Adventures of Isabel (Grade 5 Quarter 4)€¦ · Demonstrated Reading Grade 5 Quarter 4 Grade 5 Quarter 4 Page 4 of 13 Day 2 (Phonemic Awareness, Phonics, Structural/Language Analysis)

© 2006 National Literacy Coalition All rights reserved.

Demonstrated Reading Grade 5 Quarter 4

Grade 5 Quarter 4 Page 1 of 13

Coaching point: Restate, rephrase, and praise student predictions that include possible characters and speculate on a possible story line.

Reading for Fluency

1. Read the text aloud, without interruption, modeling fluency and expression. 2. After the reading, ask... Were our predictions correct? Encourage response.

Were there any surprises in this story for you? Encourage response.

Vocabulary Development

Words for implicit instruction: impress (S6)

Day 1 (Schema Building, Prediction, and Vocabulary Development)

Chemistry Class by Gareth Lancaster © 2005 Gareth Lancaster Available from: http://www.fizzyfunnyfuzzy.com

1. Sometimes we get so involved with some ideas or activities we forget to stop and think about the consequences. Once, I was working with another teacher and we totally forgot about the time and missed a staff meeting!

2. What are some times that you have forgotten all about something because you were so interested in what you were doing? Encourage response. Rephrase the student’s response, offering additional information as appropriate.

3. Thank you for sharing that with us. Can someone else share another time when that happened to them? Encourage response. Rephrase the student’s response, offering additional information as appropriate.

Schema Building

1. Display the title and illustration. Read aloud the first stanza of the story. Our story this week is called Chemistry Class. The author is Gareth Lancaster.

2. Think about the title and our discussion. Raise your hand if you have a prediction about what might happen in this story.

3. Allow two students to predict.

Prediction

Words for explicit instruction: surpass (S1), annoy (S1), statuesque (S2), brew (S6)




Day 1 (Schema Building, Prediction, and Vocabulary Development) (Vocabulary Development continued)

Coaching point: Restate and praise students’ usage of the target word. If students’ usage is syntactically incorrect, restate students’ ideas while modeling correct syntax/usage. Always have students repeat correct usage.

1. Direct students’ attention to the word in the text. This is the word surpass. Write the word on a piece of chart paper. Say the word surpass with me. (chorally) Surpass. Surpass is a verb meaning exceed expectations or do better than somebody else. My experiments in chemistry class surpass my teacher’s expectations. Raise your hand if you can tell me something that you have done that may surpass—or exceed expectations. Be sure to use the word in your sentence. Encourage response and discuss (see coaching point on this page).

2. Direct students’ attention to the word in the text. This is the word annoy. Write the word on the chart paper. Say the word annoy with me. (chorally) Annoy. Annoy is a verb that means irritate or harass someone. Teenagers think parents were put on earth to annoy them. Raise your hand if you can tell me something that might annoy, or irritate you. Encourage response and discuss (see coaching point on this page).

3. Direct students’ attention to the word in the text. This is the word statuesque. Say the word statuesque with me. (chorally) Statuesque. We’re going to map this word today. - Construct the word map on the chart paper. - First, write the new word in the center box . - Second, tell students the part of speech and add it to the chart. - Next, add the definition, followed by synonyms and/or antonyms. - Finally, have the students assist you in writing a sentence using the new word.

statuesque

adjective

attractive in a stately way

Many admiring glances followed the statuesque brunette as she walked through the airport!

(syn) elegance, (ant) gauche




5. Redirect students’ attention to the new words written on the chart paper. Let’s say our new words together. Point to each word while chorally reading each word aloud. surpass... annoy... statuesque… brew. Post the chart paper for the remainder of the week.

Coaching point: Restate and praise students’ usage of the target word. If students’ usage is syntactically incorrect, restate students’ ideas while modeling correct syntax/usage. Always have students repeat correct usage.

Day 1 (Schema Building, Prediction, and Vocabulary Development) (Vocabulary Development continued)

4. Direct students’ attention to the word in the text. This is the word brew. Write the word on the chart paper. Say the word brew with me. (chorally) Brew. Brew is a noun meaning a combination of ingredients or mixture. The brew of chicken and noodles was quite tasty. Raise your hand if you can tell me something about a brew or a mixture of things. Encourage response and discuss (see coaching point on this page).




