MISD Literacy Block Units 3-5

1. MISD Literacy BlockUnits 3-5 Meet Common Core State Standards

2. Units Meet Common Core Reading Anchor Standards • Read Aloud correlates with Standards 2, 3, 4, 5, 6, 8, and 9. • Shared Reading correlates with Standards 2, 3, 4, 5, 6, 7, 8, and 9. • Guided Reading correlates with Standards 1, 2, 3, 4, 5, 6, 7, 8, and 9. • Independent Reading correlates Standards 1, 2, 3, 4, 5, 6, 7, 8, 9, and 10. • Strategies That Work correlates with Standards 1, 2, 3, 4, 5, 6, 7, 8, 9, and 10. • GHR for Summary/Multiple-Choice/Craft correlates with Standards 1, 2, 3, 4, 5, and 6. • Writing: Thematic Prompts/Quick Writes correlate with Standards 1, 2, 3, 4, 5, 6, 7, 9, 10. • Focus Questions correlate with Standards 1, 2, 3, 4, 6, 8, and 10. • Vocabulary in Context correlates with Standards 4 and 10. • Fluency correlates with Standards 4 and 10. • Research correlates with Standards 7 and 10.

3. PoppybyAvi Poppy has to move from her home. What are some of the reasons people might have leave their homes?

4. Reading Literature balanced with related Informational Text

5. Plus Short, Snappy Articles • Poppy, Chapter 4 • “Moose on the Move” • “6.5 and Counting” • “Overpopulation” http://www.youtube.com/watch?v=pdlKVfk7_iQ&feature=related for Guided Highlighted Reading and Thematic Writing

6. Guided Highlighted Reading • Prompts • Multiple-Choice • Summary From Guided Highlighted Reading: A Close-Reading Strategy for Navigating Complex Text, Weber, Nelson, and Schofield, 2011, Maupin House.

7. Guided Highlighted Reading: • is text-driven and meaning-based • focuses students on the content of text • guides students to read for one reading purpose at a time • invites and guides students to revisit the text more than once • guides students to return to the same text for multiple purposes • targets the acquisition of skills needed for close and critical reading • builds fluency and stamina in readers • 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.

8. Explanatory Prompt In 1597, Sir Frances Bacon wrote “Knowledge is power.” Inform readers about overpopulation. Use information from Poppy and “Moose on the Move” to explain overpopulation and possible solutions. Give readers specific information from “6.5 Billion and Counting!” and the overpopulation video to help them understand overpopulation and the challenges that go with it.

9. Scaffolding Think about the following as you plan, write, and revise: • Begin with a definition of overpopulation: Overpopulation is a situation in which there are more people (or mice) for the available resources such as energy, water, food, and space. • Explain overpopulation using Poppy’s family as an example. Give details from Lungwort’s speech then explain Lungwort’s proposed solution. • Explain how the overpopulation problem in “Moose on the Move” is solved. • Conclude by giving information from “6.5 Billion and Counting!” and the overpopulation video to help readers understand overpopulation.

10. Sharing with Data Walls • Groups of four • Data Walls for supporting examples • Students individually make a list. • Group list on Post-it notes • Students place their Post-it notes. • Teacher shares

11. Preparing for Reading • Vocabulary before, during, or after • Focus for Reading/Listening • “Walk Through” Book Features • Genre Defined

12. Vocabulary Vocabulary As you read aloud, stop at any or all of the following words and ask students to try to figure the meanings out from the context. Use the definitions if necessary: taunt (“mock, tease”)p.143, feint (“tricky move, dodge”) p. 145, excruciating pain (“unbearable pain”)

13. Focus for Reading/Listening Focus for Listening: As you listen to these chapters, visualize the battle that takes place between Poppy and Mr. Ocax. Think about what the outcome means for Poppy’s family at home.

14. Scaffolding forGuided Reading and Discussion Read Aloud pointing out the following: • Pp. 142-143: As Ocax attacks, Ragweed’s earring saves her. Ocax sneers and Poppy taunts (mocks, teases)him. • Pp. 145-149: The battle continues as Poppy manages to strike Ocax’s claw with her “sword.” The quill becomes lodged in his claw, and Ocax “…[flies] like one possessed.” • Pp. 149-151: Poppy manages to hold on as Ocax flies erratically until Poppy realizes that Ocax plans to try to dislodge the quill by striking his claw against the salt block. Poppy lets go just in time to avoid being part of the collision that breaks up the salt block and leaves Ocax motionless on the ground on his back. Poppy is more curious than frightened and investigates. Ocax says his last words and dies.

15. Discussion and Review • Focus for Reading (parenthesis) • Guided Reading (notes) • Focus Questions

16. Focus Question #3 What were Poppy’s observations about New House? Would it be a good place for her family? Answer Plan 1. Restate the first question and write a few sentences about what Poppy observes when she arrives at New House. 2. Write a sentence that states whether you agree or disagree that New House would be a good place for Poppy and her family. 3. Give reasons to support your opinion. Possible Answer (1) When Poppy arrives at New House, she observes fields full of ripe corn. Beyond the corn fields, Poppy notices a white house with curtains covering the windows, an indication that people live in this house. A red barn sits to the left of the house. To Poppy’s surprise, a huge owl is perched just below the barn roof. (2) I agree that New House would be a good place for Poppy and her family. (3) There is plenty of food to feed her large family, more than they need. They would not have to travel far in search of food. The mice would no longer be hungry. OR (1 and 2) I disagree that New House would be a good place for Poppy and her family. (3) Even though there is plenty of corn, the mice might be vulnerable to attacks from predators, such as the huge owl that sits near the roof of the barn. I think it is more important to be safe from harm than to have a large supply of food.

17. Research

18. Research Opportunities 4thPoppy character names • Poppy: a flower • Lungwort: an herb • Sweet Cicely: an herb • Basil: an herb • Tansy: a flower like an aster • Husk: part of a plant • Ereth: Erethizondorsatum

19. Writing • Common Core Genres • Reading/Writing Thematic Prompts • Focus Questions • Quick Writes

20. Reading/WritingThematic Prompts Solutions to Overpopulation • Poppy • “Moose on the Move” • Memoirs of a Goldfish • Prompt: Explain possible solutions for overpopulation.

21. Prompt Write to explain possible solutions for overpopulation problems. Use information from Poppy, “Moose on the Move,” and Memoirs of a Goldfish to explain how some have solved overpopulation problems. Then make your own proposal for a solution if Earth should become overpopulated and there is no longer enough energy, water, food, and space.

22. Writing Prompts • Explanations and ideas • Checklist (CCSS) • Writing Process • Graphic Organizer • Peer Editing Questions

23. Speaking and Listening • 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. • 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). • Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. • Explaintheir own ideas and understanding in light of the discussion.

24. Speaking and Listening • Reader’s Theater: Poppy • Listening Notes for Memoirs of a Goldfish

25. Thank You! Original Authors • Clare Baxter 3rd Roseville • Diana Ronayne 3rd Mount Clemens • Linda Pelloni 3rd Lakeview • Sue Francek 3rd Roseville • Marcia Powell 4th Van Dyke • Mary Dombro 4th Anchor Bay • Renee Fiema 4th L’Anse Creuse • Sandy Hudkins 4th Van Dyke • Cathy Walle 5thConsultant • Dave Figurski 5th Warren • Debbie Parrish 5th Fraser • Jackie Rybinski 5th Warren Advisory Team • Clare Baxter, Consultant • Diane Berg, Consultant • Virginia Daniels, Fraser • Betsy Facione, Utica • Mary Kate Fitzpatrick, Fraser • Theresa Hasenauer, Utica • Melissa Labadie, Utica • Stephanie La Belle, Van Dyke • Kathy Ming, Consultant • Debbie Parrish, Consultant • Sharon Rice, Van Dyke • Elaine Weber, MISD

26. Thank You! MISD for encouragement and support