G5+RW+Launching

Students who push themselves as readers, demonstrate rigor in their stamina and write about what they have read.
 * The Alain L. Locke Magnet School for Environmental Stewardship **  ** Grade 5 Reading Pacing Calendar **   ** Launching Reader’s Workshop: **** Create a Reading Community Where Accuracy, Fluency, and Independence Support Comprehension **   ** September 8, 2012 – November 2, 2012 **
 * Enduring Understanding: **


 * Essential Questions: ** How does realistic fiction tell the story of someone’s life?


 * Performance Task: ** Students will monitor their progress through daily logs, reading responses to document their thinking, while exploring different genres. There will be an emphasis on realistic fiction while reading texts related to the theme of environmental stewardship.

RL.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RL.5.2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. RL.5.3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). RL.5.4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. RL.5.5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. RL.5.6. Describe how a narrator’s or speaker’s point of view influences how events are described. RL.5.7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). RL.5.9. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. RL.5.10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently. |A| Cultural Preservation & Transformation The preservation of cultural histories and heritages and the transformation of cultural identities and practices that contribute to sustainable communities. Students will develop the ability to discern with others what to preserve and what to change in order for future generations to thrive. |I| Strong Sense Of Place The strong connection to the place in which one lives. Students will recognize and value the interrelationships between the social, economic, ecological, and architectural history of that place and contribute to its continuous health. Students will discuss how to pick a just right book. //How can you tell if a book is just right for you?// || Stewards are respectful and thoughtful, while other students are reading independently and working in small groups. || Reference Chart: Classroom Expectations Reference Chart: Choosing a Just Right Book ZPD || KBAD set class expectations and individual goals for Reader’s Workshop. || Students will list their strengths and weaknesses and set individual goals for fifth grade. || Setting goals for the future to affect change; making a commitment. || Index cards, email responses || reading log || KBAD build stamina and commitment to goals by using a reading log. || Students list the title, author, genre and pages read in their reading responses. Connect stamina to long term goals (middle school, test prep). || Setting goals for the future to affect change; making a commitment. || Reference Chart: Name, Date ALLMSES/5-, Reading Title: Author: Genre: Pages Read: ||
 * Common Core Learning Standards: **
 * Education for Sustainability Standards: **
 * ** Lesson ** || ** Vocabulary ** || ** Objective/KBAD ** || ** Activity ** || ** Environmental Stewardship Connections ** || ** Resources ** ||
 * ** 1 ** || seating chart || KBAD set expectations for Reader’s Workshop and choose just right books. || Students will be given a seat on the rug (seating chart created). //What does a classroom look like during Reader’s Workshop?//
 * 1) Raise hands
 * 2) Use signals
 * 3) Stay seated
 * 1) Look at the front cover
 * 2) Read the blurb
 * 3) Read the first page ||
 * ** 2 ** || running record
 * ** 3 ** || stamina
 * ** 4 ** || consistency || KBAD monitor consistency by using a reading log and setting individual goals for pacing. || Students will look at their reading log for patterns, set a goal for how much they should read everyday/at night. //How many pages do you read in 10 minutes? How many pages should you read in 30 minutes?// || Students will read with consistency in a sustainable manner. || [[file:RW Launching AR Reading Log.pdf]]

