessons for each book, supports instruction in Guided Reading Groups

·       Graphic Organizer – Web

·       Journeys TE and Student text

·       Journeys Write-in Reader and Reader’s Notebook

 

Supplemental Texts:

Main Ideas and Details –

*Exploring the Titanic by Robert Ballard

*Leah’s Pony by Elizabeth Friedrich

*The Important Book by Margaret Wise Brown

*The Paperboy by Dav Pilkey

*Swimmy by Leo Lionni

 

Main idea an etail an summary org

https://www.fcrr.org/Curriculum/PDF/G2-3/2-3Comp_2.pdf

 

http://www.learner.org/libraries/makingmeaning/makingmeaning/support/sketch.pdf

 

https://www.teacherspayteachers.com/Product/Visualization-979895

 

http://visualizingstrategy.weebly.com/grades-3-5.html

 

Text structure using videos

http://www.imthatteacher.com/text-structure-videos/

 

Week 28:          Benchmark Assessment – see Journeys Common Core Benchmark and Unit Tests

Extended Reading lesson with Trade Book: Horses by Seymour Simon

Info for Mini-Lesson Workshop Closure
Guided Reading Literacy Stations
Through engaging activities, review Unit 4.
Assessment of Unit 4.

 

 

Week 29:        Journeys Unit 5/Lesson 21

Genre:               Fantasy and Advertisement

Domain/Topic:      Communication/Media

Essential Question:                                     How can media be a distraction?

Target Skill/Target Strategy/Supporting Skills:    Theme/Summarize/Idioms/Point of View

Technology:                                             Design an advertisement on the computer

Info for Mini-Lesson Workshop Closure
Guided Reading Literacy Stations
Day 1 – Introduce target vocabulary, target skill, and read the Anchor Text – Journeys: The World According to Humphrey. If not using Journeys leveled readers, use leveled fantasy texts.

 

Leveled Readers –

 

TE P. 68-70

 

B: The Magic of Teamwork

 

O: The Beltons’ Imagination

 

A: A Dragon’s View

 

 

Independent reading with target skill focus (graphic organizer, close reading, worksheets)

·       Vocabulary Practice

·       Technology

·       Write-In Reader

·       Word Work

·       Reader’s Notebook

·       Partner Read

·       Skill Worksheets

Share learning from today

 

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

 

Day 2- Review target skill for the week using anchor chart or visual aid, re-read text and model skill using think aloud. Review: Target Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

Day 3 – Review and model target skill using anchor chart or visual aid, introduce graphic organizer of skill. Using leveled texts, students will emonstrate skill independently. Review: Vocabulary

·       Exit ticket

·       Thumbs Up/Down

Think, Pair, Share

Day 4 – Read aloud the ‘Connect to the Topic’ passage and discuss similarities – Journeys: Make the Switch.

 

Introduce supporting skill using anchor chart or visual aid

Review: Supporting Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

Day 5 – Review skills from the week and model expectations for assessment. Review: Summation of the week (story, skill, vocab)

·       Kahoot

·       Think, Pair, Share Class Wrap-Up

 

Resource Materials Resource Links
·       for each book, supports instruction in Guided Reading Groups

·       Graphic Organizer – Inference Map

·       Journeys TE and Student text

·       Journeys Write-in Reader and Reader’s Notebook

 

Supplemental Texts:

Theme –

*Salt in His Shoes: Michael Jordan in Pursuit of a Dream by Deloris Jordan

*More Than Anything Else by Marie Bradby

*Those Shoes by Maribeth Boelts

*The Invisible Boy by Trudy Ludwig

*The Hungry Coat by Demi

*The Empty Pot by Demi

*One Green Apple by Eve Bunting

*Mr. Peabody’s Apples by Madonna

*A Day’s Work by Eve Bunting

 

