MISD Literacy Block Units 3-5 Meet Common Core State Standards
Slide 2 Units Meet Common Core Reading Anchor Standards O Read
Aloud correlates with Standards 2, 3, 4, 5, 6, 8, and 9. O Shared
Reading correlates with Standards 2, 3, 4, 5, 6, 7, 8, and 9. O
Guided Reading correlates with Standards 1, 2, 3, 4, 5, 6, 7, 8,
and 9. O Independent Reading correlates Standards 1, 2, 3, 4, 5, 6,
7, 8, 9, and 10. O Strategies That Work correlates with Standards
1, 2, 3, 4, 5, 6, 7, 8, 9, and 10. O GHR for
Summary/Multiple-Choice/Craft correlates with Standards 1, 2, 3, 4,
5, and 6. O Writing: Thematic Prompts/Quick Writes correlate with
Standards 1, 2, 3, 4, 5, 6, 7, 9, 10. O Focus Questions correlate
with Standards 1, 2, 3, 4, 6, 8, and 10. O Vocabulary in Context
correlates with Standards 4 and 10. O Fluency correlates with
Standards 4 and 10. O Research correlates with Standards 7 and 10.
Slide 3 Slide 4 Reading Literature balanced with related
Informational Text Slide 5 Plus Short, Snappy Articles O Taking
Care of Animals O Super Survival Skills for Guided Highlighted
Reading and Thematic Writing Slide 6 Guided Highlighted Reading O
Prompts O Multiple-Choice O Summary From Guided Highlighted
Reading: A Close-Reading Strategy for Navigating Complex Text,
Weber, Nelson, and Schofield, 2011, Maupin House. Slide 7 Guided
Highlighted Reading: O is text-driven and meaning-based O focuses
students on the content of text O guides students to read for one
reading purpose at a time O invites and guides students to revisit
the text more than once O guides students to return to the same
text for multiple purposes O targets the acquisition of skills
needed for close and critical reading O builds fluency and stamina
in readers O uses multiple senses: visual, auditory, and
kinesthetic From Guided Highlighted Reading: A Close-Reading
Strategy for Navigating Complex Text, Weber, Nelson, and Schofield,
2011, Maupin House. Slide 8 Explanatory Prompt Writing Prompt
Explain how students can help animals that are threatened by what
human beings are doing. Scaffolding with a Graphic Organizer
Development: O Explain how students and others helped animals in
the selections. O Explain how you have helped animals or could help
animals. Slide 9 Sharing with Data Walls O Groups of four O Data
Walls for supporting examples O Students individually make a list.
O Group list on Post-it notes O Students place their Post-it notes.
O Teacher shares Slide 10 Preparing for Reading O Vocabulary
before, during, or after O Focus for Reading/Listening O Walk
Through and Scavenger Hunt O Genre Defined Slide 11 Vocabulary
Preparing for Reading: O Vocabulary- Introduce and define the
following word if you feel it is necessary: underwater reef p. 7 (A
reef is an underwater ridge composed of rocks, sand, plants, and
sea creatures that provides shelter and food for sea creatures.)
Have students record new words in the Vocabulary Notebooks you have
helped them set up. Slide 12 Focus for Reading/Listening Focus for
Listening: What happened? (The ship slammed into an underwater
reef.) When did it happen? (March 24, 1989) Where did it happen?
(in Prince William Sound off the coast of Valdez, Alaska) Slide 13
Scaffolding for Reading Read Aloud/Think Aloud (See Appendix 1f and
1e.) O Read pages 5 and 7 as students follow in their books. Ask
students what the illustrations are depicting. (First the ship
sailing at night and then the ship striking a reef and springing a
large leak.) O Ask why the students think the author italicized and
enlarged the word CRUNCH! O Point out the italicized words Exxon
Valdez to show the reader that he/she should emphasize the name of
the ship. O Read page 8 and ask students why they think the author
talked about swimming pools and had them put in as the
illustration. (This section relates the amount of oil spilled to
something that would be familiar to readers.) O Read page 9
pointing out the map. Think aloud about the purpose for the map.
