Curriculum Plan
Reading-Missouri
5th 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
__ denotes focus standards
Week 1: Establishing 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
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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
Resources: Fountas and Pinnell (p.146) |
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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
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Reading is Thinking
Strategies and Skills mini-lesson
Readers talk with each other about their thinking. |
Strategies you might mention (just use 3-5 per book): Personal connection Prediction Visualization Comment on author’s language/style Make connections to character
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4 | magazine file holders
chart paper
markers
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How Readers Choose Books
Management mini-lesson
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· 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. |
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Week 2: Establishing Reading Workshop (continued) Source: Guiding Readers and Writers, by Fountas & Pinnell Essential Question: What are the learners’ responsibilities for Independent Reading? |
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Day | Materials/Resources | Mini-lesson and Key Concepts | Procedure |
1 | Anchor chart “How to Buzz Effectively”
Markers
Article for shared reading
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Dynamic Duos: How to Turn-and-Talk Effectively
Management mini-lesson
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2 | sample abandoned book
chart paper
markers
My Reading Log sheets
Library books and book magazine files
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Reasons for Abandoning Books
Strategies and Skills
Book exchange today |
“What makes a book a poor fit?”
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3 | Readers’ Notebooks
Reading Log sheets
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Keeping a Record of Your Reading
Management mini-lesson
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lesson about using Readers’ Notebook (given to students Day 1) and how to fill out “My Reading Log” (see next page)
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
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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
· Being aware of genre is important to our book selection process. |
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5 | sticky notes
chart paper
book to model focused, engaged reading
BLM Guidelines for Reading Workshop
BLM for Key Comprehension Strategies
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Guidelines for Reading Workshop
Management Mini lesson
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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:
If your students are very familiar with this first six strategies, move on to the following high-order thinking strategies:
For the full list and teacher support ideas and Student Sentence Starters.
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Week 3: Establishing Reading Workshop (continued) Source: Guiding Readers and Writers, by Fountas & Pinnell Essential Question: What are the learners’ responsibilities for Independent Reading? |
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Day | Materials/Resources | Mini-lesson and Key Concepts | Procedure |
1 | Anchor charts
Books for Book Talks
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Choosing Books
Strategies and Skills Mini-Lesson
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.
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2 | picture book to read aloud
sticky notes
Annotation (Appendix #16)
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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 |
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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.
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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
Teacher Homework Night: Review class letters to choose examples of successful letters and to identify students who may possibly need a Guided session. |
** 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.
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5 | chart paper
markers
Sample anchor chart on Proofreading Your Letter (Appendix #26)
Reading Response Journals
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Proofreading your letter
Strategies and Skills Mini-Lesson
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Link this to revising and editing strategies you are using in your Writer’s Workshop |
Week 4: Establishing Reading Workshop (continued) Source: Guiding Readers and Writers, by Fountas & Pinnell Essential Question: What are the learners’ responsibilities for Independent Reading? |
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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
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Creating a list of reading interests
Management Mini-Lesson
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2 |
Pre-made anchor chart of T.A.C.S. (Appendix #29)
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Book Talks
Strategies and Skills Mini-Lesson
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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, 4 | Independent Reading |
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Week 5: Journeys Unit 1/Lesson 1
Genre: Humorous Fiction and Readers’ Theater
Domain/Topic: Physical Science / Experiments
Essential Question: How can an experiment clarify an idea?
Standards: RL5.1; RL.5.2; RL.5.3; RL.4; RL.5.5; RL. 5.; EL.5.6; RL.5.7; RL.5.10; RI.5.4; RI.5.7; RI.5.9; RF.5.3A; RF.5.4A; RF.5.4B
Infor for Mini-Lesson
10 minutes |
Workshop
(3 12-minute rotations OR 2 15-minute rotations) |
Closure
Whole Group 5 minutes |
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Guided Reading | Literacy Stations | ||
Day 1: Warm Up: Read aloud – “Ode to Lunch” – p. T12
Mini Lesson: Intro vocabulary pp T30
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See pp T4
B: Vocabulary Reader Check Out the Library – p T62
O and A: Leveled Reader- Vocabulary Reader Check Out the Library – p T62 · |
See pp T8-T9, T60-T61 Technology
Independent Reading
Vocabulary activity-p T62 |
Share learning from today
Short assessment of skills learned today · Exit ticket · Thumbs up/down |
Day 2: Warm Up: “A Package for Ms. Jewls” – p. T18
Mini-Lesson: Analyze the Text · Story structure – p T30
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See p 59
B: Story Structure & Summarize – p T64 O: Story Structure & Summarize – p T64
A: Story Structure & Summarize – p T65
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See p T74
Technology Independent Reading WB-pp 4-11 Comprehension-Fluency Practice-p T8 |
Review: Story
Short assessment of skills learned today · Exit ticket · Thumbs up/down |
Day 3: Warm Up: Classroom Collaboration – p 35
Mini-Lesson: Analyze the Text · Point of View – p T21, T31
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Guided Reading Groups: p. T59
B: Leveled Reader-Cafeteria Contest – p T66
O: Leveled Reader-Serves Two Hundred – pT67
A: Leveled Reader-Project Bug – 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 |
Day 4: | Groups: p T59
B: Readers’ Theater: “Questioning T36Advanced:
O and A: Readers’ Theater: “Questioning Gravity” p Gravity” p T36 |
See pp T60, T75
Technology
Independent Reading
Vocabulary WB-pp 11A and 11B
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Review Vocabulary
Short assessment of skills learned today · Exit ticket · Thumbs up/down |
Day 5: Warm Up: Recall “A Package for Ms. Jewels” – pp. T18
Mini Lesson: Connecting to the text-p T57
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Guided Reading Groups: p T59
B: Options for Reteaching – pp T72-T73
O: Options for Reteaching – pp T72-T73
A: Options for Reteaching – pp T72-T73
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See p T75
Technology
Independent Reading
Connecting to the Text Partner re-read |
Review: Story
Short assessment of skills learned today · Exit ticket · Thumbs up/down |
Resource Materials | Resource Links |
Journeys – see p T3 for list of Grab & Go resources
Journeys Write-In Reader
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Week 6: Journeys Unit 1/Lesson 2
Genre: Play and Fairy Tale
Domain/Topic: The Arts / Performance and Visual
Essential Question: How can art and performance help people understand a text?
Target Skill/Target Strategy/Supporting Skills: Theme/Question/Elements of Drama/Characterization
STANDARDS: RL.5.1; RL.5.2; RL.5.3; RL.5.4; RL.5.5; RL.5.7; RL.5.9; RL.5.10 RF.5.3A; RF.5.4A; RF.5.4B
Info for Mini-Lesson | Guided Reading | Workshop Stations | Closure |
Day 1 – Introduction of text (genre, author/illustrator, etc.) and vocabulary/skill with use of visual aid or anchor chart. Interactive read aloud of text. (Journeys: A Royal Mystery) | ourneys Leveled Readers
B: Ella’s Big Night, T148
O: City Cousin, Country Cousin, T149
A: Jack & The Mean Beans, T150
If using supplemental materials, the following skills are recommended for guided reading: *Theme *Questioning *Elements of Drama
See pp T141-142 · Comprehension & Fluency -T82 · Word Study – T82 · Think & Write – T83 · Digital Center – T83
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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 · Comprehension & Fluency -T82 · Think & Write – T83 · Digital Center – T83
See pp T141-142 |
Share learning from today
Short assessment of skills learned today · Exit ticket · Thumbs up/down |
Day 2 – Modeling of target skill (think aloud, questioning stems, etc.), analyze & deep dive into text for re-reading focused on skill | Review: Target Skill
· Exit ticket · Thumbs Up/Down · Think, Pair, Share |
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Day 3 – Continue modeling and reviewing target skill for the week using prior visual aid or anchor chart. Introduce graphic organizer used for the skill that students will use independently using their own text. | Review: Vocabulary
· Exit ticket · Thumbs Up/Down · Think, Pair, Share |
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Day 4 – Guide students through paired passage, finding connections to the focus text and practicing target skills learned throughout the week. (Journeys: The Princess & The Pea) | Review: Supporting Skill
· Exit ticket · Thumbs Up/Down · Think, Pair, Share
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Day 5 – Recap the strategies and skills learned throughout the week and model expectations for student assessment of skills | 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 & Visual Aid – Theme · 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 |
Graphic Organizer & Supplemental Materials:
Sample Activities & Anchor Charts: https://jenniferfindley.com/teaching-theme-in-upper-grades-and/
Video for Reinforcing Theme: |
Week 7: Journeys Unit 1/Lesson 3
Genre: Realistic and Persuasive
Domain/Topic: Civics / Politics
Essential Question: Why is determination a good quality for a politician to have?
STANDARDS: RL.5.1; RL.5.2; RL.5.3; RL.5.4; RL.5.10; RI.5.7; RI.5.9; RF.5.3A; RF.5.4Q; RF.5.4B
Info for Mini-Lesson | Guided Reading | Workshop Stations | Closure |
Day 1 – Introduction of text (genre, author/illustrator, etc.) and vocabulary/skill with use of visual aid or anchor chart. Interactive read aloud of text. (Journeys: Off & Running) | Journeys Leveled Readers
B: The Mighty, Mighty Daffodils, T224
O: The Presentation, T225
A: The Geography Bee, T226
If using supplemental materials, the following skills are recommended for guided reading: *Compare and Contrast *Making Predictions *Idioms
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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 · Comprehension & Fluency · Think & Write · Digital Center See pp T218, T219 · Comprehension & Fluency -T164 · Word Study – T164 · Think & Write – T165 · Digital Center – T165
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Share learning from today
Short assessment of skills learned today · Exit ticket · Thumbs up/down |
Day 2 – Modeling of target skill (think aloud, questioning stems, etc.), analyze & deep dive into text for re-reading focused on skill | Review: Target Skill
· Exit ticket · Thumbs Up/Down · Think, Pair, Share |
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Day 3 – Continue modeling and reviewing target skill for the week using prior visual aid or anchor chart. Introduce graphic organizer used for the skill that students will use independently using their own text | Review: Vocabulary
· Exit ticket · Thumbs Up/Down · Think, Pair, Share
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Day 4 – Guide students through paired passage, finding connections to the focus text and practicing target skills learned throughout the week. (Journeys: Vote for Me!) | Review: Supporting Skill
· Exit ticket · Thumbs Up/Down · Think, Pair, Share |
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Day 5 – Recap the strategies and skills learned throughout the week and model expectations for student assessment of skills | 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 & Visual Aid – Compare/Contrast · Journeys TE and Student text · Journeys Write-in Reader and Reader’s Notebook
Supplemental Texts: Compare/Contrast- *Big Bad Bunny by Alison Durant & The Black Rabbit by Phillipa Leathers *Cactus Soup by Eric Kimmel & Stone Soup by Marcia Brown *My Rotten, Redheaded Older Brother & Richie and the Ultimate Dare by Patricia Pollacco
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Graphic Organizers & Supplemental Materials for Compare/Contrast
http://www.scott.kyschools.us/userfiles/2201/5th%20-%20compare-contrast.pdf
Compare & Contrast Video for Students https://www.youtube.com/watch?v=HtGzwoVCO4E
Day & Night – Pixar Video (Students can compare/contrast characters using graphic organizer)
https://www.youtube.com/watch?v=dJz_noKP-Bw
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Week 8: Journeys Unit 1/Lesson 4
Genre: Narrative Nonfiction and Poetry
Domain/Topic: Health & Safety / Physical Fitness
Essential Question: How can being active in sports improve someone’s attitude?