Summarize –

*Going Home by Eve Bunting

*Koala Lou by Mem Fox

*A Chair for my Mother by Vera Williams

*The Snowy Day by Ezra Jack Keats

*Water Dance by Thomas Locker

*Someday a Tree by Eve Bunting

 

 

Point of view resources

 

https://www.brainpop.com/english/writing/pointofview/

 

https://www.readworks.org/lessons/grade4/point-view

 

https://www.teacherspayteachers.com/Product/Point-of-View-Task-Cards-Freebie-2204642

 

https://www.teacherspayteachers.com/Product/Point-of-View-Activity-2313343

 

Theme resources

https://www.teacherspayteachers.com/Product/Teaching-Theme-THE-MEssage-427859

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week 30:        Journeys Unit 5/Lesson 22

Genre:               Biography and Informational Text

Domain/Topic:      Civics/Citizens’ Rights

Essential Question:                                     What causes change in a community?

Target Skill/Target Strategy/Supporting Skills:    Cause and Effect/Infer and Predict/Conclusions and Generalizations/

Domain-Specific Vocabulary

Info for Mini-Lesson Workshop Closure
Guided Reading Literacy Stations
Day 1 – Introduce target vocabulary, target skill, and read the Anchor Text – Journeys: I Could Do That! If not using Journeys leveled readers, use biographies with strong cause and effect structures.

 

Leveled Readers –

 

TE P. 144-146

 

B: The First Woman Doctor

 

O: A Champion of Change

 

A: The Writer Who Changed America

 

 

Independent reading with target skill focus (graphic organizer, close reading, worksheets)

·       Vocabulary Practice

·       Technology

·       Write-In Reader

·       Word Work

·       Reader’s Notebook

·       Partner Read

·       Skill Worksheets

Share learning from today

 

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/dow

Day 2- Review target skill for the week using anchor chart or visual aid, re-read text and model skill using think aloud. Review: Target Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

Day 3 – Review and model target skill using anchor chart or visual aid, introduce graphic organizer of skill. Using leveled texts, students will demonstrate skill independently. Review: Vocabulary

·       Exit ticket

·       Thumbs Up/Down

Think, Pair, Share

Day 4 – Read aloud the ‘Connect to the Topic’ passage and discuss similarities – Journeys: The Role of the Constitution.

Introduce supporting skill using anchor chart or visual aid.

Review: Supporting Skill

·       Exit ticket

·       Thumbs Up/Down

Think, Pair, Share

Day 5 – Review skills from the week and model expectations for assessment. Review: Summation of the week (story, skill, vocab)

·       Kahoot

·       Think, Pair, Share Class Wrap-Up

 

Resource Materials Resource Links
·       Leveled Reader Teacher’s Guides – Lessons for each book, supports instruction in Guided Reading Groups

·       Graphic Organizer – Flow Chart, cause and effect

·       Journeys TE and Student text

·       Journeys Write-in Reader and Reader’s Notebook

 

Supplemental Texts:

Cause and Effect –

*A Chair for my Mother by Vera Williams

*A Day’s Work by Eve Bunting

*Cloudy with a Chance of Meatballs by Judi Barrett

*Fireflies by Julie Brickloe

*Rabbit Stew by Donna Kosow

*Napping House by Audrey Wood

 

Inference –

*The Mysteries of Harris Burdick by Chris Van Allsburg

*Babushka’s Doll by Patricia Polacco

*Going Home by Eve Bunting

*How Many Days to America by Eve Bunting

*Is Your Mama A Llama by Deborah Guarino

*Millions of Cats by Wanda Gag

*The Wump World by Bill Peet

Cause and effect review video

https://www.flocabulary.com/unit/cause-and-effect/

 

Cause and effect worksheets

https://www.k12reader.com/subject/reading-skills/cause-and-effect/

 

Cause and Effect passages and question sets

https://www.readworks.org/rw/articles-teach-cause-effect#!s0:1,45/q:/g:20/t:/s:/k:45/cid:/f:0/pt:A/features:/staff_picks:/sel:/

 

 

 

 

Week 31:          Journeys Unit 5/Lesson 23

Genre:               Informational Text and Poetry

Domain/Topic:      Life Science/Life Cycles

Essential Question:                                     How do forests and trees show change?