(To show us where the oil spill happened.) Also do a think aloud
pointing out that the author uses two more comparisons to help the
reader understand the size of the spill (Maryland) and how much
coastline was damaged (the length of the Atlantic coast of the
U.S.) Slide 14 Discussion and Review O Focus for Reading
(parenthesis) O Read Aloud, Guided and Shared Reading (notes) Slide
15 Speaking and Listening O Come to discussions prepared, having
read or studied required material; explicitly draw on that
preparation and other information known about the topic to explore
ideas under discussion. O Follow agreed-upon rules for discussions
(e.g., gaining the floor in respectful ways, listening to others
with care, speaking one at a time about the topics and texts under
discussion). O Ask questions to check understanding of information
presented, stay on topic, and link their comments to the remarks of
others. O Explain their own ideas and understanding in light of the
discussion. Slide 16 Speaking and Listening O Choral Reading: O
Poetry O Fable O Readers Theater: Hey! Get Off Our Train Slide 17
Writing O Common Core Genres O Reading/Writing Thematic Prompts O
Focus Questions O Quick Writes Slide 18 Reading/Writing Thematic
Prompts Writing an opinion based on evidence In the next two
lessons we will learn about more endangered species like the ones
on the train. As we read about these animals, see if they are
endangered for the same reasons as the animals on the fictional
train. O Hey Get Off Our Train! O Saving Hawaiian Monk Seals O
Saving Big Cats O Vanishing Frogs Slide 19 Prompt Now write a
paragraph expressing your opinion about John Burninghams purpose in
writing Hey! Get Off Our Train. Was Burningham just writing a good
story about a boy who dreams of being on a train because he was
playing with a toy train before he went to bed, or was Burningham
trying to persuade readers that it is important to help endangered
animals? Support your idea with facts from the three informational
selections you have just read and with examples form Hey! Get Off
Our Train. (See Appendix 13b1-2 for prompt and graphic organizer.)
Slide 20 Writing Prompts O Explanations and ideas O Checklist
(CCSS) O Writing Process O Graphic Organizer O Peer Editing
Questions Slide 21 Writing O Common Core Genres O Reading/Writing
Thematic Prompts O Focus Questions O Quick Writes Slide 22
Reading/Writing Thematic Prompts Each individual is an important
part of society O Taking Care of Animals O To the Rescue of Birds
in Oil Spill: A Fifth Grader Slide 23 Prompt Writing Prompt Explain
how statement, Each individual is an important part of society,
fits the fifth grade girl in To the Rescue of Birds in Oil Spill: A
Fifth Grader and the students and scientists in Taking Care of
Animals. Slide 24 Scaffolding Think about the following as you
plan, write, and revise: O State that Each individual is an
important part of society applies to the people in both selections.
O Give details and evidence from Taking Care of Animals to support
your point. O Give details and evidence from To the Rescue of Birds
in Oil Spill: A Fifth Grader to support your point. O Conclude by
restating your point and briefly summarizing your support. Slide 25
Thank You! Original Authors O Clare Baxter 3 rd Roseville O Diana
Ronayne 3 rd Mount Clemens O Linda Pelloni 3 rd Lakeview O Sue
Francek 3 rd Roseville O Marcia Powell 4 th Van Dyke O Mary Dombro
4 th Anchor Bay O Renee Fiema 4 th LAnse Creuse O Sandy Hudkins 4
th Van Dyke O Cathy Walle 5 th Consultant O Dave Figurski 5 th
Warren O Debbie Parrish 5 th Fraser O Jackie Rybinski 5 th Warren
Advisory Team O Clare Baxter, Consultant O Diane Berg, Consultant O
Virginia Daniels, Fraser O Betsy Facione, Utica O Mary Kate
Fitzpatrick, Fraser O Theresa Hasenauer, Utica O Melissa Labadie,
Utica O Stephanie La Belle, Van Dyke O Kathy Ming, Consultant O
Debbie Parrish, Consultant O Sharon Rice, Van Dyke O Elaine Weber,
MISD Slide 26 Thank You! MISD for encouragement and support