Target Skill/Target Strategy/Supporting Skills: Sequence of Events/Monitor and Clarify/Rhythm/Narrative Pacing
STANDARDS: RL5.1; RL.5.10; RI.5.1; RI.5.2; RI.5.7; RI.5.9; RI.5.10; RF.5.3A; RF.5.4A; RF.5.4B
Info for Mini-Lesson | Guided Reading | Workshop Stations | Closure |
Day 1 – Introduction of text (genre, author/illustrator, etc.) and vocabulary/skill with use of visual aid or anchor chart. Interactive read aloud of text. (Journeys: Double Dutch: A Celebration…) | Journeys Leveled Readers
B: Games We Play,T298
O: Patsy Mink,T299
A: Title IX,T300
If using supplemental materials, the following skills are recommended for guided reading: *Sequence of Events *Rhythm *Narrative Pacing
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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 · Comprehension & Fluency · Think & Write · Digital Center See pp T292-T293 · Comprehension & Fluency -T240 · Word Study – T240 · Think & Write – T241 · Digital Center – T241
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Share learning from today
Short assessment of skills learned today · Exit ticket · Thumbs up/down |
Day 2 – Modeling of target skill (think aloud, questioning stems, etc.), analyze & deep dive into text for re-reading focused on skill | Review: Target Skill
· Exit ticket · Thumbs Up/Down · Think, Pair, Share |
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Day 3 – Continue modeling and reviewing target skill for the week using prior visual aid or anchor chart. Introduce graphic organizer used for the skill that students will use independently using their own text. | Review: Vocabulary
· Exit ticket · Thumbs Up/Down · Think, Pair, Share
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Day 4 – Guide students through paired passage, finding connections to the focus text and practicing target skills learned throughout the week. (Journeys: Score!) | Review: Supporting Skill
· Exit ticket · Thumbs Up/Down · Think, Pair, Share |
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Day 5 – Recap the strategies and skills learned throughout the week and model expectations for student assessment of skills. | 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 & Visual Aid – Sequencing · Journeys TE and Student text · Journeys Write-in Reader and Reader’s Notebook
Supplemental Texts: Sequencing Events- *White Socks Only by Evelyn Coleman *Baghead by Jarrett J. Krosoczka *Pink & Say – Patricia Pollacco *The Lotus Seed by Sherry Garland *How Many Days to America? A Thanksgiving Story by
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Sequencing Graphic Organizers & Supplemental Materials
https://www.osymigrant.org/ROMWhenDidThatHappen.pdf http://www.pearsonlongman.com/ae/download/shiningstar/graphic_organizers_11_15.pdf
Introduction to Sequencing Video for Students https://www.youtube.com/watch?v=HwUpSsTVCfY
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Week 9: Journeys Unit 1/Lesson 5
Genre: Realistic Fiction and Poetry
Domain/Topic: Cultures / Language & Expressions
Essential Question: How can overcoming a challenge change someone’s life?
Target Skill/Target Strategy/Supporting Skills: Theme/Visualize/Dialogue/Sequence of Events
STANDARDS: RL.5.1; RL5.3; RL.5.4; RL.5.5; RL.5.6; RL.5.7; RL.5.9; RL.5.10
Info for Mini-Lesson | Guided Reading | Workshop Stations | Closure |
Day 1 – Introduction of text (genre, author/illustrator, etc.) and vocabulary/skill with use of visual aid or anchor chart. Interactive read aloud of text. (Journeys: Elisa’s Diary) | Journeys Leveled Readers
B: Not Just Second Place, T376
O: Baseball Blues, T377
A: Far From Home, T378
If using supplemental materials, the following skills are recommended for guided reading: *Sequence of Events *Theme *Dialogue
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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 · Comprehension & Fluency · Think & Write · Digital Center See pp T370-371 · Comprehension & Fluency -T314 · Word Study – T314 · Think & Write – T315 · Digital Center – T315
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Share learning from today
Short assessment of skills learned today · Exit ticket · Thumbs up/down |
Day 2 – Modeling of target skill (think aloud, questioning stems, etc.), analyze & deep dive into text for re-reading focused on skill | Review: Target Skill
· Exit ticket · Thumbs Up/Down · Think, Pair, Share |
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Day 3 – Continue modeling and reviewing target skill for the week using prior visual aid or anchor chart. Introduce graphic organizer used for the skill that students will use independently using their own text. | Review: Vocabulary
· Exit ticket · Thumbs Up/Down · Think, Pair, Share
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Day 4 – Guide students through paired passage, finding connections to the focus text and practicing target skills learned throughout the week. (Journeys: Words Free as Confetti) | Review: Supporting Skill
· Exit ticket · Thumbs Up/Down · Think, Pair, Share
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Day 5 – Recap the strategies and skills learned throughout the week and model expectations for student assessment of skills. | 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 & Visual Aid – Theme · 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 |
Graphic Organizer & Supplemental Materials:
Sample Activities & Anchor Charts: https://jenniferfindley.com/teaching-theme-in-upper-grades-and/
Video for Reinforcing Theme: https://www.youtube.com/watch?v=AXPbijjMnV8
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Week 10:
Benchmark Assessment – see Journeys Common Core Benchmark and Unit Tests
Info for Mini-Lesson | Guided Reading | Workshop Stations | Closure |
Using engaging activities, review Unit 2. | |||
Assessment of Unit 2. |
Week 11: Unit 2/Lesson 6
Genre: Informational Text and Myth
Domain/Topic: Life Science / Wild Animals
Essential Question: Why is it important to research and protect endangered animals?
Target Skill/Target Strategy/Supporting Skills: Cause and Effect/Question/Quotes and Description/Domain-Specific Vocabulary
STANDARDS: RL.5.1; RL5.2; RL.5.3; RL5.4; RL.5.7; RL.5.10; RI.5.1; RI.52; RI.5.4; RI.5.6; RI.5.10; RF.5.3A; RF.5.4A; RF.5.4B
Info for Mini-Lesson | Guided Reading | Workshop Stations | Closure |
Day 1 – Introduction of text (genre, author/illustrator, etc.) and vocabulary/skill with use of visual aid or anchor chart. Interactive read aloud of text. (Journeys: Quest For the Tree Kangaroo) | Journeys Leveled Readers
B: Kangaroos, T72
O: On the Trail of Rain Forest Wildlife, T73
A: Mad for Marsupials! ,T74
If using supplemental materials, the following skills are recommended for guided reading: *Cause and Effect *Non-Fiction Text Features *Vocabulary Strategies
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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 · Comprehension & Fluency · Think & Write · Digital Center See pp T66,T67 · Comprehension & Fluency -T8 · Word Study – T8 · Think & Write – T9 · Digital Center – T9
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Share learning from today
Short assessment of skills learned today · Exit ticket · Thumbs up/down . |
Day 2 – Modeling of target skill (think aloud, questioning stems, etc.), analyze & deep dive into text for re-reading focused on skill | Review: Target Skill
· Exit ticket · Thumbs Up/Down · Think, Pair, Share |
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Day 3 – Continue modeling and reviewing target skill for the week using prior visual aid or anchor chart. Introduce graphic organizer used for the skill that students will use independently using their own text. | Review: Vocabulary
· Exit ticket · Thumbs Up/Down · Think, Pair, Share
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Day 4 – Guide students through paired passage, finding connections to the focus text and practicing target skills learned throughout the week. (Journeys: Why Koala Has No Tail) | Review: Supporting Skill
· Exit ticket · Thumbs Up/Down · Think, Pair, Share |
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Day 5 – Recap the strategies and skills learned throughout the week and model expectations for student assessment of skills | 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 & Visual Aid – Cause & Effect · Journeys TE and Student text · Journeys Write-in Reader and Reader’s Notebook
Supplemental Texts: Cause & Effect – *That’s Good! That’s Bad! by Margery Cuyler *Why I Will Never, Ever Have Enough Time to Read This Book by Remi Charlip *Why Mosquitos Buzz in People’s Ears by Verna Aardema *Old henry by Joan Blos
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Cause & Effect Information and Graphic Organizers
https://docushare.everett.k12.wa.us/docushare/dsweb/Get/Version-24951/Cause
Cause & Effect Activity https://www.fcrr.org/studentactivities/c_022a.pdf
Visual Aid for Multiple Skills: http://www.kingofalltechnology.com/anchorcharts.pdf
For the Birds Pixar Short (Have students fill out graphic organizer related to the cause/effect) https://www.youtube.com/watch?v=pWIVoW9jAOs&list=PLo57bEOSTCcoKKo5FsykI9vBmfK2PLxoR |
Week 12: Journeys Unit 2/Lesson 7
Genre: Historical Fiction and Persuasive Text
Domain/Topic: Values / Responsibility
Essential Question: How can dangerous situations bring people closer together?
Target Skill/Target Strategy/Supporting Skills: Understanding Characters/Visualize/Dialect/Author’s Word Choice
STANDARDS: RL.5.1; RL.5.2; RL.5.3; RL.5.4; RL.5.7; RL.5.10; RI.5.1; RI.5.8; RI.5.10; RF. 5.3A; RF.5.4A; RF.5.4B
Info for Mini-Lesson | Guided Reading | Workshop Stations | Closure |
Day 1 – Introduction of text (genre, author/illustrator, etc.) and vocabulary/skill with use of visual aid or anchor chart. Interactive read aloud of text. (Journeys: Old Yeller) | Journeys Leveled Readers
B: Young Eagle & His Horse, T146
O: On the Long Drive, T147
A: Riding with the Camel Corps, T148
If using supplemental materials, the following skills are recommended for guided reading: *Understanding Characters *Author’s Word Choice *Visualizing
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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 · Comprehension & Fluency · Think & Write · Digital Center See pp T140,141 · Comprehension & Fluency -T88 · Word Study – T88 · Think & Write – T89 · Digital Center – T89
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Share learning from today
Short assessment of skills learned today · Exit ticket · Thumbs up/down |
Day 2 – Modeling of target skill (think aloud, questioning stems, etc.), analyze & deep dive into text for re-reading focused on skill | Review: Target Skill
· Exit ticket · Thumbs Up/Down · Think, Pair, Share |
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Day 3 – Continue modeling and reviewing target skill for the week using prior visual aid or anchor chart. Introduce graphic organizer used for the skill that students will use independently using their own text. | Review: Vocabulary
· Exit ticket · Thumbs Up/Down · Think, Pair, Share
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Day 4 – Guide students through paired passage, finding connections to the focus text and practicing target skills learned throughout the week. (Journeys: What Makes It Good?) | Review: Supporting Skill
· Exit ticket · Thumbs Up/Down · Think,Pair,Share
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Day 5 – Recap the strategies and skills learned throughout the week and model expectations for student assessment of skills. | 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 & Visual Aid – Understanding Characters · Journeys TE and Student text · Journeys Write-in Reader and Reader’s Notebook Supplemental Texts: Understanding Characters – *Henry’s Freedom Box by Ellen Levine *Thank You, Mr. Falker by Patrica Pollacco *One Green Apple by Eve Bunting *Sukey and the Mermaid by Robert D. Dan Souci
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Understanding Characters Graphic Organizer & Supplemental Materials
https://www.risd.k12.nm.us/assessment_evaluation/Character%20Analysis.pdf
http://sc45.weebly.com/uploads/1/3/1/0/13107602/analyzing_character_traits.pdf
Anchor Chart Printables for Understanding Characters http://www.sps186.org/downloads/basic/716016/To%20Think%20Deeply%20about%20Characters%20.pdf
Chraracter Perspectives Introduction Video: https://www.youtube.com/watch?v=Z2GGLbKoy3g
Character Traits Introduction Video: |
Week 13: Journeys Unit 2/Lesson 8
Genre: Narrative Fiction and Informational Fiction
Domain/Topic: Life Science / Conservation
Essential Question: What reasons do people have for protecting the environment?