Target Skill/Target Strategy/Supporting Skills:    Text and Graphic Features/Monitor and Clarify/Similes/Text Structure

Info for Mini-Lesson Workshop Closure
Guided Reading Literacy Stations
Day 1 – Introduce target vocabulary, target skill, and read the Anchor Text – Journeys: The Ever-Living Tree. If not using Journeys leveled readers, use leveled informational texts with a variety of text features and a clear text structure.

 

Leveled Readers –

 

TE P. 222-224

 

B: Plants of the Redwood Forest

 

O: Life Among the Redwoods

 

A: Gentle Redwood Giants

 

 

Independent reading with target skill focus (graphic organizer, close reading, worksheets)

·       Vocabulary Practice

·       Technology

·       Write-In Reader

·       Word Work

·       Reader’s Notebook

·       Partner Read

·       Skill Worksheets

Share learning from today

 

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

Day 2- Review target skill for the week using anchor chart or visual aid, re-read text and model skill using think aloud. Review: Target Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

Day 3 – Review and model target skill using anchor chart or visual aid, introduce graphic organizer of skill. Using leveled texts, students will demonstrate skill independently. Review: Vocabulary

·       Exit ticket

·       Thumbs Up/Down

Think, Pair, Share

Day 4 – Read aloud the ‘Connect to the Topic’ passage and discuss similarities – Journeys: Towering Trees.

 

Introduce supporting skill using anchor chart or visual aid.

Review: Supporting Skill

·       Exit ticket

·       Thumbs Up/Down

Think, Pair, Share

Day 5 – Review skills from the week and model expectations for assessment. Review: Summation of the week (story, skill, vocab)

·       Kahoot

·       Think, Pair, Share Class Wrap-Up

 

Resource Materials Resource Links
·       Leveled Reader Teacher’s Guides – Lessons for each book, supports instruction in Guided Reading Groups

·       Graphic Organizer – Column Chart

·       Journeys TE and Student text

·       Journeys Write-in Reader and Reader’s Notebook

 

Redwood Forest videos

 

https://youtu.be/MglBOaOnzqM

 

https://youtu.be/JPEvDQLezyc

 

Non-fiction text structures lesson

https://www.scholastic.com/teachers/lesson-plans/teaching-content/teaching-nonfiction-text-structures/

 

Text structure using videos

 

http://www.imthatteacher.com/text-structure-videos/

 

 

 

 

 

 

 

 

 

 

 

 

Week 32:        Journeys Unit 5/Lesson 24

Genre:               Narrative Nonfiction and Informational Text

Domain/Topic:      Life Science/Animal Behavior

Essential Question:                                     How can animal behavior be like human behavior?

Target Skill/Target Strategy/Supporting Skills:    Compare and Contrast/Analyze and Evaluate/Fact and Opinion/Author’s Word Choice

Info for Mini-Lesson Workshop Closure
Guided Reading Literacy Stations
Day 1 – Introduce target vocabulary, target skill, and read the Anchor Text – Journeys: Owen Mzee. If not using Journeys leveled readers, use leveled narrative nonfiction that can be used to teach compare and contrast.

 

Leveled Readers –

 

TE P. 296-298

 

B: Flying into History

 

O: Helen Keller’s Lifelong Friend

 

A: Champions on Ice

 

 

Independent reading with target skill focus (graphic organizer, close reading, worksheets)

·       Vocabulary Practice

·       Technology

·       Write-In Reader

·       Word Work

·       Reader’s Notebook

·       Partner Read

·       Skill Worksheets

 

Share learning from today

 

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

 

Day 2- Review target skill for the week using anchor chart or visual aid, re-read text and model skill using think aloud. Review: Target Skill

·       Exit ticket

·       Thumbs Up/Down

Think, Pair, Share

Day 3 – Review and model target skill using anchor chart or visual aid, introduce graphic organizer of skill. Using leveled texts, students will demonstrate skill independently. Review: Vocabulary

·       Exit ticket

·       Thumbs Up/Down

Think, Pair, Share

Day 4 – Read aloud the ‘Connect to the Topic’ passage and discuss similarities – Journeys: Sea Sanctuary.