Day 2 (Phonemic Awareness, Phonics, Structural/Language Analysis)

Implicit Vocabulary Development 1. There was another word in the story that we can figure out from the context of

the story. 2. Here is the word impress. Direct students’ attention to the word in the text.

If we think about the sentence, context will help us with the meaning. “Chemistry mess, much distress, My brew today did not impress.” What happened with today’s mixture? Encourage response (it exploded and there was a big mess). If the brew did not impress the teacher, it . . .? Encourage response (did not please the teacher).

3. So if you want to impress, you want to make a favorable impression or please someone.

Reading for Fluency

1. Listen and follow along in the text with me again. Then we’ll echo read the story. Read the text aloud, without interruption, modeling fluency and expression.

2. Now let’s echo read the story. My turn first, then your turn. Remember to put the same expression in your voice as I do in mine. Echo read the text one sentence at a time. Do not pause at line endings; only at punctuated or properly phrased breaks.

Coaching point: Assure that students are emulating your rhythm, use of voices, and points of emphasis. Stop, reread, and coach them on sections where expressive reading breaks down or stumbles occur.

1. We learned several new words yesterday. Direct students’ attention to the chart paper from the previous day.

2. Surpass is another word for do better than others or exceed expectations. He wanted to surpass his previous grades for the quarter.

3. When something happens to annoy people, this means it irritates them. Cell phone conversations in public annoy others.

4. Statuesque means classical beauty, or elegance. The statuesque guide gave us a tour of the capitol.

5. Brew means a mixture. What could we brew for dinner?

Vocabulary Review

Words for explicit instruction: surpass (S1), annoy (S1), statuesque (S2), brew (S6)

Words for implicit instruction: impress (S6)





Incidental Vocabulary Development The following words and phrases can be supplied to aid in comprehension of the story: beaker (S2)—a flat-bottomed glass container used in laboratories alas (S6)—used to express sorrow or pity




Language Analysis 1. Name the Target. Our target today is to describe the characters in a narrative

story. 2. Define the Target. This means that we give details about the characters’

actions and feelings. 3. State the Rationale. To understand a story, we must understand why the

characters behave as they do. 4. Model the Target.

Think-Aloud: When I think about describing characters, I ask myself the question, “What did I learn about character?” We’re going to make a web to organize and remember the details about the teacher. Use a sheet of chart paper to create the web.

5. Let’s read one stanza at a time. After we read each stanza, we will ask ourselves, “What did I learn about the teacher?”

6. Let’s look at the first stanza. Chorally read the first stanza aloud. 7. What did we learn about the teacher?

The first descriptive words were “annoyed by the main character.” So let’s put this information on our web. Write “annoyed by the main character” and connect it to the center of the web.


Coaching point: Help students to find the descriptive words and phrases in the piece.

!!

annoyed by the main character

teacher




8. Let’s read the next stanza. Chorally read the stanza aloud. What did we learn about the teacher? Encourage response (she looks up from her desk when she hears hissing mixtures). Add “surveys class for hissing mixtures” to the web.

9. What else did we learn about the teacher in this stanza? Encourage response (she’s statuesque). Add “statuesque” to the web.

10. Continue the procedure with each stanza. If there is no literal descriptive information provided, simply acknowledge this fact and state that there is nothing to add to the character web.

11. When the web is complete, use it to orally describe the character in complete sentences (e.g., The teacher was a woman who watched her students and is alert for trouble—especially when she hears hissing from some of the student brews. She was statuesque, but the beauty of her face was marred by a frown when she was expecting trouble. )

Day 2 (Phonemic Awareness, Phonics, Structural/Language Analysis) (Language analysis lesson)

annoyed by the main character

surveys class for hissing mixtures

statuesque

teacher

ready for trouble

frown




Day 3 (Comprehension — Question Answering)

1. Surpass is another word for exceed expectations. Who can use surpass in a sentence for us? Encourage response.

2. When someone does something that might annoy others, this means it …? Encourage response (irritates them).

3. When something is statuesque, this means it has a classical, timeless beauty. Who do you know who is statuesque? Be sure to use the word in your sentence. Encourage response.