Target Skill/Target Strategy/Supporting Skills: Author’s Purpose/Analyze and Evaluate/Explain Scientific Ideas/Domain-Specific Vocabulary
STANDARDS: RL.5.10; RI.5.1; RI.5.2; RI.5.3; RI.5.4; RI.5.5; RI.5.6; RI.5.8; RI.5.10; RF.5.3A; RF.5.4A; RF.5.4B
Info for Mini-Lesson | Guided Reading | Workshop Stations | Closure |
Day 1 – Introduction of text (genre, author/illustrator, etc.) and vocabulary/skill with use of visual aid or anchor chart. Interactive read aloud of text. (Journeys: Everglades Forever: Restoring… | Journeys Leveled Readers
B: Guardian of the Everglades, T222
O: America’s Urban Parks, T223
A: The Salton Sea, T224
If using supplemental materials, the following skills are recommended for guided reading: *Author’s Purpose *Domain Specific Vocabulary *Explaining Scientific Ideas
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See pp T216,217
· Comprehension & Fluency -T162 · Word Study – T162 · Think & Write – T163 · Digital Center – T163
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Share learning from today
Short assessment of skills learned today · Exit ticket · Thumbs up/down |
Day 2 – Modeling of target skill (think aloud, questioning stems, etc.), analyze & deep dive into text for re-reading focused on skill | Review: Target Skill
· Exit ticket · Thumbs Up/Down · Think, Pair, Share |
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Day 3 – Continue modeling and reviewing target skill for the week using prior visual aid or anchor chart. Introduce graphic organizer used for the skill that students will use independently using their own text. | Review: Vocabulary
· Exit ticket · Thumbs Up/Down · Think, Pair, Share
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Day 4 – Guide students through paired passage, finding connections to the focus text and practicing target skills learned throughout the week. (National Parks of the West) | Review: Supporting Skill
· Exit ticket · Thumbs Up/Down · Think, Pair, Share |
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Day 5 – Recap the strategies and skills learned throughout the week and model expectations for student assessment of skills. | 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 & Visual Aid – Author’s Purpose · Journeys TE and Student text · Journeys Write-in Reader and Reader’s Notebook Supplemental Texts: Author’s Purpose-
PERSUADE *I wanna Iguana by Karen Kaufman Orloff *Don’t Let the Pigeon Drive the Bus by Mo Willems *Hey Little Ant by Hannah Hoose INFORM *Dogs by Gail Gibbons *How to Make An Apple Pie & See the World by Majorie Priceman *Hoop Genius by John Coy |
Author’s Purpose Activities & Graphics
http://www.kingofalltechnology.com/authorspurposelesson4.pdf
Author’s Purpose Note Page
Author’s Purpose Mini Lessons
Author’s Purpose Videos for Students: https://www.youtube.com/watch?v=2QMs24TTZrA&list=PLYmYDLb2oJqFmrlRnlKyw8ibFMHBtEyKA&index=13&t=0s
https://www.youtube.com/watch?v=F0XziDwFE-g&list=PLYmYDLb2oJqFmrlRnlKyw8ibFMHBtEyKA&index=11 |
Week 14: Journeys Unit 2/Lesson 9
Genre: Historical Fiction and Informational Text
Domain/Topic: Value / Courage
Essential Question: How can an act of courage reveal a person’s true nature?
Target Skill/Target Strategy/Supporting Skills: Conclusions and Generalizations/Infer and Predict/Point of View/Characterization
STANDARDS: RL.5.1; RL.5.2; RL.5.3; RL.5.4; RL.5.5; RL.5.6; RL.5.7; RL.5.10; RF.5.3A; RF.5.4A
Info for Mini-Lesson | Guided Reading | Workshop Stations | Closure |
Day 1 – Introduction of text (genre, author/illustrator, etc.) and vocabulary/skill with use of visual aid or anchor chart. Interactive read aloud of text. (Journeys: Storm Warriors) | Journeys Leveled Readers
B: Sugaring Weather, T296
O: The River Kept Rising, T297
A: Night of the Killer Waves, T298
If using supplemental materials, the following skills are recommended for guided reading: *Drawing Conclusions *Point of View *Characterization
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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 · Comprehension & Fluency · Think & Write · Digital Center See pp T290, T291 · Comprehension & Fluency -T238 · Word Study – T238 · Think & Write – T239 · Digital Center – T239
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Share learning from today
Short assessment of skills learned today · Exit ticket · Thumbs up/down |
Day 2 – Modeling of target skill (think aloud, questioning stems, etc.), analyze & deep dive into text for re-reading focused on skill | Review: Target Skill
· Exit ticket · Thumbs Up/Down · Think, Pair, Share |
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Day 3 – Continue modeling and reviewing target skill for the week using prior visual aid or anchor chart. Introduce graphic organizer used for the skill that students will use independently using their own text. | Review: Vocabulary
· Exit ticket · Thumbs Up/Down · Think, Pair, Share |
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Day 4 – Guide students through paired passage, finding connections to the focus text and practicing target skills learned throughout the week. (Journeys: Pea Island’s Forgotten Heroes) | Review: Supporting Skill
· Exit ticket · Thumbs Up/Down · Think, Pair, Share
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Day 5 – Recap the strategies and skills learned throughout the week and model expectations for student assessment of skills. | Review: Summation of the week (story, skill, vocab)
· Kahoot · Think, Pair, Share · Class Wrap-Up |
Resource Materials | Resource Links |
Week 15: Journeys Unit 2/Lesson 10
Genre: Informational Text and Poetry
Domain/Topic: Life Science / Animal Behaviors
Essential Question: What can a scientist learn by observing the behaviors of particular animals?
Target Skill/Target Strategy/Supporting Skills: Main Ideas and Details/Monitor and Clarify/Explain Scientific Ideas/Domain-Specific Vocabulary
STANDARDS: RL.5.1; RL.5.2; RL.5.3; RL.5.6; RL.5.10; RI.5.1; RI.5.2; RI.5.3; RI.5.4; RI.55; RI.5.9; RI.5.10; RF.5.3; RF.5.4A
Info for Mini-Lesson | Guided Reading | Workshop Stations | Closure |
Day 1 – Introduction of text (genre, author/illustrator, etc.) and vocabulary/skill with use of visual aid or anchor chart. Interactive read aloud of text. (Journeys: Storm Warriors | Journeys Leveled Readers
B: Sharks, T374
O: The return of the Yellowstone Grizzly, T375
A: Saving the Mexican Wolves, T376
If using supplemental materials, the following skills are recommended for guided reading: *Main Idea & Details *Domain Specific Vocabulary *Explaining Scientific Ideas
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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 · Comprehension & Fluency · Think & Write · Digital Center See pp T368,T369 · Comprehension & Fluency -T312 · Word Study – T312 · Think & Write – T313 · Digital Center – T313
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Share learning from today
Short assessment of skills learned today · Exit ticket · Thumbs up/down |
Day 2 – Modeling of target skill (think aloud, questioning stems, etc.), analyze & deep dive into text for re-reading focused on skill | Review: Target Skill
· Exit ticket · Thumbs Up/Down · Think, Pair, Share |
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Day 3 – Continue modeling and reviewing target skill for the week using prior visual aid or anchor chart. Introduce graphic organizer used for the skill that students will use independently using their own text. | Review: Vocabulary
· Exit ticket · Thumbs Up/Down · Think, Pair, Share |
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Day 4 – Guide students through paired passage, finding connections to the focus text and practicing target skills learned throughout the week. (Journeys: Pea Island’s Forgotten Heroes) | Review: Supporting Skill
· Exit ticket · Thumbs Up/Down · Think, Pair, Share
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Day 5 – Recap the strategies and skills learned throughout the week and model expectations for student assessment of skills. | 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 & Visual Aid – Drawing Conclusions · Journeys TE and Student text · Journeys Write-in Reader and Reader’s Notebook Supplemental Texts: Drawing Conclusions- *If Not for the Cat by Jack Prelutsky *In the Woods: Who’s Been Here? by Lindsay Barett George *Beaver is Lost by Elisha Cooper
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Drawing Conclusions Lesson Plan & Activities
https://www.risd.k12.nm.us/assessment_evaluation/Drawing%20Conclusions.pdf
Drawing Conclusions Video Activity https://www.youtube.com/watch?v=Z_S1pkkN81s
QAR Questioning & Conclusions http://kyae.ky.gov/educators/resources/rla/MakingInferencesandDrawingConclusionsGuidebook.pdf
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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 | Guided Reading | Workshop Stations | Closure |
Using engaging activities, review Unit 2. | |||
Assessment of Unit 2. |
Week 17: Journeys Unit 2/Lesson 11
Genre: Historical Fiction and Informational Text
Domain/Topic: Civics / Early American History
Essential Question: What can individuals do to help shape a new government?
Target Skill/Target Strategy/Supporting Skills: Cause and Effect/Visualize/Visual Elements/Primary Sources
STANDARDS: RL.5.1; RL.5.4; RL.5.5; RL.5.6; RL.5.7; RL5.10; RI.5.2; RI.5.4; RI.5.7; RI.5.9; RI.5.10; RF.5.3A; RF.5.4A; RF.5.4B; RF.5.4C
Info for Mini-Lesson | Guided Reading | Workshop Stations | Closure |
Day 1 – Introduction of text (genre, author/illustrator, etc.) and vocabulary/skill with use of visual aid or anchor chart. Interactive read aloud of text. (Journeys: Dangerous Crossing)
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Journeys Leveled Readers
B: Fife and Drum Boys, T70
O: A Night to Remember, T71
A: An Artist for the Revolution, T72
If using supplemental materials, the following skills are recommended for guided reading: *Cause and Effect *Primary Sources *Visualizing
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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 · Comprehension & Fluency · Think & Write · Digital Center See pp T64-T65 · Comprehension & Fluency -T8 · Word Study – T8 · Think & Write – T9 · Digital Center – T9 |
Share learning from today
Short assessment of skills learned today · Exit ticket · Thumbs up/down |
Day 2 – Modeling of target skill (think aloud, questioning stems, etc.), analyze & deep dive into text for re-reading focused on skill | Review: Target Skill
· Exit ticket · Thumbs Up/Down · Think, Pair, Share |
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Day 3 – Continue modeling and reviewing target skill for the week using prior visual aid or anchor chart. Introduce graphic organizer used for the skill that students will use independently using their own text. | Review: Vocabulary
· Exit ticket · Thumbs Up/Down · Think, Pair, Share |
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Day 4 – Guide students through paired passage, finding connections to the focus text and practicing target skills learned throughout the week. (Journeys: Revolution & Rights) | Review: Supporting Skill
· Exit ticket · Thumbs Up/Down · Think, Pair, Share |
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Day 5 – Recap the strategies and skills learned throughout the week and model expectations for student assessment of skills.