 

Introduce supporting skill using anchor chart or visual aid.

Review: Supporting Skill

·       Exit ticket

·       Thumbs Up/Down

Think, Pair, Share

Day 5 – Review skills from the week and model expectations for assessment. Review: Summation of the week (story, skill, vocab)

·       Kahoot

·       Think, Pair, Share Class Wrap-Up

 

 

 

Resource Materials Resource Links
·       Leveled Reader Teacher’s Guides – Lessons for each book, supports instruction in Guided Reading Groups

·       Graphic Organizer -Venn Diagram

·       Journeys TE and Student text

·       Journeys Write-in Reader and Reader’s Notebook

 

Supplemental Texts:

Compare and Contrast –

*Thank you Mr. Falker by Patricia Polacco

*More Than Anything Else by Marie Bradby

*Grandfather’s Journey by Allen Say

*My Freedom Trip by Frances Park

*I was Dreaming to Come to America by Veronica Lawlor

*Journey to Ellis Island by Carol Bierman

 

NOTE: Fairy Tales and Folktales are wonderful to use especially the new versions comparing different points of views from characters.

 

Fact and Opinion –

*A Place Called Freedom by Scott Russel Sanders

*My Rotten, Redheaded Older Brother by Patricia Polacco

*Lightning by Stephen Kramer

*The Reasons for The Seasons by Gail Gibbons

http://www.owenandmzee.com/omweb/

 

Compare and contrast Practice

 

http://www.readwritethink.org/files/resources/lesson_images/lesson54/paragraph_practice.pdf

 

Fact and opinion Practice

https://www.readworks.org/lessons/grade4/fact-and-opinion

 

http://www.nbpschools.net/documents/Curriculum/Educational%20Technology/SuccessMaker/Grade4-Print-Partners.pdf

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week 33:        Journeys Unit 5/Lesson 25

Genre:               Science Fiction and Informational Text

Domain/Topic:      Technology and Innovation/Inventions

Essential Question:                                     How do inventions change the way we do things?

Target Skill/Target Strategy/Supporting Skills:    Author’s Purpose/Question/Formal and Informal Language

Info for Mini-Lesson Workshop Closure
Guided Reading Literacy Stations
Day 1 – Introduce target vocabulary, target skill, and read the Anchor Text – Journeys: The Fun They Had If not using Journeys leveled readers, use leveled fiction texts, preferably science fiction or with strong technology presence.

 

Leveled Readers –

 

TE P. 374-376

 

B: The Linney Twins Get Cooking

 

O: A Hero Weighs In

 

A: Math Today and Tomorrow

 

 

Independent reading with target skill focus (graphic organizer, close reading, worksheets)

·       Vocabulary Practice

·       Technology

·       Write-In Reader

·       Word Work

·       Reader’s Notebook

·       Partner Read

·       Skill Worksheets

Share learning from today

 

Short assessment of skills learned today

·       Exit ticket

·       Thumbs up/down

Day 2- Review target skill for the week using anchor chart or visual aid, re-read text and model skill using think aloud. Review: Target Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

Day 3 – Review and model target skill using anchor chart or visual aid, introduce graphic organizer of skill. Using leveled texts, students will demonstrate skill independently. Review: Vocabulary

·       Exit ticket

·       Thumbs Up/Down

Think, Pair, Share

Day 4 – Read aloud the ‘Connect to the Topic’ passage and discuss similarities – Journeys: Toys!

 

Introduce supporting skill using anchor chart or visual aid.

