Reading Common Core – 5 (Illinois, Michigan, Minnesota, Wisconsin)

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)

Management mini-lesson

Key Concepts

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

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

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

• Teach the mini-lesson (Part 1 and 2) and key concepts (FOUNTAS AND PINNELL, p.146).
• Allow students to choose a book from the classroom library or basket of library books
• Begin “Reading is Thinking” anchor chart with class (see Appendix #1)
• Allow time to read silently.  Teacher circulates the room to assist students and ensure best strategies and use of time
• After 5 minutes of successful independent reading check in with whole class about:

• • Conditions for best reading – environmental, music on/music off/ best places in school/lighting
  • How did we do?
  • Where book was found in classroom
  • Old friend/new friend (is what they are reading a familiar book or something new?)

• Continue independent reading for the rest of the period. Teacher circulates room to assist students. Length of time will depend on how long most students are successful
• As a whole group (in whole group teaching area), share good reads and successes
• Share at end of period to evaluate how the reading went/ who is reading something great, etc.

• Hand out Readers’ Notebooks and Magazine File to each student to be filled with personal work as the First 20 Days continues

magazine file

Read Aloud Suggestions:

Goldisocks and the Three Libearians

Peter’s Chair

Big Sarah’s Little Boots (Bourgeious)

Strategies and Skills mini-lesson

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

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

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

Resources:

Fountas and Pinnell (p.146)

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

chart paper

markers

Thought

Bubbles (Appendix #3)

Suggestions for Think Alouds (Appendix #4)

How to do a Think Aloud (Appendix #5)

sticky notes

Strategies and Skills mini-lesson

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

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

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

Readers talk with each other about their thinking.

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

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

Personal connection

Prediction

Visualization

Comment on author’s language/style

Make connections to character

• After the teacher has pre-read a book or chapter of novel, the teacher will have prepared any thoughts on actual paper shaped like thought bubbles and will have them filled out and inserted in the text prior to reading to the class. (See Appendix #3 for the thought bubble.)

• Add any new concepts the teacher has used in the Think Aloud of the favorite picture book to the Reading is Thinking chart from Day 1. Stick bubbles right on the Reading is Thinking chart
• Give students stickies (bubble-shaped if possible) to mark two places in their books where they might share something they were thinking about as they read
• Allow students time to read independently, while adding their personal stickies.  Teachers circulate the room to assist students and ensure best strategies and use of time
• As a whole group (in whole group teaching area), share student thinking. Add any more suggestions to your Reading is Thinking chart as a whole class
• Celebrate any successes

chart paper

markers

Management mini-lesson

• Readers choose books in many different ways.

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

• Students think carefully about book choice.

• Students need their magazine file
• Teacher and students create a classroom anchor chart “Ways We Choose Books” based on the methods they used on Day 2 and/or ways they might choose books in the future (see Appendix #6)
• Put anchor chart on chart paper.  There will be little check boxes across from each method and then each child will be able to keep track of what methods he/she is using to choose books
• Students choose 2 more JUST RIGHT texts becoming aware of their method for choosing books
• Sign the materials out and keep in magazine file
• Read for remainder of period in the library.  Teachers circulate the room to assist students and ensure best strategies and use of time
• As a whole group (in whole group teaching area), share good reads and successes.  Refer back to anchor chart to see which methods were used
• Challenge students to use a different method of choosing books next time they choose library books

Inner Voice Interactive (Appendix #7)

Readers’ Notebooks

copy of Thought Bubbles (Appendix #6)

or Sharing Your Thinking Part 2

Strategies and Skills mini-lesson

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

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

Week 2:           Reading Workshop (continued)

Source:                Guiding Readers and Writers, by Fountas & Pinnell

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

Markers

Article for shared reading

Management mini-lesson

• Students need the opportunity to talk about their reading.

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

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

chart paper

markers

My Reading Log sheets

Library books and book magazine files

Strategies and Skills

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

Book exchange today

• Address reasons for abandoning books

“What makes a book a poor fit?”

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

Reading Log sheets

Management mini-lesson

• Independent reading time is accountable reading time.

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

• Teacher does whole group mini-

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

• Discuss purpose of tracking reading through use of Reading Log

Overall Expectations

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

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

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

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

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

markers

list or basket of familiar books

Extra:

Movie – The Pagemaster (with Macaulay Caulkin)

Skills and Strategies mini-lesson

• Fiction books fall into categories called genres.