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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 & Visual Aid – Cause & Effect · Journeys TE and Student text · Journeys Write-in Reader and Reader’s Notebook
Supplemental Texts: Cause & Effect – *That’s Good! That’s Bad! by Margery Cuyler *Why I Will Never, Ever Have Enough Time to Read This Book by Remi Charlip *Why Mosquitos Buzz in People’s Ears by Verna Aardema *Old henry by Joan Blos |
Cause & Effect Information and Graphic Organizers
https://docushare.everett.k12.wa.us/docushare/dsweb/Get/Version-24951/Cause
Cause & Effect Activity https://www.fcrr.org/studentactivities/c_022a.pdf
Visual Aid for Multiple Skills: http://www.kingofalltechnology.com/anchorcharts.pdf
For the Birds Pixar Short (Have students fill out graphic organizer related to the cause/effect) https://www.youtube.com/watch?v=pWIVoW9jAOs&list=PLo57bEOSTCcoKKo5FsykI9vBmfK2PLxoR |
Week 18: Journeys Unit 2/Lesson 12
Domain/Topic: American History / Independence
Essential Question: How can people’s differences of opinion lead to a revolution?
Target Skill/Target Strategy/Supporting Skills: Fact and Opinion/Question/Tone/Similes
STANDARDS: RL.5.10; RI.5.1; RI.5.2; RI.5.4; RI.5.6; RI.5.7; RI.5.10; RF.5.3A; RF.54A; F.5.4B
Info for Mini-Lesson | Guided Reading | Workshop Stations | Closure |
Day 1 – Introduction of text (genre, author/illustrator, etc.) and vocabulary/skill with use of visual aid or anchor chart. Interactive read aloud of text. (Journeys: Can’t You Make Them Behave, King George?) | Journeys Leveled Readers
B: A Song Heard ‘Round the World, T150
O: Pamphleteers of the Revolution, T151
A: A Home at Mount Vernon, T152
If using supplemental materials, the following skills are recommended for guided reading: *Fact and Opinion *Questioning
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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 · Comprehension & Fluency · Think & Write · Digital Center See pp T144-145 · Comprehension & Fluency -T86 · Word Study – T86 · Think & Write – T87 · Digital Center – T87
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Share learning from today
Short assessment of skills learned today · Exit ticket · Thumbs up/down |
Day 2 – Modeling of target skill (think aloud, questioning stems, etc.), analyze & deep dive into text for re-reading focused on skill | Review: Target Skill
· Exit ticket · Thumbs Up/Down · Think, Pair, Share |
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Day 3 – Continue modeling and reviewing target skill for the week using prior visual aid or anchor chart. Introduce graphic organizer used for the skill that students will use independently using their own text. | Review: Vocabulary
· Exit ticket · Thumbs Up/Down · Think, Pair, Share |
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Day 4 – Guide students through paired passage, finding connections to the focus text and practicing target skills learned throughout the week. (Journeys: Tea Time) | Review: Supporting Skill
· Exit ticket · Thumbs Up/Down · Think, Pair, Share
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Day 5 – Recap the strategies and skills learned throughout the week and model expectations for student assessment of skills.
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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 & Visual Aid – Fact & Opinion · Journeys TE and Student text · Journeys Write-in Reader and Reader’s Notebook
Supplemental Texts: Fact & Opinion – *The Perfect Pet by Margie Palatini *Earrings by Judith Viorst *I Wanna New Room by Karen Kaufmann Orloff
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Fact & Opinion Flocabulary Song
https://www.youtube.com/watch?v=4fpIHMRDv4o Cause & Effect Activity https://www.fcrr.org/studentactivities/c_022a.pdf
Fact & Opinion Presentation http://www.doe.mass.edu/candi/model/resources/MCU-ESLg6-8-WaterLesson7.pdf
Fact & Opinion Graphic Organizer and Activities |
Week 19: Journeys Unit 3/Lesson 13
Genre: Narrative Nonfiction and Play
Domain/Topic: American History / Life on the Battlefield
Essential Question: How do individual acts of bravery shape history?
Target Skill/Target Strategy/Supporting Skills: Conclusions and Generalizations/Analyze and Evaluate/Text Structure/Domain-Specific Vocabulary
STANDARDS: RL.5.2; RL.5.3; RL.5.4; RL.5.5; RL.5.6; RL.5.10; RI.5.1; RI.5.2; RI.5.4; RI.5.9; RI.5.10; RF.5.3A; RF.5.2A
Info for Mini-Lesson | Guided Reading | Workshop Stations | Closure |
Day 1 – Introduction of text (genre, author/illustrator, etc.) and vocabulary/skill with use of visual aid or anchor chart. Interactive read aloud of text. (Journeys: They Called her Molly Pitcher) | Journeys Leveled Readers
B: Emily Geiger’s Dangerous Mission, T224
O: An Unsung American Hero, T225
A: George Washington’s Invisible Enemy, T226
If using supplemental materials, the following skills are recommended for guided reading: *Conclusions & Generalizations *Analyze/Evaluate
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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 · Comprehension & Fluency · Think & Write · Digital Center See pp T222-T223 · Comprehension & Fluency -T166 · Word Study – T166 · Think & Write – T167 · Digital Center – T167
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Share learning from today
Short assessment of skills learned today · Exit ticket · Thumbs up/down |
Day 2 – Modeling of target skill (think aloud, questioning stems, etc.), analyze & deep dive into text for re-reading focused on skill | Review: Target Skill
· Exit ticket · Thumbs Up/Down · Think, Pair, Share |
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Day 3 – Continue modeling and reviewing target skill for the week using prior visual aid or anchor chart. Introduce graphic organizer used for the skill that students will use independently using their own text. | Review: Vocabulary
· Exit ticket · Thumbs Up/Down · Think, Pair, Share |
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Day 4 – Guide students through paired passage, finding connections to the focus text and practicing target skills learned throughout the week. (Journeys: A Spy for Freedom) | Review: Supporting Skill
· Exit ticket · Thumbs Up/Down · Think, Pair, Share
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Day 5 – Recap the strategies and skills learned throughout the week and model expectations for student assessment of skills. | 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 & Visual Aid – Drawing Conclusions · Journeys TE and Student text · Journeys Write-in Reader and Reader’s Notebook Supplemental Texts: Drawing Conclusions- *If Not for the Cat by Jack Prelutsky *In the Woods: Who’s Been Here? by Lindsay Barett George *Beaver is Lost by Elisha Cooper |
Drawing Conclusions Lesson Plan & Activities
https://www.risd.k12.nm.us/assessment_evaluation/Drawing%20Conclusions.pdf
Drawing Conclusions Video Activity https://www.youtube.com/watch?v=Z_S1pkkN81s
QAR Questioning & Conclusions http://kyae.ky.gov/educators/resources/rla/MakingInferencesandDrawingConclusionsGuidebook.pdf
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Week 20: Journeys Unit 3/Lesson 14
Genre: Biography and Informational Text
Domain/Topic: American History / African American History
Essential Question: What events or feelings would lead someone to fight for freedom?
STANDARDS: RL.5.10; RI.5.1; RI.5.2; RI.5.3; RI.5.4; RI.5.5; RI.5.9; RI.5.10; RF.5.3A; RF.5.4A; RF.5.4B
Info for Mini-Lesson | Guided Reading | Workshop Stations | Closure |
Day 1 – Introduction of text (genre, author/illustrator, etc.) and vocabulary/skill with use of visual aid or anchor chart. Interactive read aloud of text. (Journeys: James Forten) | Journeys Leveled Readers
B: The Oneidas, T296
O: The Extraordinary Life of Thomas Peters, T299
A: A Noble French Patriot, T300
If using supplemental materials, the following skills are recommended for guided reading: *Sequence of Events *Summarizing
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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 · Comprehension & Fluency · Think & Write · Digital Center See pp T292-T293 · Comprehension & Fluency -T240 · Word Study – T240 · Think & Write – T241 · Digital Center – T241
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Share learning from today
Short assessment of skills learned today · Exit ticket Thumbs up/down |
Day 2 – Modeling of target skill (think aloud, questioning stems, etc.), analyze & deep dive into text for re-reading focused on skill | Review: Target Skill
· Exit ticket · Thumbs Up/Down Think, Pair, Share |
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Day 3 – Continue modeling and reviewing target skill for the week using prior visual aid or anchor chart. Introduce graphic organizer used for the skill that students will use independently using their own text. | Review: Vocabulary
· Exit ticket · Thumbs Up/Down Think, Pair, Share |
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Day 4 – Guide students through paired passage, finding connections to the focus text and practicing target skills learned throughout the week. (Journeys: Modern Minute Man) | Review: Supporting Skill
· Exit ticket · Thumbs Up/Down · Think, Pair, Share
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Day 5 – Recap the strategies and skills learned throughout the week and model expectations for student assessment of skills. | · 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 & Visual Aid – Sequencing · Journeys TE and Student text · Journeys Write-in Reader and Reader’s Notebook
Supplemental Texts: Sequencing Events- *White Socks Only by Evelyn Coleman *Baghead by Jarrett J. Krosoczka *Pink & Say – Patricia Pollacco *The Lotus Seed by Sherry Garland *How Many Days to America? A Thanksgiving Story by |
Sequencing Graphic Organizers & Supplemental Materials
https://www.osymigrant.org/ROMWhenDidThatHappen.pdf http://www.pearsonlongman.com/ae/download/shiningstar/graphic_organizers_11_15.pdf
Introduction to Sequencing Video for Students |
Week 21: Journeys Unit 3/Lesson 15
Genre: Biography and Poetry
Domain/Topic: American History / Patriotism
Essential Question: How are patriotism and courage related?
Target Skill/Target Strategy/Supporting Skills: Compare and Contrast/Monitor and Clarify/Text and Graphic Features/Text Structure
STANDARDS: RL.5.2; RL.5.3; RL5.5; RL.5.6; RL.5.10; RI.52; RI.5.3; RI.5.5; RI.5.10; RF.5.3A; RF.5.4A; RF.5.4B
Info for Mini-Lesson | Guided Reading | Workshop Stations | Closure |
Day 1 – Introduction of text (genre, author/illustrator, etc.) and vocabulary/skill with use of visual aid or anchor chart. Interactive read aloud of text. (Journeys: “We Were There, Too!…) | Journeys Leveled Readers
B: Benedict Arnold, T378
O: Phillis Wheatley, T379
A: Abigail Adams, T380
If using supplemental materials, the following skills are recommended for guided reading: *Compare and Contrast *Monitor/Clarify
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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 · Comprehension & Fluency · Think & Write · Digital Center See pp T372,T373 · Comprehension & Fluency -T314 · Word Study – T314 · Think & Write – T315 · Digital Center – T315
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Share learning from today
Short assessment of skills learned today · Exit ticket · Thumbs up/down |
Day 2 – Modeling of target skill (think aloud, questioning stems, etc.), analyze & deep dive into text for re-reading focused on skill | Review: Target Skill
· Exit ticket · Thumbs Up/Down · Think, Pair, Share |
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Day 3 – Continue modeling and reviewing target skill for the week using prior visual aid or anchor chart. Introduce graphic organizer used for the skill that students will use independently using their own text. | Review: Vocabulary
· Exit ticket · Thumbs Up/Down · Think, Pair, Share |
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Day 4 – Guide students through paired passage, finding connections to the focus text and practicing target skills learned throughout the week. (Journeys: Patriotic Poetry | Review: Supporting Skill
· Exit ticket · Thumbs Up/Down · Think, Pair, Share
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Day 5 – Recap the strategies and skills learned throughout the week and model expectations for student assessment of skills.