Reference Chart: Troubleshooting When You’re Not Reading On Pace: read aloud commons || KBAD identify the method of organization for the classroom library. || Point out which books are for independent reading, guided reading, read alouds, etc. || Connection to idea of “commons,” shared resources. || Library labels || genre || KBAD give a book recommendation. || Model a recommendation for a book (identify genre, connect to life experiences). || Stewards think about their neighbors. Use of an ES themed book. || || Class ZPD levels || What should be inside your Reader’s Notebook? debate || KBAD respond to nonfiction: oral and written. || Write reading responses that can be shared with the class. Students will talk about what they have read with an emphasis on discussion and debate. || Passages connect to ES theme. // Nonfiction Passage: Pandas in Zoos // || || mystery || KBAD examine genre: fantasy and mystery. || Students will look at fantasy and mystery passages and list characteristics of each genre. MYSTERY: • a novel involving: -strangeness, something unknown -solving a puzzling event, situation, crime - a person who investigates (detective) FANTASY: • contains elements that are not realistic -talking animals, magical powers -often set in a medieval universe -possibly involving mythical beings || Passages connect to ES theme. // Mystery Passage: Boast Ride/Lake // // Fantasy Passage: // // Forest/Castle // || Reference Chart: Fantasy Genre Characteristics || // Mystery Passage: Boast Ride/Lake // // Fantasy Passage: // // Forest/Castle // || Reference Chart --> || Text  ||  Genre  ||  Central Message || historical fiction || KBAD examine genre: realistic fiction and historical fiction. || Students will look at realistic fiction and historical fiction passages and list characteristics of each genre. HISTORICAL FICTION: -stories centered around the basis of a partially historical situation -a novel set in a historical period REALISTIC FICTION: -stories that take place in modern times -characters are involved in events that could happen. || Passages connect to ES theme. // Realistic Fiction Passage: Fishing // // Historical Fiction: Westward Expansion/Prairie Life // ||
 * Are you reading too fast? (TOO EASY)
 * Are you reading too slow? (TOO HARD)
 * Have you read enough? (PUSH YOURSELF) ||
 * ** 5 ** || book club
 * ** 6 ** || recommend
 * ** 7 ** || ZPD || KBAD identify your ZPD level. || After students have STAR tested, post ranges for class, have students write their range in their Reading Notebook/desk. Go over procedure for checking in on class AR data (ex. Tuesdays), and where the data will be posted (ex. bulletin board). || Connection to idea of “commons,” we are in this together to support each others’’ reading progress (class data). || Reference Chart:
 * ** 8 ** || expectation || KBAD identify the expectations for a Reader’s Notebook. || Students will look at a peers Reader’s Notebook and give feedback. || Connection to idea of “commons,” we are in this together to support each others’ reading progress. || Reference Chart:
 * Heading with today’s date
 * Title, Author, Genre
 * Pages Read
 * Complete sentences ||
 * ** 9 ** || expectation || KBAD identify the expectations for responding to nonfiction texts in our Reader’s Notebook. || Students will examine a variety of responses to nonfiction text. || The classroom library features an abundance of nonfiction text directly related to our ES theme. || [[file:RW Launching Nonfiction Reading Response Prompts.pdf]] ||
 * ** 10 ** || reading response || KBAD write a variety of responses to fiction texts that you have read. || Introduce a list of possible reading responses, set procedure for choosing response prompts. || The classroom library features an abundance of fiction text directly related to our ES theme. || [[file:RW Launching Reader Response Prompts.docx]] ||
 * ** 11 ** || accountable talk || KBAD use accountable talk. || Review accountable talk prompts and discussion procedures (ex. head tap to agree). Have a discussion using accountable talk (ex. opinion of a read aloud text) || Connection to idea of “commons,” shared responses, respectful listeners. || [[file:RW Launching Reader Response Prompts.pdf]] ||
 * ** 12 ** || oral || KBAD respond to fiction: oral and written. || Write reading responses that can be shared with the class. Students will talk about what they have read. || Connection to idea of “commons,” shared responses, respectful listeners. ||  ||
 * ** 13 ** || oral
 * ** 14 ** || fantasy
 * ** 15 ** || central message || KBAD compare and contrast two genres examining the author’s central message: fantasy and mystery. || Students will identify the author’s central message and discuss how it is often connected to the genre. //What does the author want us to take away from this book? What are they trying to teach us about our lives?// || Passages connect to ES theme.
 * ** 16 ** || realistic fiction
 * ** 16 ** || realistic fiction