4. A brew is a mixture. What do you like to brew for dinner? Be sure to use the word in your sentence. Encourage response.

5. Something that may impress is something that pleases others. What can you do to impress your friends? Be sure to use the word in your sentence. Encourage response.

Vocabulary Review Let’s review our new words from this week. Point out the new words on the chart paper as you discuss them.

Coaching point: Assist students in making their sentences syntactically correct; this is often a difficulty when using new vocabulary.

Reading for Fluency

Let’s echo read the story again. Remember to put the same expression in your voice as I do in mine. Echo read the text one sentence at a time. Do not pause at line endings; only at punctuated or properly phrased breaks.

Coaching point: Assure that students are emulating your rhythm, use of voices, and points of emphasis. Stop, reread, and coach them on sections where expressive reading breaks down or stumbles occur.

Comprehension – Question Answering 1. I have a few questions for you about our story.

We’re going to practice our Question Answering strategies. 2. Let’s review our strategies first.

- When the question contains a word from the text, we use which strategy? Encourage response (keyword). - If the question asks us who, when, where, or what happened, what strategy might we try? Encourage response (look-back). - And if the answer is not right there in the text, we can try…? Encourage response (making an inference).




Day 3 (Comprehension — Question Answering) (continued)

Question 1: Where did the mixing and twirling happen? 1. For questions that ask about settings—often questions with the word where in

them—we use our Look-Back strategy for settings. Display and refer to the Look-Back to Learn! (settings) poster as you guide students through the procedure.

2. When the question asks for settings, let’s remember to look-back to find... (1) place names—sometimes they’re capitalized and sometimes they’re just typical places like school, the store, or at home. (2) position words—words like up, down, near, or by. (3) direction words like north, south, east, or west.

3. Let’s scan the text for our setting words. Beginning with the first stanza, move your finger through the text to show the process of scanning. Stop on the words Chemistry class in stanza 1. What kind of setting word is this? Encourage response (a place name).

4. Now we read the sentence with that word. Read this line of text chorally.

5. So the answer to our question is…? Encourage response (mixing and twirling happen in Chemistry class).

6. If we remember to scan for place names, position words, and direction words, we can usually answer setting (where) questions very easily.

Question 2: Where were the yellow globs? 1. Let’s scan for setting words in the section where the author mentioned yellow

globs. Point out this stanza in the text (S 4).

2. Move your finger through the text to show the process of scanning. Do you see the setting words? Encourage response (yes—in, onto, down)

3. Are these place, position, or direction words? Encourage response (position words).

4. What do we do next? Encourage response (read the sentences containing the words).

5. So the answer to our question is…? Encourage response (the yellow globs were in the teacher’s hair, on her shawls and creeping down the classroom wall).

6. So when the question asks where, we scan for…? Encourage response (place names, position, or direction words).




Question 3: What stew was the main character in? 1. Did the question contain any words from the story?

Encourage response (yes, stew). So let’s read that section. Chorally read the section.

2. Does this sentence give us any words to describe the stew? Encourage response (no, it just said he thinks he’s in one). For questions like this one, we will have to make an inference.

3. The Making an Inference poster will help us to remember the strategy. Display the Making an Inference poster and refer to it throughout this process.

4. The first step in making an inference is to say what we think. What do you think? What stew was the main character in? Encourage response (really big trouble). - I think that...the main character may be on the verge of getting expelled from school.

5. But it’s not enough to say what we think. We have to find words in the text that support our thinking. What were those words? Encourage response (Chemistry is my favorite class, But that’s my last, I think, alas). - because the text said...this was probably his last chemistry class.

6. Finally, we have to tell what we already know that makes our “I think that…” statement make sense. Think about someone who doesn’t pay attention to what he is told and puts himself and other students in danger and damages school property. - and I know that...students who don’t follow class rules and create dangerous situations get suspended or expelled.

7. Now we have a good, strong answer to the question, and we’ve supported it with text and what we already know.

Day 3 (Comprehension — Question Answering) (continued)




Day 4 (Comprehension — Metacognition and Graphic Organizers)

Vocabulary Quick Review Let’s review our new words from this week. Point out the new words on the chart

paper as you discuss them. Ask students for definitions, synonyms, or usage in sentences.

Coaching point: Assist students in making their sentences syntactically correct; this is often a difficulty when using new vocabulary.

Today we’re going to chorally read the story. Let’s remember to use our best expression just as we’ve practiced it this week.

Reading for Fluency

Comprehension

1. Name the Target. Our target today is to identify cause and effect in narrative text.

2. Define the Target. Finding the relationships of events in narratives ― causes occur before; effects occur after.

3. State the Rationale. To fully understand a story, we must understand how and why the events happened in the order they did. We’re going to look at the relationships, or connections, among events in our story.

4. Listen to this question: What caused the yellow globs to go in the teacher’s hair, on her shawl, and down the wall? THINK ALOUD: When I’m asked about a cause, I look for events before.

When I’m asked about effects, I look for events after. 5. My first step is to find the event in the question—”yellow globs went in the

teacher’s hair, on her shawl, and down the wall.” So I put my finger on that event (demonstrate).

6. The second step is to find the event that came before. I’ll look back to the previous sentences (demonstrate sliding your finger back to the previous sentence). The text said, “Exploding here, exploding there,”. Could the explosions have caused the yellow globs to go in the teacher’s hair, on her shawl, and down the wall? Encourage response (yes). Yes, because the lovely liquid with yellow bubbles exploded and this caused the yellow globs to go in the teacher’s hair, on her shawl, and down the wall. We’ve answered the question!

!!




Day 4 (Comprehension, cont. — Metacognition and Graphic Organizers)

Comprehension—Cause and Effect (continued)

7. We’ll use a t-chart to help us see and remember the cause and effect relationships in the story. Create a t-chart on a piece of chart paper and display for the remainder of the week.

8. Let’s try it again. Here’s the question. What was the effect of the random mixing, twirling and adding? This question is asking for an effect. So, are we going to look for events before or after? Encourage response (events after).

9. Remember, we must first find the event in the question. So I’ll put my finger on the event. Demonstrate.

10. Now we look back for the events after. Demonstrate running your finger forward to the following event (emphasize looking for action words or verbs). What was the effect of the random mixing, twirling and adding? Encourage response (the liquid bubbled and then exploded).

11. Could the effect of the random mixing, twirling and adding be that the liquid boiled and then exploded? Encourage response (Yes).

12. Why? Call students’ attention to the Making an Inference chart and lead them in making the inference, , I think that the liquid heated up, boiled and then exploded because the text said it heated up, cooled down then produced yellow bubbles, and I know that when things begin to bubble they can boil over —- or in this case—explode.

13. Let’s add this cause and effect to our t-chart.

14. Continue the procedure (steps 8-13) with the following question: What was the effect of the “stew” he thought he was in?

Cause Effect

the lovely liquid with yellow bubbles exploded

yellow globs in hair, on shawl and down wall

Cause Effect

the lovely liquid with yellow bubbles exploded

yellow globs in hair, on shawl and down wall

mixing this, twirling that explosions




Day 5 (Processing and Response to Reading)

Reading for Fluency

Today it’s your turn to read. Let me hear your best, expressive reading!

Coaching point: It may be necessary to still coach and offer assistance in the reading on day five. However, it should be an expectation that students will read the piece perfectly, without interruption at least once.

Processing Response: Chemistry Class Materials: Reading Response Books, illustration paper, pencils, markers/colored

pencils 1. You work for a company that has bought the rights for this story. Your editor

wants to produce it as an episode in a movie. With your team create a storyboard* for the story.

2. When you’re finished, compare your storyboard to those from other groups. Decide which one would make the most interesting episode.

3. Allow time for creative writing and quality illustrations. * storyboard—a set of sketches, arranged in sequence on panels, outlining the scenes that will make up something to be filmed

Documents

Adventures of Isabel (Grade 5 Quarter 4)€¦ · Demonstrated Reading Grade 5 Quarter 4 Grade 5 Quarter 4 Page 4 of 13 Day 2 (Phonemic Awareness, Phonics, Structural/Language Analysis)