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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 & Visual Aid – Compare/Contrast · Journeys TE and Student text · Journeys Write-in Reader and Reader’s Notebook
Supplemental Texts: Compare/Contrast- *Big Bad Bunny by Alison Durant & The Black Rabbit by Phillipa Leathers *Cactus Soup by Eric Kimmel & Stone Soup by Marcia Brown *My Rotten, Redheaded Older Brother & Richie and the Ultimate Dare by Patricia Pollacco
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Graphic Organizers & Supplemental Materials for Compare/Contrast
http://www.scott.kyschools.us/userfiles/2201/5th%20-%20compare-contrast.pdf
Compare & Contrast Video for Students https://www.youtube.com/watch?v=HtGzwoVCO4E
Day & Night – Pixar Video (Students can compare/contrast characters using graphic organizer)
https://www.youtube.com/watch?v=dJz_noKP-Bw
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Week 22: Benchmark Assessment – see Journeys Common Core Benchmark and Unit Tests
Info for Mini-Lesson | Guided Reading | Workshop Stations | Closure |
Using engaging activities, review Unit 3. | |||
Assessment of Unit 3. |
Week 23: Unit 4/Lesson 16
Genre: Historical Fiction and Informational Text
Domain/Topic: The Arts / Visual Arts
Essential Question: In what way can illustrations enhance a reader’s experience?
Target Skill/Target Strategy/Supporting Skills: Author’s Purpose/Monitor and Clarify/Voice/Visual Elements
STANDARDS: RL.5.1; RL.5.2; RL.5.3; RL.5.4; RL.5.5; RL.5.6; RL.5. 7; RL.5.10; RI.5.1; RI.5.4; RI.5.10; RF.5.3A; RF.5.4A; RF.5.4B
Info for Mini-Lesson | Guided Reading | Workshop Stations | Closure |
Day 1 – Introduction of text (genre, author/illustrator, etc.) and vocabulary/skill with use of visual aid or anchor chart. Interactive read aloud of text. (Journeys: Lunch Money) | Journeys Leveled Readers
B: Dog Walker, Inc. , T66
O: Incognito, T67
A: The Three R’s, T68
If using supplemental materials, the following skills are recommended for guided reading: *Author’s Purpose *Monitor/Clarify
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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 · Comprehension & Fluency · Think & Write · Digital Center See pp T60,T61 · Comprehension & Fluency -T8 · Word Study – T8 · Think & Write – T9 · Digital Center – T9 |
Share learning from today
Short assessment of skills learned today · Exit ticket · Thumbs up/down |
Day 2 – Modeling of target skill (think aloud, questioning stems, etc.), analyze & deep dive into text for re-reading focused on skill | Review: Target Skill
· Exit ticket · Thumbs Up/Down · Think, Pair, Share |
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Day 3 – Continue modeling and reviewing target skill for the week using prior visual aid or anchor chart. Introduce graphic organizer used for the skill that students will use independently using their own text. | Review: Vocabulary
· Exit ticket · Thumbs Up/Down · Think, Pair, Share |
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Day 4 – Guide students through paired passage, finding connections to the focus text and practicing target skills learned throughout the week. (Journeys: Zap! Pow! A History of the Comics) | Review: Supporting Skill
· Exit ticket · Thumbs Up/Down · Think, Pair, Share |
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Day 5 – Recap the strategies and skills learned throughout the week and model expectations for student assessment of skills. | 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 & Visual Aid – Author’s Purpose · Journeys TE and Student text · Journeys Write-in Reader and Reader’s Notebook Supplemental Texts: Author’s Purpose-
PERSUADE *I wanna Iguana by Karen Kaufman Orloff *Don’t Let the Pigeon Drive the Bus by Mo Willems *Hey Little Ant by Hannah Hoose INFORM *Dogs by Gail Gibbons *How to Make An Apple Pie & See the World by Majorie Priceman *Hoop Genius by John Coy ENTERTAIN *Arnie the Doughnut by Laurie Keller *How I Became a Pirate by David Shannon *Rotten Teeth by Laura Simms |
Author’s Purpose Activities & Graphics
http://www.kingofalltechnology.com/authorspurposelesson4.pdf
Author’s Purpose Note Page
Author’s Purpose Mini Lessons
Author’s Purpose Videos for Students: https://www.youtube.com/watch?v=2QMs24TTZrA&list=PLYmYDLb2oJqFmrlRnlKyw8ibFMHBtEyKA&index=13&t=0s
https://www.youtube.com/watch?v=F0XziDwFE-g&list=PLYmYDLb2oJqFmrlRnlKyw8ibFMHBtEyKA&index=11
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Week 24: Journeys Unit 4/Lesson 17
Genre: Science Fiction and Informational Text
Domain/Topic: Technology and Innovation / Creative Inventions
Essential Question: What role does imagination play in the invention process?
Target Skill/Target Strategy/Supporting Skills: Story Structure/Infer and Predict/Literary Devices/Point of View
Technology: Research and present information on a famous inventor
STANDARDS: RL.5.1; RL5.2; RL.5.3; RL.5.; RL.5.5; RL.5.6; RL.5.7; RL.5.10; RI.5.1; RI.5.7; RI.5.10; RF.5.3A; RF.5.4A; RF.5.4B
Info for Mini-Lesson | Guided Reading | Workshop Stations | Closure |
Day 1 – Introduction of text (genre, author/illustrator, etc.) and vocabulary/skill with use of visual aid or anchor chart. Interactive read aloud of text. (Journeys: LAFFF) | Journeys Leveled Readers
B: Robot Rescue, T144
O: The Watch Girl, T145
A: Pancakes, T146
If using supplemental materials, the following skills are recommended for guided reading: *Story Structure *Infer/Predict
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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 · Comprehension & Fluency · Think & Write · Digital Center See pp T138-139 · Comprehension & Fluency -82 · Word Study – T82 · Think & Write – T83 · Digital Center – T83
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Share learning from today
Short assessment of skills learned today · Exit ticket Thumbs up/down |
Day 2 – Modeling of target skill (think aloud, questioning stems, etc.), analyze & deep dive into text for re-reading focused on skill | Review: Target Skill
· Exit ticket · Thumbs Up/Down Think, Pair, Share |
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Day 3 – Continue modeling and reviewing target skill for the week using prior visual aid or anchor chart. Introduce graphic organizer used for the skill that students will use independently using their own text. | Review: Vocabulary
· Exit ticket · Thumbs Up/Down Think, Pair, Share |
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Day 4 – Guide students through paired passage, finding connections to the focus text and practicing target skills learned throughout the week. (Journeys: From Dreams to Reality) | Review: Supporting Skill
· Exit ticket · Thumbs Up/Down · Think, Pair, Share
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Day 5 – Recap the strategies and skills learned throughout the week and model expectations for student assessment of skills.
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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 & Visual Aid – Story Structure · Journeys TE and Student text · Journeys Write-in Reader and Reader’s Notebook
Supplemental Texts: Story Structure- Circular: If you Give a Mouse a Cookie If You’re Not From the Prairie Watch the Stars Come Out Cumulative: In Enzo’s Splendid Garden The Cake that Mack Ate The Napping House Increasing: Bark, George Mushroom in the Rain A House for a Hermit Crab There Was An Old Lady Who… Linear: Max’s Dragon Shirt The Very Hungry Caterpillar Tops and Bottoms
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tory Structure Lessons, Info & Activities
Teaching Plot through Pixar Movies https://www.youtube.com/watch?v=8yzY6buMflo
Text Structure Flocabulary Song https://www.youtube.com/watch?v=7kWGQ-_ipBY
Story Map: http://www.readingrockets.org/pdfs/storymap_complex3.pdf
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Week 25: Journeys Unit 4/Lesson 18
Genre: Autobiography and Poetry
Domain/Topic: Media and Communication / Creative Writing
Essential Question: What do facts and opinions contribute to a story?
Target Skill/Target Strategy/Supporting Skills: Fact and Opinion/Analyze and Evaluate/Main Ideas and Details/Narrative Pacing
STANDARDS: RL.52; RL.5.3; RL.5.4; RL.5.5; RL.5.6; RI.5.1; RI.5.2; RI..8; RI.5.10; RI.5.1; RI.5.1; EI.5.8; RI.5.10; RF.5.3A; RF.5.4A
Info for Mini-Lesson | Guided Reading | Workshop Stations | Closure |
Day 1 – Introduction of text (genre, author/illustrator, etc.) and vocabulary/skill with use of visual aid or anchor chart. Interactive read aloud of text. (Journeys: The Dog Newspaper) | Readers
B: Maria Tallchief: American Ballerina, T216
O: B.B. King, T217
A: Isabel Allende, T218
If using supplemental materials, the following skills are recommended for guided reading: *Fact and Opinion *Analyze/Evaluate
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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 · Comprehension & Fluency · Think & Write · Digital Center See pp T210, T211 · Comprehension & Fluency -T160 · Word Study – T160 · Think & Write – T161 · Digital Center – T161 |
Share learning from today
Short assessment of skills learned today · Exit ticket · Thumbs up/down |
Day 2 – Modeling of target skill (think aloud, questioning stems, etc.), analyze & deep dive into text for re-reading focused on skill | Review: Target Skill
· Exit ticket · Thumbs Up/Down · Think, Pair, Share |
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Day 3 – Continue modeling and reviewing target skill for the week using prior visual aid or anchor chart. Introduce graphic organizer used for the skill that students will use independently using their own text. | Review: Vocabulary
· Exit ticket · Thumbs Up/Down Think, Pair, Share |
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Day 4 – Guide students through paired passage, finding connections to the focus text and practicing target skills learned throughout the week. (Journeys: Poetry About Poetry) | Review: Supporting Skill
· Exit ticket · Thumbs Up/Down · Think, Pair, Share
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Day 5 – Recap the strategies and skills learned throughout the week and model expectations for student assessment of skills. | Review: Summation of the week (story, skill, vocab)
· Kahoot · Think, Pair, Share · Class Wrap-Up |
Resource Materials | Resource Links |
Week 26: Journeys Unit 4/Lesson 19
Domain/Topic: Community / Community Involvement
Essential Question: Why is it important to be aware of your community’s needs?