Reference Chart: Realistic Fiction Genre Characteristics Historical Fiction Genre Characteristics || // Realistic Fiction Passage: Fishing // // Historical Fiction: Westward Expansion/Prairie Life // ||  ||  Text  ||  Genre  ||  Central Message || // Nonfiction Central Message Passage: Climate Change // || || Themes in Literature || Genre Passage || Central Message || preservation activisim || KBAD identify themes related to environmental stewardship. || Students will look at a list of themes related to environmental stewardship and connect them to what they have read. Environmental Stewardship Themes in Literature || Themes in Literature || // Explain Passage: Camouflage // // Persuade Passage: // // Running // || Reference Chart: Author’s Purpose || character trait adjective || KBAD make inferences based on character traits and emotions in complex characters. || Students will identify character traits and discuss what the character might be thinking and feeling.Characters in upper level texts are complex. There is more than one side to a character. A mystery and fantasy text might have characters that are clearly good or evil, but just like in real life characters are more complicated in realistic fiction. || Passages connect to ES theme. // Character Traits Passage: Beach/Shark Teeth // || Reference Chart: Character Traits || Students will notice the setting and choices of characters. //Why did the author set up the characters to behave this way?// || The classroom library features an abundance of fiction text directly related to our ES theme. ||  || Students will notice anecdotes, comparisons, and background information. //Why did the author set up the text this way?// || The classroom library features an abundance of nonfiction text directly related to our ES theme. ||  || // Connections Passage: Deer // ||  || debate || KBAD make sophisticated self to text connections using a nonfiction text. || Students will take a position using the four-corners debate format. A four-corners debate requires students to show their position on a specific statement (strongly agree, agree, disagree, strongly disagree) by standing in a particular corner of the room (signs will be posted) or by responding to four choices to one question. This activity gets //everyone// involved and requires full participation by taking a position. || Passages connect to ES theme. // Four Corners Passage: Junk Food Commercials // || || antonym || KBAD use context clues to find the meanings of new words. (helping words, synonym/antonym) || Review of context clues strategies. || Examples connect to ES theme. ||  ||
 * ** 17 ** || central message || KBAD compare and contrast two genres examining the author’s central message: historical fiction and realistic fiction. || Students will identify the author’s central message and discuss how it is often connected to the genre. //What does the author want us to take away from this book? What are they trying to teach us about our lives?// || Passages connect to ES theme.
 * ** 18 ** || central message || KBAD unpack a nonfiction text to identify the central message. || Students will identify the central message of a nonfiction text. //What does the author want you to feel about the topic? What is the tone of the article?// || Passages connect to ES theme.
 * ** 18 ** || central message || KBAD unpack a nonfiction text to identify the central message. || Students will identify the central message of a nonfiction text. //What does the author want you to feel about the topic? What is the tone of the article?// || Passages connect to ES theme.
 * ** 19 ** || theme || KBAD identify themes and notice how they exist across genres. || Students will look at a list of themes and connect them to what they have read.
 * Long, Hard Journey (Growing Up)
 * Great Battle
 * Friendship and Love
 * Honesty and Deception || Identifying themes from ES read aloud texts. || Reference Chart:
 * ** 20 ** || conservation
 * ** 20 ** || conservation
 * Conservation and Preservation
 * Survival (Man v. Wild)
 * Activism (Good v. Evil)
 * Friendships with Animals
 * Tragedy/ Overcoming Devastation
 * Hope, Cooperation, Commitment || Identifying themes from ES read aloud texts. || Reference Chart:
 * ** 21 ** || theme || KBAD identify themes in realistic fiction. || Students will look at a list of themes and connect them to realistic fiction read alouds. || Identifying themes from ES read aloud texts. || Reference Chart:
 * ** 22 ** || author's purpose || KBAD identify author’s purpose. || Students will look at texts with different purposes: to explain, to inform, to persuade, to entertain. || Passages connect to ES theme.
 * ** 23 ** || inference
 * ** 24 ** || prediction || KBAD stop and jot while reading fiction. || Students will use post it notes to record their thinking and questions while reading fiction.
 * I wonder… (questions)
 * I think… (predictions)
 * ** 25 ** ||  || KBAD stop and jot while reading nonfiction. || Students will use post it notes to record their thinking and questions while reading nonfiction, noticing how they react to the text.
 * I wonder… (questions)
 * I think… (predictions)
 * ** 26 ** || sophisticated || KBAD make sophisticated self to text connections using a fiction text. || Before, during and after reading, students will stop and think about how a story connects to their own lives.
 * This reminds me of…
 * This makes me feel… || Passages connect to ES theme.
 * ** 27 ** || sophisticated
 * ** 28 ** || context clues  synonym
 * Helping words or punctuation; or, and, called, like //(Mary was furious, or angry, at her brother).//
 * Synonym/antonym //(Mary’s cat looks tame when sleeping, but wild when awake).//
 * ** 29 ** || context clues || KBAD use context clues to find the meanings of new words. (sentences before/after, definition) || Review of context clues strategies.
 * Sentences before/after //(The people were nomads. They went from place to place looking for food).//
 * Definition //(The people were nomads. They went from place to place looking for food).// || Examples connect to ES theme. ||  ||
 * ** 30 ** || context clues || KBAD use context clues to find the meanings of new words. (examples) || Review of context clues strategies.