Review: Supporting Skill

·       Exit ticket

·       Thumbs Up/Down

·       Think, Pair, Share

Day 5 – Review skills from the week and model expectations for assessment. Review: Summation of the week (story, skill, vocab)

·       Kahoot

·       Think, Pair, Share Class Wrap-Up

 

 

Resource Materials Resource Links
·       Leveled Reader Teacher’s Guides – Lessons for each book, supports instruction in Guided Reading Groups

·       Graphic Organizer – Inference Map

·       Journeys TE and Student text

·       Journeys Write-in Reader and Reader’s Notebook

 

Supplemental Texts:

Author’s Purpose –

*Thank you Mr. Falker by Patricia Polacco

*The Ant Bully by John Nickle

*Fly Away Home by Eve Bunting

*Two Bad Ants by Chris Van Allsburg

*The Dairy of a Worm by Doreen Cronin

*The Lorax by Dr. Seuss

 

Author’s purpose articles

 

https://www.readworks.org/lessons/grade4/authors-purpose

 

Formal vs. informal language

https://www.teacherspayteachers.com/Product/Formal-vs-Informal-Language-4207769

 

 

 

 

Week 34:          Benchmark Assessment – see Journeys Common Core Benchmark and Unit Tests

Info for Mini-Lesson Workshop Closure
Guided Reading Literacy Stations
Through engaging activities, review Unit 5.
Assessment of Unit 5.

 

 

Week 35:        Journeys Unit 6/Lesson 26

Genre:               Realistic Fiction and Informational Text and Poetry

Domain/Topic:      Life Science/Spiders

Essential Question: How does exploring nature help our understanding of the world?

 

Info for Mini-Lesson Workshop Closure
Guided Reading Literacy Stations
B:

 

O:

 

A:

 

Allow students share out what they learned today.

 

 

Resource Materials Resource Links
   

 

Week 36:        Journeys Unit 6/Lesson 27

Genre:               Informational Text and Fable and Poetry

Domain/Topic:      Life Science/Amphibians

Essential Question: Why is it important to learn about amphibians?

 

Info for Mini-Lesson Workshop Closure
Guided Reading Literacy Stations
B:

 

O:

 

A:

 

Allow students share out what they learned today.

 

Resource Materials Resource Links
   

 

Week 37:        Unit 6/Lesson 28

Genre:               Expository Fiction and Photo Essay and Poetry

Domain/Topic:      Health and Safety/Being Active

Essential Question: How do museums teach us about our world?

Technology:         Create a photo essay on the computer

 

 

Info for Mini-Lesson Workshop Closure
Guided Reading Literacy Stations
B:

 

O:

 

A:

 

Allow students share out what they learned today.

 

 

 

Resource Materials Resource Links
   

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week 38:        Journeys Unit 6/Lesson 29

Genre:               Readers’ Theater and Persuasive Essay an and Poetry

Domain/Topic:      Live Science/Conservation

Essential Question: What can people learn by working for a cause?

 

Info for Mini-Lesson Workshop Closure
Guided Reading Literacy Stations
B:

 

O:

 

A:

 

Allow students share out what they learned today.

 

 

 

Resource Materials Resource Links
   

 

Week 39:        Journeys Unit 6/Lesson 30

Genre:               Mystery and Informational Text and Poetry

Domain/Topic:      Life Science/Ecology

Essential Question: What can we do to protect the environment?

 

Info for Mini-Lesson Workshop Closure
Guided Reading Literacy Stations
B:

 

O:

 

A:

Allow students share out what they learned today.

 

Resource Materials Resource Links
   

 

Week 40:          Unit Test – see Journeys Common Core Benchmark and Unit Tests

Novel Test see Journeys Common Core Benchmark and Unit Tests

Info for Mini-Lesson Workshop Closure
Guided Reading Literacy Stations
Through engaging activities, review Unit 6.
Assessment of Unit 6.