Target Skill/Target Strategy/Supporting Skills: Author’s Purpose/Summarize/Dialogue/Characterization
STANDARDS: RL.5.1; RL.5.2; RL.5.3; RL.5.4; RL.5.7; RL.5.10; RI.5.1; RI.5.8; RI.5.10; RF.5.3A; RF.5.4
Info for Mini-Lesson | Guided Reading | Workshop Stations | Closure |
Day 1 – Introduction of text (genre, author/illustrator, etc.) and vocabulary/skill with use of visual aid or anchor chart. Interactive read aloud of text. (Journeys: Darnell Rock Reporting) | Journeys Leveled Readers
B: The Big Interview, T292
O: Saving the General, T293
A: Another View, T294
If using supplemental materials, the following skills are recommended for guided reading: *Author’s Purpose *Summarizing
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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 · Comprehension & Fluency · Think & Write · Digital Center See pp T286, T287 · Comprehension & Fluency -T232 · Word Study – T232 · Think & Write – T233 · Digital Center – T233 |
Share learning from today
Short assessment of skills learned today · Exit ticket · Thumbs up/down |
Day 2 – Modeling of target skill (think aloud, questioning stems, etc.), analyze & deep dive into text for re-reading focused on skill | Review: Target Skill
· Exit ticket · Thumbs Up/Down · Think, Pair, Share |
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Day 3 – Continue modeling and reviewing target skill for the week using prior visual aid or anchor chart. Introduce graphic organizer used for the skill that students will use independently using their own text. | Review: Vocabulary
· Exit ticket · Thumbs Up/Down · Think, Pair, Share |
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Day 4 – Guide students through paired passage, finding connections to the focus text and practicing target skills learned throughout the week. (Journeys: Volunteer) | Review: Supporting Skill
· Exit ticket · Thumbs Up/Down · Think, Pair, Share
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Day 5 – Recap the strategies and skills learned throughout the week and model expectations for student assessment of skills. | 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 & Visual Aid – Author’s Purpose · Journeys TE and Student text · Journeys Write-in Reader and Reader’s Notebook Supplemental Texts: Author’s Purpose-
PERSUADE *I wanna Iguana by Karen Kaufman Orloff *Don’t Let the Pigeon Drive the Bus by Mo Willems *Hey Little Ant by Hannah Hoose INFORM *Dogs by Gail Gibbons *How to Make An Apple Pie & See the World by Majorie Priceman *Hoop Genius by John Coy ENTERTAIN *Arnie the Doughnut by Laurie Keller *How I Became a Pirate by David Shannon *Rotten Teeth by Laura Simms
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Author’s Purpose Activities & Graphics
http://www.kingofalltechnology.com/authorspurposelesson4.pdf
Author’s Purpose Note Page
Author’s Purpose Mini Lessons
Author’s Purpose Videos for Students: https://www.youtube.com/watch?v=2QMs24TTZrA&list=PLYmYDLb2oJqFmrlRnlKyw8ibFMHBtEyKA&index=13&t=0s
https://www.youtube.com/watch?v=F0XziDwFE-g&list=PLYmYDLb2oJqFmrlRnlKyw8ibFMHBtEyKA&index=11
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Week 27: Journeys Unit 4/Lesson 20
Genre: Adventure and Informational Text
Domain/Topic: Life Science / Human Animal Interaction
Essential Question: What can a person learn from building a relationship with an animal?
Target Skill/Target Strategy/Supporting Skills: Story Structure/Question/Characterization/Theme
STANDARDS: RL.5.1; RL.5.3; RL.5.3; RL.5.4; RL.5.6; RL.5.7; RL.5L9; RL.5.10; RI.5.1; RI.5.8; RI.5.10; RF.5.3A; RF.5.4A; RF.5.4B
Info for Mini-Lesson | Guided Reading | Workshop Stations | Closure |
Day 1 – Introduction of text (genre, author/illustrator, etc.) and vocabulary/skill with use of visual aid or anchor chart. Interactive read aloud of text. (Journeys: “The Black Stallion) | Journeys Leveled Readers
B: The Deer, T374
O: Wildnerness Rangers, T375
A: Day of the Coyotes, T376
If using supplemental materials, the following skills are recommended for guided reading: *Story Structure *Questioning
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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 · Comprehension & Fluency · Think & Write · Digital Center See pp T368,T369 · Comprehension & Fluency -T308 · Word Study – T308 · Think & Write – T309 · Digital Center – T309
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Share learning from today
Short assessment of skills learned today · Exit ticket · Thumbs up/down |
Day 2 – Modeling of target skill (think aloud, questioning stems, etc.), analyze & deep dive into text for re-reading focused on skill | Review: Target Skill
· Exit ticket · Thumbs Up/Down · Think, Pair, Share |
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and reviewing target skill for the week using prior visual aid or anchor chart. Introduce graphic organizer used for the skill that students will use independently using their own text. | Review: Vocabulary
· Exit ticket · Thumbs Up/Down · Think, Pair, Share |
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Day 4 – Guide students through paired passage, finding connections to the focus text and practicing target skills learned throughout the week. (Journeys: Horse Power) | Review: Supporting Skill
· Exit ticket · Thumbs Up/Down · Think, Pair, Share
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Day 5 – Recap the strategies and skills learned throughout the week and model expectations for student assessment of skills. | 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 & Visual Aid – Story Structure · Journeys TE and Student text · Journeys Write-in Reader and Reader’s Notebook
Supplemental Texts: Story Structure- Circular: If you Give a Mouse a Cookie If You’re Not From the Prairie Watch the Stars Come Out Cumulative: In Enzo’s Splendid Garden The Cake that Mack Ate The Napping House Increasing: Bark, George Mushroom in the Rain A House for a Hermit Crab There Was An Old Lady Who… Linear: Max’s Dragon Shirt The Very Hungry Caterpillar Tops and Bottoms |
Story Structure Lessons, Info & Activities
Teaching Plot through Pixar Movies https://www.youtube.com/watch?v=8yzY6buMflo
Text Structure Flocabulary Song https://www.youtube.com/watch?v=7kWGQ-_ipBY
Story Map: http://www.readingrockets.org/pdfs/storymap_complex3.pdf
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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 | Guided Reading | Workshop Stations | Closure |
Using engaging activities, review Unit 4. | |||
Assessment of Unit 4. |
Week 29: Journeys Unit 5/Lesson 21
Genre: Historical Fiction and Technical Text
Domain/Topic: Earth Science / Extreme Environments
Essential Question: What does it mean to have good instincts?
Target Skill/Target Strategy/Supporting Skills: Sequence of Events/Visualize/Figurative Language/Author’s Word Choice
STANDARDS: RL.5.1; RL5.2; RL.5.3; RL.5.4; RL.5.5; RL.5.7; RK,5,9L RK,5,10L RI.5.1. RI.5.2; RI.5.2; RI.5.10
Info for Mini-Lesson | Guided Reading | Workshop Stations | Closure |
Day 1 – Introduction of text (genre, author/illustrator, etc.) and vocabulary/skill with use of visual aid or anchor chart. Interactive read aloud of text. (Journeys: Tucket’s Travels) | Journeys Leveled Readers
B: Voyage to California, T72
O: Riding with the Pony Express, T73
A: Decision at Fort Laramie, T74
If using supplemental materials, the following skills are recommended for guided reading: *Sequence of Events
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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 · Comprehension & Fluency · Think & Write · Digital Center See pp T65-T66 · Comprehension & Fluency -T8 · Word Study – T8 · Think & Write – T9 · Digital Center – T9
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Share learning from today
Short assessment of skills learned today · Exit ticket · Thumbs up/down |
Day 2 – Modeling of target skill (think aloud, questioning stems, etc.), analyze & deep dive into text for re-reading focused on skill | Review: Target Skill
· Exit ticket · Thumbs Up/Down · Think, Pair, Share |
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Day 3 – Continue modeling and reviewing target skill for the week using prior visual aid or anchor chart. Introduce graphic organizer used for the skill that students will use | Review: Vocabulary
· Exit ticket · Thumbs Up/Down · Think, Pair, Share |
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Day 4 – Guide students through paired passage, finding connections to the focus text and practicing target skills learned throughout the week. (Journeys: Wild Weather) | Review: Supporting Skill
· Exit ticket · Thumbs Up/Down · Think, Pair, Share
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Day 5 – Recap the strategies and skills learned throughout the week and model expectations for student assessment of skills. | 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 & Visual Aid – Sequencing · Journeys TE and Student text · Journeys Write-in Reader and Reader’s Notebook
Supplemental Texts: Sequencing Events- *White Socks Only by Evelyn Coleman *Baghead by Jarrett J. Krosoczka *Pink & Say – Patricia Pollacco *The Lotus Seed by Sherry Garland *How Many Days to America? A Thanksgiving Story
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Sequencing Graphic Organizers & Supplemental Materials
https://www.osymigrant.org/ROMWhenDidThatHappen.pdf http://www.pearsonlongman.com/ae/download/shiningstar/graphic_organizers_11_15.pdf
Introduction to Sequencing Video for Students https://www.youtube.com/watch?v=HwUpSsTVCfY
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Week 30: Journeys Unit 5/Lesson 22
Genre: Historical Fiction and Informational Text
Domain/Topic: Cultures / Traditions
Essential Question: How can traditions influence a person’s thoughts and feelings?
Target Skill/Target Strategy/Supporting Skills: Theme/Infer and Predict/Author’s Word Choice/Visual Elements
STANDARDS: RL.5.1; RL5.2; RL5.3; RL.5.4; RL.5.5; RL.4.6; RL.5.7; RL.5.9; RL.5.10; RI.5.2; RI.5.4; RI.5.10; RF.5.3A; RF.5.4A; RF.5.4B
Info for Mini-Lesson | Guided Reading | Workshop Stations | Closure |
Day 1 – Introduction of text (genre, author/illustrator, etc.) and vocabulary/skill with use of visual aid or anchor chart. Interactive read aloud of text. (Journeys: The Birchbark House) | Journeys Leveled Readers
B: City in the Cliffs, T146
O: Buffalo Hunt, T147
A: Old Bark’s Cure, T148
If using supplemental materials, the following skills are recommended for guided reading: *Theme *Infer/Predict
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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 · Comprehension & Fluency · Think & Write · Digital Center See pp T140,T141 · Comprehension & Fluency -T88 · Word Study – T88 · Think & Write – T89 · Digital Center – T89
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Share learning from today
Short assessment of skills learned today · Exit ticket Thumbs up/down |
Day 2 – Modeling of target skill (think aloud, questioning stems, etc.), analyze & deep dive into text for re-reading focused on skill | Review: Target Skill
· Exit ticket · Thumbs Up/Down · Think, Pair, Share |
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Day 3 – Continue modeling and reviewing target skill for the week using prior visual aid or anchor chart. Introduce graphic organizer used for the skill that students will use independently using their own text. | Review: Vocabulary
· Exit ticket · Thumbs Up/Down · Think, Pair, Share |
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Day 4 – Guide students through paired passage, finding connections to the focus text and practicing target skills learned throughout the week. (Journeys: Four Seasons of Food) | Review: Supporting Skill
· Exit ticket · Thumbs Up/Down · Think, Pair, Share
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Day 5 – Recap the strategies and skills learned throughout the week and model expectations for student assessment of skills. | 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 & Visual Aid – Theme · 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
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Graphic Organizer & Supplemental Materials:
Sample Activities & Anchor Charts: https://jenniferfindley.com/teaching-theme-in-upper-grades-and/
Video for Reinforcing Theme: https://www.youtube.com/watch?v=AXPbijjMnV8
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Week 31: Journeys Unit 5/Lesson 23
Genre: Informational Text and Poetry
Domain/Topic: American History / The West
Essential Question: What kinds of lessons were learned by people who lived in the Old West?