synonym antonym || KBAD use context clues to find the meanings of new words. || Review of context clues strategies. || Examples connect to ES theme. // Context Clues Passage: Astronomy // || (doubted, gawked, awe)
 * Experience //(When Mary’s dog died, she was filled with grief.//
 * Examples //(Mary used the utensils to eat her lunch).// || Examples connect to ES theme. ||  ||
 * ** 31 ** || context clues

Reference Chart: Context Clues || // Point of View Passage: Unhealthy Snacking // || || Responding with Evidence || Responding with Evidence || // Point of View Passage: Living Healthy Without Television // || || Story Elements ||
 * ** 32 ** || point of view || KBAD identify point of view in first person narration versus third person in a fiction text. || Students will identify point of view in a passage (focus on realistic fiction, narration by characters). //Are we reading more first person accounts? Do we need to add more third person fiction to our independent reading?// || The classroom library features an abundance of fiction text directly related to our ES theme. ||  ||
 * ** 33 ** || point of view || KBAD identify point of view in a nonfiction text. || Students will identify point of view in a nonfiction article. //What does the journalist want me to believe? Can you make an inference about their opinion on this topic?// || Passages connect to ES theme.
 * ** 34 ** || evidence || KBAD support opinions with evidence from the text. || Write reading responses that cite supporting evidence from the text. || The classroom library features an abundance of fiction text directly related to our ES theme. || Reference Chart:
 * ** 35 ** || quotation marks || KBAD support opinions with evidence from a fiction text (using quotation marks). || Write reading responses that cite specific supporting evidence from the text. Students will quote evidence citing the page that supports their thinking. || The classroom library features an abundance of fiction text directly related to our ES theme. || Reference Chart:
 * ** 36 ** || evidence || KBAD support opinions with evidence from a nonfiction text (using quotation marks). || Write reading responses that cite specific supporting evidence from the text. Students will quote evidence citing the page that supports their thinking. || Passages connect to ES theme.
 * ** 37 ** || story element || KBAD identify story elements. || Review a list of story elements and connect them to a story that we have read.
 * Plot: series of events in a story; //What is happening//
 * Characters: //Who is in the story?//
 * Setting: //Where does it take place? When does it happen?//
 * Theme: topic of a story that can be summed up in a few words; //What is the story about? (ex. “friendship”)// || Passages connect to ES theme. || Reference Chart:
 * ** 38 ** ||  || KBAD reflect on our individual goals. || Reexamine our goals and progress (AR pacing, percentage, points). //What type of books are you choosing? How many AR points do you have? What is your AR percentage? How do you plan to improve?// || The classroom library features an abundance of fiction and nonfiction text directly related to our ES theme. || [[file:RW Launching Reflection AS.docx]] ||

Environmental Stewardship Themed Text for Read Alouds // The Big Wave // by Pearl S. Buck (realistic fiction chapter book – natural disaster, tsunami, Japan) // Someday a Tree // by Eve Bunting (realistic fiction picture book – dumping of chemicals causes tree to die) // The Wednesday Surprise // by Eve Bunting (realistic fiction picture book – teaching other how to read; stewardship)

(to load on iPad)


 * PACING CALENDAR **
 * September 8, 2012 – November 2, 2012 **

WW //Quickwrite:// KBAD brainstorm an idea for a personal narrative.
 * ||  ||   || 9/6

RW KBAD set expectations for Reader’s Workshop and choose just right books. || 9/7 WW KBAD //Quickwrite:// KBAD draft a personal narrative.

RW KBAD set class expectations and individual goals for Reader’s Workshop. || WW KBAD //Quickwrite:// KBAD revise a draft of a personal narrative.
 * 9/10

RW KBAD build stamina and commitment to goals by using a reading log. || 9/11 WW //Quickwrite:// KBAD edit a draft of a personal narrative.

RW KBAD monitor consistency by using a reading log and setting individual goals for pacing. || 9/12 WW //Quickwrite:// KBAD publish a personal narrative.