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

·   Present and define different types of Fictional Genres through game of Charades.  For example, Adventure, Romance, Fantasy, Science Fiction, Historical Fiction, Realistic Fiction, Classics, Humor.  (See definitions in. Appendix #13.)

·   Students select genre card and play game of Headbandz to guess their genre. Students then are sent to find a book in the library of that genre and to meet with other students of the same assigned genre to create a definition poster

·   In the whole group discussion, ask selected students what books they are currently reading and what genre it is.  Have each selected student physically walk to the area where their book is shelved

·   Make the point that books are shelved/organized alphabetically by the author’s last name-not by Genre.

·   Review and discuss which genres are in fact fictional? Will new genres need to be created (i.e. survival literature)? Discuss books that cross borders.

chart paper

book to model focused, engaged reading

BLM Guidelines for Reading Workshop

BLM for Key Comprehension Strategies

Management Mini lesson

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

• Efficient reading behavior is observable.

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

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

Suggestions:

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

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

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

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

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

Week 3:           Reading Workshop (continued)

Source:                Guiding Readers and Writers, by Fountas & Pinnell

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

Books for Book Talks

Strategies and Skills Mini-Lesson

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

BOOK EXCHANGE

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

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

sticky notes

Annotation (Appendix #16)

Management Mini-Lesson

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

·   Teacher will point out that these notes can be used for information when students are writing their Reading Response letters (to be covered in detail on Day 14)

·   The marked places can help students remember the parts that they want to write about in their Reading Response Letters

·   Practice the use of sticky notes in their books during Independent Reading based on modelled lesson above

·   As a whole group (in whole group teaching area), students share where they put their sticky notes and why

overhead/

projector/as needed

sticky notes

prepared anchor chart Topics for your…

Appendix #21

Strategies and Skills Mini Lesson

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

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

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

Reading Response Journals (RRJ)

Weekly schedule for submitting RRJ

Sample response letter form (Appendix #24)

Management Mini-lesson

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

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

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

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

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

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

markers

Sample anchor chart on Proofreading Your Letter

(Appendix #26)

Reading Response Journals

Strategies and Skills Mini-Lesson

• Response letters need to make sense. Students must understand that proofreading is important when writing for an audience.
• Students must be sure to respond to teacher feedback.

• Together with students, teacher creates an anchor chart for how to proofread response letters to ensure they are the best they can be.
• Teacher may say, “I looked over your letters last night.  You are asking good questions, sharing what surprises you and writing about how your book reminds you of something in your life or of other books.  Today we are going to talk briefly about how you are going to proofread your letter to ensure it is your best work. What do you think you need to check for? We will build upon the Learning Goals and Success Criteria we have already begun. We may find that we need to add or revise this list as our learning progresses this year.”

• See appendix #26 for sample anchor chart on Success Criteria for Proofreading Your Letter
• Teacher directs students to reread their letters aloud. (Whisper phones may be used)

• Teacher reminds students to be sure to respond to what their teacher has written in their Reading Response Journals
• Make sure there is a date, opening and closing

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

Week 4:           Reading Workshop (continued)

Source:                Guiding Readers and Writers, by Fountas & Pinnell

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

Books I Plan To Read

(Appendix #27)

Independent Reading Folders

Management Mini-Lesson

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

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

• Fill in BLM ‘Books I Plan To Read’.  To be kept in students Independent Reading Folders

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

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

Strategies and Skills Mini-Lesson

• Book talks are a key element to creating and sustaining student engagement in independent reading.
• Helps create a culture of reading and gives value to reading in the classroom.
• Book talks demonstrate student accountability

·   Post anchor charts of frameworks

Introduce the LIVING WALL (Appendix #30)

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

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

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

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

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

10 minutes

Whole Group

5 minutes

Mini Lesson:  Intro vocabulary    pp T30

B: Vocabulary Reader Check Out the Library – p T62

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

·

Independent Reading

Vocabulary activity-p T62

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

Journeys Write-In Reader

Mini-Lesson: Analyze the Text

·       Story structure – p T30

B: Story Structure & Summarize – p T64

O: Story Structure & Summarize – p T64

A: Story Structure & Summarize – p T65

Technology

Independent Reading

WB-pp 4-11

Comprehension-Fluency Practice-p T8

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

Mini-Lesson:  Analyze the Text

·       Point of View – p T21, T31

B: Leveled Reader-Cafeteria Contest – p T66

O: Leveled Reader-Serves Two Hundred – pT67

A: Leveled Reader-Project Bug – pT68

Technology

Independent

Reading

Partner re-read

Analyzing Text practice

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

B:  Readers’ Theater:  “Questioning

T36Advanced:

O and A: Readers’ Theater:  “Questioning Gravity” p Gravity” p T36

Technology

Independent Reading

Vocabulary

WB-pp 11A and 11B

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

Mini Lesson:  Connecting to the text-p T57

B:  Options for Reteaching – pp T72-T73

O:  Options for Reteaching – pp T72-T73

A:  Options for Reteaching – pp T72-T73

Technology

Independent Reading

Connecting to the Text

Partner re-read

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

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

·       Comprehension & Fluency -T82

·       Word Study – T82

·       Think & Write – T83

·       Digital Center – T83

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Kahoot
• Think,Pair,Share
• Class Wrap-Up

• 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

http://www.paterson.k12.nj.us/11_departments/language-arts-docs/resources/Reading%20Resources/Story%20Elements/Theme/Theme.pdf

Sample Activities & Anchor Charts:

https://jenniferfindley.com/teaching-theme-in-upper-grades-and/

Video for Reinforcing Theme:

https://www.youtube.com/watch?v=AXPbijjMnV8

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

·       Comprehension & Fluency -T164

·       Word Study – T164

·       Think & Write – T165

·       Digital Center – T165

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Kahoot
• Think,Pair,Share
• Class Wrap-Up

• 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

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

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

·       Comprehension & Fluency -T240

·       Word Study – T240

·       Think & Write – T241

·       Digital Center – T241

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Kahoot
• Think,Pair,Share
• Class Wrap-Up

• 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

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

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

·       Comprehension & Fluency -T314

·       Word Study – T314

·       Think & Write – T315

·       Digital Center – T315

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Kahoot
• Think,Pair,Share
• Class Wrap-Up

• 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

http://www.paterson.k12.nj.us/11_departments/language-arts-docs/resources/Reading%20Resources/Story%20Elements/Theme/Theme.pdf

Sample Activities & Anchor Charts:

https://jenniferfindley.com/teaching-theme-in-upper-grades-and/

Video for Reinforcing Theme:

https://www.youtube.com/watch?v=AXPbijjMnV8

O:

A:

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Kahoot
• Think,Pair,Share
• Class Wrap-Up

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

·       Comprehension & Fluency -T8

·       Word Study – T8

·       Think & Write – T9

·       Digital Center – T9

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Kahoot
• Think,Pair,Share
• Class Wrap-Up

• 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
*Because a Little Bug Went Ka-Choo! by Dr. Seuss

*Why Mosquitos Buzz in People’s Ears by Verna Aardema

*Old henry by Joan Blos

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

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

·       Comprehension & Fluency -T88

·       Word Study – T88

·       Think & Write – T89

·       Digital Center – T89

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Kahoot
• Think,Pair,Share
• Class Wrap-Up

• 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

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:

https://www.youtube.com/watch?v=wWYpj9aqTr0

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

·       Comprehension & Fluency -T162

·       Word Study – T162

·       Think & Write – T163

Digital Center – T163

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Kahoot
• Think,Pair,Share
• Class Wrap-Up

• 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

http://www.kingofalltechnology.com/authorspurposelesson4.pdf

Author’s Purpose Note Page

https://in01001403.schoolwires.net/cms/lib/IN01001403/Centricity/Domain/532/notes%20Purpose%20PIE.pdf

Author’s Purpose Mini Lessons

https://www.robeson.k12.nc.us/site/handlers/filedownload.ashx?moduleinstanceid=39850&dataid=53757&FileName=authors%20purpose%20mini%20lesson.pdf

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

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

·       Comprehension & Fluency -T238

·       Word Study – T238

·       Think & Write – T239

·       Digital Center – T239

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Kahoot
• Think,Pair,Share
• Class Wrap-Up

• 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

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

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

·       Comprehension & Fluency -T312

·       Word Study – T312

·       Think & Write – T313

·       Digital Center – T313

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Kahoot
• Think,Pair,Share
• Class Wrap-Up