Target Skill/Target Strategy/Supporting Skills: Text and Graphic Features/Summarize/Main Ideas and Details Adages
STANDARDS: RL.5.2; RL.5.3; RL.5.4; RL.5.5; RL.5.6; RL.5.10; RI.5.1; RI.5.2; RI.5.4; RL.5.8; RI.5.10; RF.5.3A; RF.5.4A; RF.5.B
Info for Mini-Lesson | Guided Reading | Workshop Stations | Closure |
Day 1 – Introduction of text (genre, author/illustrator, etc.) and vocabulary/skill with use of visual aid or anchor chart. Interactive read aloud of text. (Journeys: Vanqueros: America’s First) | Journeys Leveled Readers
B: Rodeo! T220
O: The Goodnight-Loving Trail, T221
A: How Barbed Wire Changed the West, T222
If using supplemental materials, the following skills are recommended for guided reading: *Text/Graphic Features
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See pp T214,T215
· Comprehension & Fluency -T162 · Word Study – T162 · Think & Write – T163 Digital Center – T163
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Share learning from today
Short assessment of skills learned today · Exit ticket · Thumbs up/down |
Day 2 – Modeling of target skill (think aloud, questioning stems, etc.), analyze & deep dive into text for re-reading focused on skill | Review: Target Skill
· Exit ticket · Thumbs Up/Down · Think, Pair, Share |
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Day 3 – Continue modeling and reviewing target skill for the week using prior visual aid or anchor chart. Introduce graphic organizer used for the skill that students will use independently using their own text. | Review: Vocabulary
· Exit ticket · Thumbs Up/Down · Think, Pair, Share |
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Day 4 – Guide students through paired passage, finding connections to the focus text and practicing target skills learned throughout the week. (Journeys: Rhyme on the Range) | Review: Supporting Skill
· Exit ticket · Thumbs Up/Down · Think, Pair, Share
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Day 5 – Recap the strategies and skills learned throughout the week and model expectations for student assessment of skills. | 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 & Visual Aid – Text & Graphic Features · Journeys TE and Student text · Journeys Write-in Reader and Reader’s Notebook
Supplemental Texts: Text & Graphic Features- *Ladybugs by Gail Gibbons *Pierre The Penguin by Jean Marzolo *Butterflies & Moths by Nic Bishop
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Text Features Anchor Chart
https://teachingmadepractical.com/wp-content/uploads/2015/08/text-features-chart.pdf
Text & Graphic Features Activities & Posters https://mshimbry.weebly.com/uploads/5/6/0/4/56042017/nonfiction__great_resource_.pdf
Non-Fiction Text Features Video for Students https://www.youtube.com/watch?v=3mAl9QMJJTo https://www.youtube.com/watch?v=ivWVs8-Cd1U
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Week 32: Journeys Unit 5/Lesson 24
Genre: Historical Fiction and Informational Text
Domain/Topic: American History / Pioneers
Essential Question: Why would a pioneer traveler record events in a journal?
Target Skill/Target Strategy/Supporting Skills: Cause and Effect/Analyze and Evaluate/Figurative Language/Point of View
STANDARDS: RL.5.1; RL.5.2; RL5.2; RL.54; RL5.5; RL5.6; RL.5.7; RL.5.10; RI.5.1; RI.5.2; RI.5.4; RI.5.9; RI.5.10; RF.5.3A; R.5.4A; RF.5.5B; RF.5.4C
Info for Mini-Lesson | Guided Reading | Workshop Stations | Closure |
Day 1 – Introduction of text (genre, author/illustrator, etc.) and vocabulary/skill with use of visual aid or anchor chart. Interactive read aloud of text. (Journeys: Rachel’s Journal: The Story of a Pioneer Girl) | Journeys Leveled Readers
B: Down the Columbia, T294
O: Gold for Chan Li, T295
A: Dear Cousin, T296
If using supplemental materials, the following skills are recommended for guided reading: *Cause & Effect *Analyze/Evaluate
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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 · Comprehension & Fluency · Think & Write · Digital Center See pp T288,T289 · Comprehension & Fluency -T236 · Word Study – T236 · Think & Write – T237 · Digital Center – T237
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Share learning from today
Short assessment of skills learned today · Exit ticket · Thumbs up/down |
Day 2 – Modeling of target skill (think aloud, questioning stems, etc.), analyze & deep dive into text for re-reading focused on skill | Review: Target Skill
· Exit ticket · Thumbs Up/Down · Think, Pair, Share |
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Day 3 – Continue modeling and reviewing target skill for the week using prior visual aid or anchor chart. Introduce graphic organizer used for the skill that students will use independently using their own text. | Review: Vocabulary
· Exit ticket · Thumbs Up/Down · Think, Pair, Share |
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Day 4 – Guide students through paired passage, finding connections to the focus text and practicing target skills learned throughout the week. (Journeys: Westward to Freedom) | Review: Supporting Skill
· Exit ticket · Thumbs Up/Down · Think, Pair, Share
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Day 5 – Recap the strategies and skills learned throughout the week and model expectations for student assessment of skills. | 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 & Visual Aid – Cause & Effect · Journeys TE and Student text · Journeys Write-in Reader and Reader’s Notebook
Supplemental Texts: Cause & Effect – *That’s Good! That’s Bad! by Margery Cuyler *Why I Will Never, Ever Have Enough Time to Read This Book by Remi Charlip *Why Mosquitos Buzz in People’s Ears by Verna Aardema *Old henry by Joan Blos |
Cause & Effect Information and Graphic Organizers
https://docushare.everett.k12.wa.us/docushare/dsweb/Get/Version-24951/Cause
Cause & Effect Activity https://www.fcrr.org/studentactivities/c_022a.pdf
Visual Aid for Multiple Skills: http://www.kingofalltechnology.com/anchorcharts.pdf
For the Birds Pixar Short (Have students fill out graphic organizer related to the cause/effect) https://www.youtube.com/watch?v=pWIVoW9jAOs&list=PLo57bEOSTCcoKKo5FsykI9vBmfK2PLxoR
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Week 33: Journeys Unit 5/Lesson 25
Domain/Topic: American History / Exploration
Essential Question: How did explorers help America become the country it is today?
Target Skill/Target Strategy/Supporting Skills: Main Ideas and Details/Monitor and Clarify/Primary Source/Explain Historical Events
STANDARDS: RL.5.2; RL.5.3; RL.5.5; RL.5.6; RLT.10; RI.5.1; RI.5.2; RI.5.2; RI.5.5; RI.5.8; RI.5.9; RI.5.10; RF.5.3A; RF.5.4A
Info for Mini-Lesson | Guided Reading | Workshop Stations | Closure |
Day 1 – Introduction of text (genre, author/illustrator, etc.) and vocabulary/skill with use of visual aid or anchor chart. Interactive read aloud of text. (Journeys: Lewis and Clark) | Journeys Leveled Readers
B: The Corps of Discovery, T372
O: History of the Fur Trade, T373
A: Friends Along the Way, T374
If using supplemental materials, the following skills are recommended for guided reading: *Main Idea & Details *Monitor & Clarify
:
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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 · Comprehension & Fluency · Think & Write · Digital Center See pp T366,T367 · Comprehension & Fluency -T310 · Word Study – T310 · Think & Write – T311 · Digital Center – T311 |
Share learning from today
Short assessment of skills learned today · Exit ticket · Thumbs up/down |
Day 2 – Modeling of target skill (think aloud, questioning stems, etc.), analyze & deep dive into text for re-reading focused on skill | Review: Target Skill
· Exit ticket · Thumbs Up/Down · Think, Pair, Share |
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Day 3 – Continue modeling and reviewing target skill for the week using prior visual aid or anchor chart. Introduce graphic organizer used for the skill that students will use independently using their own text. | Review: Vocabulary
· Exit ticket · Thumbs Up/Down · Think, Pair, Share |
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Day 4 – Guide students through paired passage, finding connections to the focus text and practicing target skills learned throughout the week. (Journeys: A Surprise Reunion) | Review: Supporting Skill
· Exit ticket · Thumbs Up/Down · Think, Pair, Share
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Day 5 – Recap the strategies and skills learned throughout the week and model expectations for student assessment of skills.
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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 & Visual Aid – Main Idea & Details · Journeys TE and Student text · Journeys Write-in Reader and Reader’s Notebook
Supplemental Texts: Main Idea & Details – *An Egg is Quiet by Dianna Hutts Atson *She Persisted by Chelsea Clinton *Military Animals by Laurie Calkhoven *Animals Nobody Loves by Seymour Simon *Super Swimmers by Caroline Arnold
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Main Idea & Details Graphic Organizers
http://www.pearsonlongman.com/ae/download/shiningstar/graphic_organizers_6_10.pdf
http://www.jimwrightonline.com/pdfdocs/mainidea.pdf
Main Idea & Details Activities https://www.k5chalkbox.com/support-files/mainideak5chalkbox.pdf
Main Idea Video for Students https://www.youtube.com/watch?v=42SJTk2XSi4 https://www.youtube.com/watch?v=bEAPBT7ZFyo&pbjreload=10
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Week 34: Benchmark Assessment – see Journeys Common Core Benchmark and Unit Tests
Info for Mini-Lesson | Guided Reading | Workshop Stations | Closure |
Using engaging activities, review Unit 5. | |||
Assessment of Unit 5. |
Week 35: Journeys Unit 6/Lesson 26
Genre: Informational Text and Informational Text and Poetry
Domain/Topic: Life Science / Adaptations and Instincts
Essential Question: What can people learn by reading about how different animals adapt and survive?
STANDARDS: RL.5.6; RL.5.9; RI.5.10; RF.5.3A; RF.5.4A; RF.5.4B; RF.5.4C
Info for Mini-Lesson | Guided Reading | Workshop Stations | Closure |
Day 1 – Introduction of text (genre, author/illustrator, etc.) and vocabulary/skill with use of visual aid or anchor chart. Interactive read aloud of text. (Journeys: Animals on the Move) | (Weeks 26-30 involve small group trade books to be used during guided reading.)
Journeys Trade Books Accessible – Skunk Scout (Realistic Fiction)
Complex – Frindle (Realistic Fiction)
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Weeks 26-30 can be used as a novel study rotation. Suggested stations could include:
· Respond To Reading · Independent Reading · Technology/Listen to Reading · Independent Practice 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 · Comprehension & Fluency · Think & Write · Digital Center
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Share learning from today
Short assessment of skills learned today · Exit ticket · Thumbs up/down |
Day 2 – Modeling of target skill (think aloud, questioning stems, etc.), analyze & deep dive into text for re-reading focused on skill | Review: Target Skill
· Exit ticket · Thumbs Up/Down · Think, Pair, Share |
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Day 3 – Continue modeling and reviewing target skill for the week using prior visual aid or anchor chart. Introduce graphic organizer used for the skill that students will use independently using their own text. | Review: Vocabulary
· Exit ticket · Thumbs Up/Down · Think, Pair, Share |
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Day 4 – Guide students through paired passage, finding connections to the focus text and practicing target skills learned throughout the week. (Journeys: Skywoman’s Rescue) | Review: Supporting Skill
· Exit ticket · Thumbs Up/Down · Think, Pair, Share
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Day 5 – Recap the strategies and skills learned throughout the week and model expectations for student assessment of skills. | 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 & Visual Aid – Text & Graphic Features · Journeys TE and Student text · Journeys Write-in Reader and Reader’s Notebook
Supplemental Texts: Text & Graphic Features- *Ladybugs by Gail Gibbons *Pierre The Penguin by Jean Marzolo *Butterflies & Moths by Nic Bishop |
Text Features Anchor Chart
https://teachingmadepractical.com/wp-content/uploads/2015/08/text-features-chart.pdf
Text & Graphic Features Activities & Posters https://mshimbry.weebly.com/uploads/5/6/0/4/56042017/nonfiction__great_resource_.pdf
Non-Fiction Text Features Video for Students https://www.youtube.com/watch?v=3mAl9QMJJTo https://www.youtube.com/watch?v=ivWVs8-Cd1U
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Week 36: Journeys Unit 6/Lesson 27
Genre: Readers’ Theater and Informational Text and Poetry
Domain/Topic: Cultures / World Travel
Essential Question: What lessons can we learn from other cultures?
Target Skill/Target Strategy/Supporting Skills: Theme/Analyze and Evaluate
STANDARDS: RL.5.1; RL,5.2; RL.5.3; RL.5.4; RL.5.7; RL.5.0; RI.5.2; RI.5.10; RF.5.4A; RF.5.4B; RF.5.4C
Info for Mini-Lesson | Guided Reading | Workshop Stations | Closure |
Day 1 – Introduction of text (genre, author/illustrator, etc.) and vocabulary/skill with use of visual aid or anchor chart. Interactive read aloud of text. (Journeys: Mysteries at Cliff Palace) | (Weeks 26-30 involve small group trade books to be used during guided reading.)
Journeys Trade Books Accessible – Skunk Scout (Realistic Fiction)
Complex – Frindle (Realistic Fiction)
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Weeks 26-30 can be used as a novel study rotation. Suggested stations could include:
· Respond To Reading · Independent Reading · Technology/Listen to Reading · Independent Practice 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 · Comprehension & Fluency · Think & Write · Digital Center ·
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Share learning from today
Short assessment of skills learned today · Exit ticket · Thumbs up/down |
Day 2 – Modeling of target skill (think aloud, questioning stems, etc.), analyze & deep dive into text for re-reading focused on skill | Review: Target Skill
· Exit ticket · Thumbs Up/Down · Think, Pair, Share |
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Day 3 – Continue modeling and reviewing target skill for the week using prior visual aid or anchor chart. Introduce graphic organizer used for the skill that students will use independently using their own text. | Review: Vocabulary
· Exit ticket · Thumbs Up/Down · Think, Pair, Share |
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Day 4 – Guide students through paired passage, finding connections to the focus text and practicing target skills learned throughout the week. (Journeys: Cave of the Crystals) | Review: Supporting Skill
· Exit ticket · Thumbs Up/Down · Think, Pair, Share
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Day 5 – Recap the strategies and skills learned throughout the week and model expectations for student assessment of skills. | 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 & Visual Aid – Theme · 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 |
Graphic Organizer & Supplemental Materials:
Sample Activities & Anchor Charts: https://jenniferfindley.com/teaching-theme-in-upper-grades-and/
Video for Reinforcing Theme: https://www.youtube.com/watch?v=AXPbijjMnV8
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Week 37: Journeys Unit 6/Lesson 28
Genre: Informational Text and Poetry
Domain/Topic: Earth Science / Archaeology
Essential Question: How does the study of fossils related to our everyday live?
Target Skill/Target Strategy/Supporting Skills: Fact and Opinion/Question
STANDARDS: RL.5.9; RI.5.1; RI.52; RI.5.4; RI.5.6; RI.5.8; RI.5.9; RI.5.10; RF.5.4A; RF.5.4B
Info for Mini-Lesson | Guided Reading | Workshop Stations | Closure |
Day 1 – Introduction of text (genre, author/illustrator, etc.) and vocabulary/skill with use of visual aid or anchor chart. Interactive read aloud of text. (Journeys: “Fossils: A Peek Into The Past)
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(Weeks 26-30 involve small group trade books to be used during guided reading.)
Journeys Trade Books Accessible – Skunk Scout (Realistic Fiction)
Complex – Frindle (Realistic Fiction)
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Weeks 26-30 can be used as a novel study rotation. Suggested stations could include:
· Respond To Reading · Independent Reading · Technology/Listen to Reading · Independent Practice 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 · Comprehension & Fluency · Think & Write · Digital Center
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Share learning from today
Short assessment of skills learned today · Exit ticket · Thumbs up/down |
Day 2 – Modeling of target skill (think aloud, questioning stems, etc.), analyze & deep dive into text for re-reading focused on skill | Review: Target Skill
· Exit ticket · Thumbs Up/Down · Think, Pair, Share |
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Day 3 – Continue modeling and reviewing target skill for the week using prior visual aid or anchor chart. Introduce graphic organizer used for the skill that students will use independently using their own text. | Review: Vocabulary
· Exit ticket · Thumbs Up/Down · Think, Pair, Share |
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Day 4 – Guide students through paired passage, finding connections to the focus text and practicing target skills learned throughout the week. (Journeys: Trapped in Tar) | Review: Supporting Skill
· Exit ticket · Thumbs Up/Down · Think, Pair, Share
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Day 5 – Recap the strategies and skills learned throughout the week and model expectations for student assessment of skills. | 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 & Visual Aid – Fact & Opinion · Journeys TE and Student text · Journeys Write-in Reader and Reader’s Notebook
Supplemental Texts: Fact & Opinion – *The Perfect Pet by Margie Palatini *Earrings by Judith Viorst *I Wanna New Room by Karen Kaufmann Orloff
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act & Opinion Flocabulary Song
https://www.youtube.com/watch?v=4fpIHMRDv4o Cause & Effect Activity https://www.fcrr.org/studentactivities/c_022a.pdf
Fact & Opinion Presentation http://www.doe.mass.edu/candi/model/resources/MCU-ESLg6-8-WaterLesson7.pdf
Fact & Opinion Graphic Organizer and Activities
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Week 38: Journeys Unit 6/Lesson 29
Genre: Realistic Fiction and Informational Text and Poetry
Domain/Topic: Life Science / Encounters with Nature
Essential Question: Why are people fascinated with nature?
STANDARDS: RL.5.1; RL.5.5; RL.5.9; RL.5.10; RI.5.8; RI.5.10; RF.5.4A; RF.5.4B; RF.5.C
Info for Mini-Lesson | Guided Reading | Workshop Stations | Closure |
Day 1 – Introduction of text (genre, author/illustrator, etc.) and vocabulary/skill with use of visual aid or anchor chart. Interactive read aloud of text. (Journeys: “Fossils: A Peek Into The Past) | (Weeks 26-30 involve small group trade books to be used during guided reading.)
Journeys Trade Books Accessible – Skunk Scout (Realistic Fiction)
Complex – Frindle (Realistic Fiction)
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Weeks 26-30 can be used as a novel study rotation. Suggested stations could include:
· Respond To Reading · Independent Reading · Technology/Listen to Reading · Independent Practice 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 · Comprehension & Fluency · Think & Write · Digital Center
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Share learning from today
Short assessment of skills learned today · Exit ticket · Thumbs up/down |
Day 2 – Modeling of target skill (think aloud, questioning stems, etc.), analyze & deep dive into text for re-reading focused on skill | Review: Target Skill
· Exit ticket · Thumbs Up/Down · Think, Pair, Share |
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Day 3 – Continue modeling and reviewing target skill for the week using prior visual aid or anchor chart. Introduce graphic organizer used for the skill that students will use independently using their own text. | Review: Vocabulary
· Exit ticket · Thumbs Up/Down · Think, Pair, Share |
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Day 4 – Guide students through paired passage, finding connections to the focus text and practicing target skills learned throughout the week. (Journeys: Trapped in Tar) | Review: Supporting Skill
· Exit ticket · Thumbs Up/Down · Think, Pair, Share
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Day 5 – Recap the strategies and skills learned throughout the week and model expectations for student assessment of skills.
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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 & Visual Aid – Drawing Conclusions · Journeys TE and Student text · Journeys Write-in Reader and Reader’s Notebook Supplemental Texts: Drawing Conclusions- *If Not for the Cat by Jack Prelutsky *In the Woods: Who’s Been Here? by Lindsay Barett George *Beaver is Lost by Elisha Cooper
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Drawing Conclusions Lesson Plan & Activities
https://www.risd.k12.nm.us/assessment_evaluation/Drawing%20Conclusions.pdf
Drawing Conclusions Video Activity https://www.youtube.com/watch?v=Z_S1pkkN81s
QAR Questioning & Conclusions http://kyae.ky.gov/educators/resources/rla/MakingInferencesandDrawingConclusionsGuidebook.pdf
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Week 39: Journeys Unit 6/Lesson 30
Genre: Informational Text and Myth and Poetry
Domain/Topic: Values / Curiosity
Essential Question: What traits make a person good at solving problems?
Target Skill/Target Strategy/Supporting Skills: Main Ideas and Details/Summarize
STANDARDS: RL.5.4; RL.5.10; RI.5.1; RI.5.2; RI.5.4; RI.5.8; RI.5.10; RF.5.3A; RF.5.4B
Info for Mini-Lesson | Guided Reading | Workshop Stations | Closure |
Day 1 – Introduction of text (genre, author/illustrator, etc.) and vocabulary/skill with use of visual aid or anchor chart. Interactive read aloud of text. (Journeys: Get Lost: The Puzzle of Mazes) | (Weeks 26-30 involve small group trade books to be used during guided reading.)
Journeys Trade Books Accessible – Skunk Scout (Realistic Fiction)
Complex – Frindle (Realistic Fiction)
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Weeks 26-30 can be used as a novel study rotation. Suggested stations could include:
· Respond To Reading · Independent Reading · Technology/Listen to Reading · Independent Practice 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 · Comprehension & Fluency · Think & Write · Digital Center
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Share learning from today
Short assessment of skills learned today · Exit ticket · Thumbs up/down |
Day 2 – Modeling of target skill (think aloud, questioning stems, etc.), analyze & deep dive into text for re-reading focused on skill | Review: Target Skill
· Exit ticket · Thumbs Up/Down · Think, Pair, Share |
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Day 3 – Continue modeling and reviewing target skill for the week using prior visual aid or anchor chart. Introduce graphic organizer used for the skill that students will use independently using their own text. | Review: Vocabulary
· Exit ticket · Thumbs Up/Down · Think, Pair, Share |
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Day 4 – Guide students through paired passage, finding connections to the focus text and practicing target skills learned throughout the week. (Journeys: Journey to Cuzco) | Review: Supporting Skill
· Exit ticket · Thumbs Up/Down · Think, Pair, Share
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Day 5 – Recap the strategies and skills learned throughout the week and model expectations for student assessment of skills. | 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 & Visual Aid – Main Idea & Details · Journeys TE and Student text · Journeys Write-in Reader and Reader’s Notebook
Supplemental Texts: Main Idea & Details – *An Egg is Quiet by Dianna Hutts Atson *She Persisted by Chelsea Clinton *Military Animals by Laurie Calkhoven *Animals Nobody Loves by Seymour Simon *Super Swimmers by Caroline Arnold
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Main Idea & Details Graphic Organizers
http://www.pearsonlongman.com/ae/download/shiningstar/graphic_organizers_6_10.pdf
http://www.jimwrightonline.com/pdfdocs/mainidea.pdf
Main Idea & Details Activities https://www.k5chalkbox.com/support-files/mainideak5chalkbox.pdf
Main Idea Video for Students https://www.youtube.com/watch?v=42SJTk2XSi4 https://www.youtube.com/watch?v=bEAPBT7ZFyo&pbjreload=10
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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 | Guided Reading | Workshop Stations | Closure |
Using engaging activities, review Unit 6. | |||
Assessment of Unit 6. |