RW KBAD identify the method of organization for the classroom library. || 9/13 WW KBAD set up a writer’s notebook.

RW KBAD give a book recommendation. || 9/14 WW KBAD read a personal narrative with a writer’s eye, recording noticings.

RW KBAD identify your ZPD level. || Rosh Hashanah || 9/18 Rosh Hashanah || 9/19 WW KBAD develop a definition for a personal narrative.
 * 9/17

RW KBAD identify the expectations for a Reader’s Notebook. || 9/20 WW KBAD freewrite to generate personal narrative ideas.

RW KBAD identify the expectations for responding to nonfiction texts in our Reader’s Notebook. || 9/21 WW KBAD tell stories using objects and pictures as inspiration.

RW KBAD write a variety of responses to fiction texts that you have read. || WW KBAD use a graphic organizer to chart possible narrative ideas.
 * 9/24

RW KBAD use accountable talk. || 9/25 WW KBAD include the five senses in your writing.

RW KBAD respond to fiction: oral and written. || 9/26 Yom Kippur

WW KBAD include the five senses in your writing. || 9/27 WW KBAD create a story web for a personal narrative.

RW KBAD respond to nonfiction: oral and written. || 9/28 WW KBAD use metaphors and similes to describe settings and characters.

RW KBAD examine genre: fantasy and mystery. || WW KBAD include dialogue in a personal narrative.
 * 10/1

RW KBAD compare and contrast two genres examining the author’s central message: fantasy and mystery. || 10/2 WW KBAD create a strong lead.

RW KBAD examine genre: realistic fiction and historical fiction. || 10/3 WW KBAD draft a personal narrative.

RW KBAD compare and contrast two genres examining the author’s central message: historical fiction and realistic fiction. || 10/4 WW KBAD draft a personal narrative.

RW KBAD unpack a nonfiction text to identify the central message. || 10/5 WW KBAD give and receive feedback on their personal narrative from a peer.

RW KBAD identify themes and notice how they exist across genres. || Columbus Day || 10/9 WW KBAD revise a personal narrative using a checklist.
 * 10/8

RW KBAD identify themes related to environmental stewardship. || 10/10 WW KBAD revise a personal narrative using a checklist.

RW KBAD identify themes in realistic fiction. || 10/11 WW KBAD edit a personal narrative using a checklist.

RW KBAD identify author’s purpose. || 10/12 WW KBAD publish a personal narrative using technology.

RW KBAD make inferences based on character traits and emotions in complex characters. || WW KBAD publish a personal narrative using technology.
 * 10/15

RW KBAD stop and jot while reading fiction. || 10/16 WW KBAD publish a personal narrative using technology.

RW KBAD stop and jot while reading nonfiction. || 10/17 WW Personal Narrative ON DEMAND

RW KBAD make sophisticated self to text connections using a fiction text. || 10/18 WW KBAD read a personal essay with a writer’s eye, recording noticings.

RW KBAD make sophisticated self to text connections using a nonfiction text. || 10/19 WW KBAD develop a definition of a personal essay.

KBAD use context clues to find the meanings of new words. (helping words, synonym/antonym) || WW KBAD list the features of a personal essay.
 * 10/22

KBAD use context clues to find the meanings of new words. (sentences before/after, definition) || 10/23 WW KBAD evaluate the strengths and weaknesses of a personal essay.

KBAD use context clues to find the meanings of new words. (examples) || 10/24 WW KBAD draft a personal essay.

KBAD use context clues to find the meanings of new words. || 10/25 WW KBAD draft a personal essay.

RW KBAD identify point of view in first person narration versus third person in a fiction text. || 10/26 WW KBAD give and receive feedback on their personal essay from a peer.

RW KBAD identify point of view in a nonfiction text. || WW KBAD revise a personal essay using a checklist.
 * 10/29

RW KBAD support opinions with evidence from the text. || 10/30 WW KBAD revise a personal essay using a checklist.

RW KBAD support opinions with evidence from a fiction text (using quotation marks). || 10/31 WW KBAD edit a personal essay using a checklist.

RW KBAD support opinions with evidence from a nonfiction text (using quotation marks). || 11/1 WW KBAD publish a personal essay using technology.

RW KBAD identify story elements. || 11/2 WW Personal Essay ON DEMAND

RW KBAD reflect on our individual goals. ||