Grade 5 Model Lessons

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Grade 5 Model Lessons

• Day One
• Model Lesson Design
• A Walk Through Unit One

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• Model Lesson Design

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The Unit Booklet

• Unit Overview
• Lesson Plans
• Appendix
• Blackline Masters
• Teacher Resources

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A Lesson Plan
30 min . Morning Menu (TR1)

• Introduction
• Concept Development
• Student Practice
• Assessment
• Closure

45 min. Whole-group mini- and/or more fully
developed lessons
60 min. Small-group, individual work, center
activities assessment to determine grouping
15 min. Whole-group
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A Lesson Plan a sidebar
These may not be the BIG pieces,
however Objectives Resources
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The Appendix

• A1 - General Information, Bibliography,
  Preparation
• Explanations, Examples, Activity Development
• Additional Professional Development

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Blacklines

• B1 - Student Unit Overview
• Student Handouts
• Overhead Transparencies
• Charts
• Notes to the Teacher

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Teacher Resources

• TR1 - Morning Menu
• Study/Discussion Guides
• Text Reprints
• Extended Pieces
• PowerPoint Notes
• Success For All Treasure Hunts

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A Walk Through...

• Unit One
• Seems Like Old Times!

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Overview

• 10 lessons - review, reinforce, extend
• Focus on the Middle Ages
• Key Concepts
• reading process
• writing process
• eight parts of speech
• basic comprehension (TAKS Obj. 1)
• expository text
• content area reading skills

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Preparationfor the year for the unit

• A1
• Reading and Writing Portfolios
• Language Arts Notebooks
• Independent Reading Notebook
• Bibliography

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Basic Instructional Texts

• English
• Read-Alouds
• Knights of the Kitchen Table by Jon Scieszka
• Matilda Bone by Karen Cushman
• Student Texts
• The Middle Ages - Grolier Online Reprint (TR6)
• Medieval Society by Kay Eastwood (small group
  set)

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Basic Instructional Texts

• Spanish
• Read-Alouds
• The Midwifes Apprentice / Aprendiz de comadrona
  by Karen Cushman
• El caballero del albo by Mary Pope Osborne.
• Student Texts
• La Edad Media by Andrea Bachini (small group set)
  
• or article from website
• http//www.blasoneshispanos.com/Historia/Feudalism
  o/Feudalismo.htm

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Supplementary Resources

• Classroom Library (A1)
• Mix it up!
• Be resourceful!
• PowerPoint Presentations
• The Middle Ages (TR3)
• Text Features (TR5)

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The Morning Menu - A Routine

• TR1
• Daily Oral Language
• Spelling Units
• Read-alouds

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Looking At the LessonsLesson 1

• Active Listening
• Knights of the Kitchen Table
• Pre-reading (Reading Process)
• Activating Prior Knowledge/ Building Background -
  Chart and PowerPoint
• Purposes and Characteristics of Expository Texts
• KWL and student investigation - classroom library

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Looking At the LessonsLesson 2

• Effective Reading Behaviors/ Pre-Reading
• Skimming (a quick review to get an overall
  picture) and Scanning (looking quickly for more
  specific information)
• PowerPoint - Text Features

Fastest Reading Slowest Reading Skimming S
canning Read Re-read Reflect
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Looking At the LessonsLesson 2

• Setting a Purpose
• Combining concepts in one practice activity -
  Scavenger Hunt B7
• Main Idea TR6
• Reinforce pre-reading skills
• Model, Model, Model
• Modify if necessary

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Notes on modeling...

• Use think-alouds
• Establish a clear objective - focus on only one
  or two skills
• Practice, practice, practice

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Why Think-Alouds?

• Help students learn to make meaning (learn to
  read).
• Negotiate various texts/genres.
• Provide metacognitive support for students.

• Make the implicit explicit.
• Emphasize strategy instruction.
• Move students from decoding to comprehension.

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The Steps of a Think-Aloud
Adapted from Improving Comprehension with
Think-Aloud Strategies by Jeffrey Wilhelm

• Choose a short section of text or a short text
  (such as a picture book).
• Provide each student a copy of the text.
• Retype or photocopy and provide margins for note
  taking, if desired.

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The Steps of aThink-Aloud

• Decide on the strategy or strategies you will
  highlight.
• Activating Background Knowledge
• Decoding
• Determining Word Meanings
• Setting Purpose(s) for Reading
• Monitoring Repairing Comprehension
• Prediction Visualizing
• Questioning Summarizing
• Paraphrasing Reflecting
• Inferring Synthesizing

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The Steps of aThink-Aloud

• State your purposes.
• Watch out for sensory overload.
• Select your focus strategy/ies. It is better to
  work on one thoroughly than diffuse your effort
  and energy.
• Use the think-aloud to reinforce attentive and
  active listening.

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The Steps of a Think-Aloud

• Read the text aloud concurrently think aloud.
• Target your focus strategy.
• Be natural. Use normal routines, but stay
  focused.
• Notice text features that are relevant to the
  genre.
• Use age-appropriate language and
  anecdotes to help students understand the
  strategy.

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The Steps of a Think-Aloud

• Discuss the cues in the text that lend themselves
  to the use of the selected strategy.
• Connect the think-aloud to other reading
  situations and real life situations.

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The Steps of a Think-Aloud

• Provide practice.
• Have students participate in modified
  think-alouds or think-alongs.
• Provide strategy references.
• Have students write about the strategy.
  (Closure)
• Logs/Journals
• Thought Bubbles
• Use Post-its.

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Looking At the LessonsLesson 3

• During Reading - Note Taking, Paraphrasing,
  Summarizing B9
• Reading Block
• Parts of Speech B11, B12, B13
• Expert groups A3
• Expectations - class book/ presentation
• Definitions, usage rules, examples

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Lesson 3 Close UpReading Block A2

• Small Group
• Centers
• Reading Practice
• Reteach, review, intervene
• Focus on fluency

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Lesson 3 Close UpReteach, review, intervene...

• Read, Cover, Remember, Retell
• Sketch to Stretch
• Key Word Strategy
• Linda Hoyt
• Make it Real Strategies for Success With
  Informational Texts
• Revisit, Reflect, Retell Strategies for
  Improving Reading Comprehension

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Lesson 3 Close UpFocus on fluency with oral
reading

• Builds confidence
• Connects spoken and written language
• Strengthens decoding skills
• Fosters fluency
• Boosts comprehension
• Allows a view into the reading process
• A significant tool
• A powerful instructional support

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Looking At the LessonsLesson 4

• Technical/Specialized Vocabulary
• Using Reference Aids B14
• Text Coding
• Combined practice in Reading Block!
• Parts of Speech Investigations
• Vocabulary Project B16

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Looking At the Lessons - Lesson 5

• Context Clues
• text-based (semantic/syntactic)
• graphically based (typographic)
• Continued grammar investigations
• problem solving
• Closure a little poetry, please

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Looking At the Lessons - Lesson 6

• Word Origins A4, B19, B20
• Surnames
• English origins
• Middle English
• French
• Latin
• TAKS Moment (reinforce skills) B21
• Use your think-aloud skills!
• Help students learn to discern...
• Grammar Presentations

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Looking At the Lessons - Lesson 7

• Word Origins B22, B23
• Latin Roots
• Root Web (small group)
• Grammar Presentations
• Prewriting and Drafting (The Class Book)

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(No Transcript)
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Looking At the Lessons - Lesson 8 Pulling it
Together

• During Reading/Monitoring Comprehension
• self-questioning B27
• adjusting rate (The Continuum of Reading
  Behaviors)
• Drafting and Revision (The Class Book) TAKS
  Rubric
• Closure... a little poetry, please

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Looking At the Lessons - Lesson 9 Review of
Basic Skills

• Review
• Use a visual anchor B29
• After Reading/Retell B30
• Revising and Editing
• Use expert groups, when possible
• Use to diagnose mastery of prerequisites
  (complete sentences and s-v agreement)

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Looking At the Lessons - Lesson 10 Review of
Basic Skills

• Retells
• Exam B32
• Publishing
• Review final copies assemble book
• Require a minimum standard!

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Tomorrow...

• We will reconvene here at 800.
• Bring your questions.
• Bring your bag back.
• Get ready to walk through Unit Two.