• 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

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

O:

A:

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

·       Comprehension & Fluency -T8

·       Word Study – T8

·       Think & Write – T9

·       Digital Center – T9

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Kahoot
• Think,Pair,Share
• Class Wrap-Up

• 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
*Because a Little Bug Went Ka-Choo! by Dr. Seuss

*Why Mosquitos Buzz in People’s Ears by Verna Aardema

*Old henry by Joan Blos

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

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

·       Comprehension & Fluency -T86

·       Word Study – T86

·       Think & Write – T87

Digital Center – T87

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Kahoot
• Think,Pair,Share
• Class Wrap-Up

• 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

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

http://www.risd.k12.nm.us/assessment_evaluation/ImprovSBAscores/SBA%20Reading/5th%20Grade/Facts%20and%20Opinion1.pdf

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

·       Comprehension & Fluency -T166

·       Word Study – T166

·       Think & Write – T167

·       Digital Center – T167

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Kahoot
• Think,Pair,Share
• Class Wrap-Up

• 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

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

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

·       Comprehension & Fluency -T240

·       Word Study – T240

·       Think & Write – T241

·       Digital Center – T241

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Kahoot
• Think,Pair,Share
• Class Wrap-Up

• 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

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

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

·       Comprehension & Fluency -T314

·       Word Study – T314

·       Think & Write – T315

Digital Center – T315

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Kahoot
• Think,Pair,Share
• Class Wrap-Up

• 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

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

O:

A:

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

·       Comprehension & Fluency -T8

·       Word Study – T8

·       Think & Write – T9

·       Digital Center – T9

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Kahoot
• Think,Pair,Share
• Class Wrap-Up

• 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

http://www.kingofalltechnology.com/authorspurposelesson4.pdf

Author’s Purpose Note Page

https://in01001403.schoolwires.net/cms/lib/IN01001403/Centricity/Domain/532/notes%20Purpose%20PIE.pdf

Author’s Purpose Mini Lessons

https://www.robeson.k12.nc.us/site/handlers/filedownload.ashx?moduleinstanceid=39850&dataid=53757&FileName=authors%20purpose%20mini%20lesson.pdf

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

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

·       Comprehension & Fluency -82

·       Word Study – T82

·       Think & Write – T83

Digital Center – T83

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Kahoot
• Think,Pair,Share
• Class Wrap-Up

• 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

https://www.hoodriver.k12.or.us/cms/lib06/OR01000849/Centricity/Domain/873/LA_res_TxtStruc_ORS_Module%20copy.pdf

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

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

·       Comprehension & Fluency -T160

·       Word Study – T160

·       Think & Write – T161

·       Digital Center – T161

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Kahoot
• Think,Pair,Share
• Class Wrap-Up

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

·       Comprehension & Fluency -T232

·       Word Study – T232

·       Think & Write – T233

·       Digital Center – T233

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Kahoot
• Think,Pair,Share
• Class Wrap-Up

• 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

http://www.kingofalltechnology.com/authorspurposelesson4.pdf

Author’s Purpose Note Page

https://in01001403.schoolwires.net/cms/lib/IN01001403/Centricity/Domain/532/notes%20Purpose%20PIE.pdf

Author’s Purpose Mini Lessons

https://www.robeson.k12.nc.us/site/handlers/filedownload.ashx?moduleinstanceid=39850&dataid=53757&FileName=authors%20purpose%20mini%20lesson.pdf

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

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

·       Comprehension & Fluency -T308

·       Word Study – T308

·       Think & Write – T309

Digital Center – T309

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Kahoot
• Think,Pair,Share
• Class Wrap-Up

• 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

https://www.hoodriver.k12.or.us/cms/lib06/OR01000849/Centricity/Domain/873/LA_res_TxtStruc_ORS_Module%20copy.pdf

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

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
*Visualize

·       Comprehension & Fluency -T8

·       Word Study – T8

·       Think & Write – T9

Digital Center – T9

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Kahoot
• Think,Pair,Share
• Class Wrap-Up

• 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

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

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

·       Comprehension & Fluency -T88

·       Word Study – T88

·       Think & Write – T89

Digital Center – T89

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Kahoot
• Think,Pair,Share
• Class Wrap-Up

• 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

http://www.paterson.k12.nj.us/11_departments/language-arts-docs/resources/Reading%20Resources/Story%20Elements/Theme/Theme.pdf

