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.

4. Reading Literature balanced with related Informational Text

5. Plus Short, Snappy Articles • “Taking Care of Animals” • “Super Survival Skills” 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 Writing Prompt Explain how students can help animals that are threatened by what human beings are doing. Scaffolding with a Graphic Organizer Development: • Explain how students and others helped animals in the selections. • Explain how you have helped animals or could help animals.

9. 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

10. Preparing for Reading • Vocabulary before, during, or after • Focus for Reading/Listening • “Walk Through” and Scavenger Hunt • Genre Defined

11. Vocabulary Preparing for Reading: • 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.

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)

13. Scaffolding for Reading Read Aloud/Think Aloud (See Appendix 1f and 1e.) • 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.) • Ask why the students think the author italicized and enlarged the word “CRUNCH!” • Point out the italicized words Exxon Valdez to show the reader that he/she should emphasize the name of the ship. • 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.) • 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.)

14. Discussion and Review • Focus for Reading (parenthesis) • Read Aloud, Guided and Shared Reading (notes)

15. 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.

16. Speaking and Listening • Choral Reading: • Poetry • Fable • Reader’s Theater: Hey! Get Off Our Train

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

18. Reading/WritingThematic 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. • Hey Get Off Our Train! • “Saving Hawaiian Monk Seals” • “Saving Big Cats” • “Vanishing Frogs”

19. Prompt Now write a paragraph expressing your opinion about John Burningham’s 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.)

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

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

22. Reading/WritingThematic Prompts “Each individual is an important part of society” • “Taking Care of Animals” • “To the Rescue of Birds in Oil Spill: A Fifth Grader”

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.”

24. Scaffolding Think about the following as you plan, write, and revise: • State that “Each individual is an important part of society” applies to the people in both selections. • Give details and evidence from “Taking Care of Animals” to support your point. • Give details and evidence from “To the Rescue of Birds in Oil Spill: A Fifth Grader” to support your point. • Conclude by restating your point and briefly summarizing your support.

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