Sample Activities & Anchor Charts:

https://jenniferfindley.com/teaching-theme-in-upper-grades-and/

Video for Reinforcing Theme:

https://www.youtube.com/watch?v=AXPbijjMnV8

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
*Summarizing

·       Comprehension & Fluency -T162

·       Word Study – T162

·       Think & Write – T163

Digital Center – T163

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Kahoot
• Think,Pair,Share
• Class Wrap-Up

• 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

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

http://www.fergusonhs.org/Literacy%20Archive/Archive%20Files/4th%20Grading%20Period/Using%20Text%20Features%20in%20content%20textbooks.pdf

Non-Fiction Text Features Video for Students

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

https://www.youtube.com/watch?v=ivWVs8-Cd1U

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

·       Comprehension & Fluency -T236

·       Word Study – T236

·       Think & Write – T237

Digital Center – T237

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Kahoot
• Think,Pair,Share
• Class Wrap-Up

• 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
*Because a Little Bug Went Ka-Choo! by Dr. Seuss

*Why Mosquitos Buzz in People’s Ears by Verna Aardema

*Old henry by Joan Blos

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

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

·       Comprehension & Fluency -T310

·       Word Study – T310

·       Think & Write – T311

·       Digital Center – T311

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Kahoot
• Think,Pair,Share
• Class Wrap-Up

• 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

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

O:

A:

Journeys Trade Books

Accessible – Skunk Scout (Realistic Fiction)

Complex – Frindle (Realistic Fiction)

More Complex – Mysteries of the Mummy Kids (Informational Text)

• Respond To Reading
• Independent Reading
• Technology/Listen to Reading
• Independent Practice

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Kahoot
• Think,Pair,Share
• Class Wrap-Up

• 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

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

http://www.fergusonhs.org/Literacy%20Archive/Archive%20Files/4th%20Grading%20Period/Using%20Text%20Features%20in%20content%20textbooks.pdf

Non-Fiction Text Features Video for Students

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

https://www.youtube.com/watch?v=ivWVs8-Cd1U

Journeys Trade Books

Accessible – Skunk Scout (Realistic Fiction)

Complex – Frindle (Realistic Fiction)

More Complex – Mysteries of the Mummy Kids (Informational Text)

• Respond To Reading
• Independent Reading
• Technology/Listen to Reading
• Independent Practice

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Kahoot
• Think,Pair,Share
• Class Wrap-Up

• 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

http://www.paterson.k12.nj.us/11_departments/language-arts-docs/resources/Reading%20Resources/Story%20Elements/Theme/Theme.pdf

Sample Activities & Anchor Charts:

https://jenniferfindley.com/teaching-theme-in-upper-grades-and/

Video for Reinforcing Theme:

https://www.youtube.com/watch?v=AXPbijjMnV8

Journeys Trade Books

Accessible – Skunk Scout (Realistic Fiction)

Complex – Frindle (Realistic Fiction)

More Complex – Mysteries of the Mummy Kids (Informational Text)

• Respond To Reading
• Independent Reading
• Technology/Listen to Reading
• Independent Practice

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Kahoot
• Think,Pair,Share
• Class Wrap-Up

• 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

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

http://www.risd.k12.nm.us/assessment_evaluation/ImprovSBAscores/SBA%20Reading/5th%20Grade/Facts%20and%20Opinion1.pdf

Journeys Trade Books

Accessible – Skunk Scout (Realistic Fiction)

Complex – Frindle (Realistic Fiction)

More Complex – Mysteries of the Mummy Kids (Informational Text)

• Respond To Reading
• Independent Reading
• Technology/Listen to Reading
• Independent Practice

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Kahoot
• Think,Pair,Share
• Class Wrap-Up

• 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

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

Journeys Trade Books

Accessible – Skunk Scout (Realistic Fiction)

Complex – Frindle (Realistic Fiction)

More Complex – Mysteries of the Mummy Kids (Informational Text)

• Respond To Reading
• Independent Reading
• Technology/Listen to Reading
• Independent Practice

Short assessment of skills learned today

• Exit ticket
• Thumbs up/down

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Exit ticket
• Thumbs Up/Down
• Think,Pair,Share

• Kahoot
• Think,Pair,Share
• Class Wrap-Up

• 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

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

O:

A: