MARYLAND STATE CURRICULUM, HOUGHTON MIFFLIN READING 2006 And THE COMPREHENSION TOOLKIT ALIGNMENT GRADE 5 WICOMICO COUNTY BOARD OF EDUCATION P. O. Box 1538 Salisbury, Maryland 21802-1538 DRAFT 2011 ACKNOWLEDGEMENTS The following classroom teachers and Literacy Professional Development Coaches revised this guide for planning and implementing instruction. This is a DRAFT document completed in June 2011. Amanda Banks Otto Jester Christy Briggs Lisa King Gail Smith Theresa Spicer Mrs. Patricia Blevins, Reading Coordinator also reviewed this guide and made revisions, as needed. TABLE OF CONTENTS Philosophy 1 How to Use This Guide 2 Understanding the State Curriculum 4 Benchmark Assessments 7 Wicomico County Literacy Framework 8 Best Practices for Reading Instruction 9 Components of Reading 9 Effective Literacy Instruction: Characteristics and Roles 11 Classroom Environment 11 Read Aloud 12 Read Aloud: Shared Reading 13 Scaffolding Comprehension Strategies 14 Word Study: Word Analysis and Decoding 15 Vocabulary 16 Fluency 17 Guiding Reading: Small Group Instruction with Instructional Level 18 Text Guiding Silent Reading 19 Engaging Students in Sustained Collaborative Discussion 20 Independent Reading 21 Writing to Learn 22 Learning to Write: Shared/Interactive Writing 23 Learning to Write: Process Writing (K-2) 24 Learning to Write: Process Writing (Grades 3-5) 26 Additional Strategies, Techniques, and Practices 27 Grade 5 Benchmark Timeline 31 Grade 5 Alignment 32 Ongoing Skills and Strategies (includes Before, During , and After Reading Strategies) 33 June 2011 Draft Wicomico County Public Schools TABLE OF CONTENTS HM Grade 5 Comprehension Toolkit Ideas 35 HM Omitted Lessons – Grade 5 36 Anchor and Supplementary Lesson Text for Grades 3-5 37 Estimated Number of Days for Comprehension Toolkit Units Grades 3-5 46 Theme 1: Nature’s Fury 36 Strategy Unit 1: Monitor Comprehension 47 Mini Unit 1: Follow Your Inner Conversation 47 Mini Unit 2: Notice When You Lose Your Way 47 Mini Unit 3: Read, Write, Talk 47 Strategy Unit 2: Activate and Connect 50 Mini Unit 4: Follow the Text Signposts 50 Mini Unit 5: Merge Your Thinking with New Learning 55 Mini Unit 6: Connect the New to the Known 58 Theme 2: Give It All You’ve Got 63 Strategy Unit 3: Ask Questions 64 Mini Unit 7: Ask Questions 65 Mini Unit 8: Read to Discover Answers 67 Mini Unit 9: Ask Questions to Expand Thinking 69 Strategy Unit 4: Infer Meaning 72 Mini Unit 10: Infer the Meaning of Unfamiliar Words 73 Theme 3: Voices of the Revolution! 79 Mini Unit 11: Infer with Text Clues 80 Mini Unit 12: Tackle the Meaning of Language 85 Mini Unit 13: Crack Open Features 88 Theme 4: Person to Person 94 Mini Unit 14: Read With a Question in Mind 94 Mini Unit 15: Wrap Your Mind Around Big Ideas 97 Strategy Unit 5: Determining Importance 99 Mini Unit 16: Spotlight New Thinking 99 June 2011 Draft Wicomico County Public Schools TABLE OF CONTENTS Mini Unit 17: Record Important Ideas 102 Theme 5: One Land, Many Trails 107 Mini Unit 18: Target Key Information 107 Mini Unit 19: Determine What to Remember 110 Mini Unit 20: Distinguish Your Thinking from the Author’s 110 Mini Unit 21: Construct Main Ideas from Supporting Details 113 Strategy Unit 6: Summarize and Synthesize 115 Mini Unit 22: Read, Think, React 115 Theme 6: Animal Encounters 121 Mini Unit 23: Think Beyond the Text 121 Mini Unit 24: Read to Get the Gist 124 Mini Unit 25: Reread and Rethink 128 Reading-Writing Workshop 133 Glossary 140 Resources 149 June 2011 Draft Wicomico County Public Schools WICOMICO COUNTY READING PHILOSOPHY The fundamental responsibility of schools is teaching students to read. While literacy learning begins in the home and community, it is continued in school where teachers extend communication and thinking skills to develop proficient readers, writers, and lifelong learners. In Wicomico County, we believe it is our responsibility to develop strategic and independent readers who self-monitor and problem solve their reading process. Our current understandings about how the learner best acquires and uses written and spoken languages are based on the Maryland State Curriculum which provides the structure and hierarchy of skills, for each grade level, needed to ensure that all students become successful readers. The foundations for learning to read include oral language development, letter knowledge, and development of concepts of print. Five basic components have been identified as being centrally important for effective reading instruction.  Phonemic Awareness Beginning at the Pre-K level, students should be engaged in identifying and producing rhyme, identifying syllables in spoken words, identifying and blending onsets and rimes, and blending and segmenting phonemes.  Phonics Unless students come to understand letter-sound relationships, their progress in reading will be limited. Early, direct, systematic, explicit instruction is recommended.  Fluency The ability to recognize words easily and effortlessly is essential for the reader’s attention to be focused on comprehending and enjoying the text.  Vocabulary Vocabulary knowledge and reading achievement go hand-in-hand. A wide variety of reading experiences at home or school, plus teacher-directed vocabulary instruction enhances comprehension and student interest.  Comprehension Students should be taught to apply comprehension strategies to a wide variety of texts, including content areas such as science, social studies, math, and music. Students also need opportunities to read about the lives and cultures of others. Multicultural experiences must be threaded throughout the language arts to assure that students accept diversity as a personal and national strength. Reading instruction in Wicomico County is designed to hold students accountable to the same high standards for developing literacy and meet individual needs as they progress to the achievement of these standards. June 2011 Draft Wicomico County Public Schools 1 HOW TO USE THIS GUIDE This guide is divided into ten sections:  Understanding the Maryland State Curriculum This section describes the components of the Maryland State Curriculum.  Benchmark Assessments Countywide Benchmark Assessments are described.  Wicomico County Literacy Framework Elements of effective literacy instruction are presented in graphic form. The framework includes a gradual release model, with student independence as the goal. Sample activities for reading, writing, and oral language are included.  Components of Reading Instruction The five components of reading identified by the National Reading Panel are explained and the role of motivation is addressed.  Effective Literacy Instruction: Characteristics and Roles This section includes a description of some of the recommended literacy practices. For each practice, there is a description followed by roles of the teacher and students. Additionally, a description of what will be observed during instruction is included. These recommended practices and their descriptions were gleaned from the latest research on high quality literacy instruction, including research on students who are learning English as a second language and other students with special needs. The articles and books used as resources are referenced at the end of each section. Educators seeking additional information about the practices or procedures should refer to these referenced materials. This list is not meant to be an exhaustive one and teachers need not limit themselves to the strategies described in this document.  Additional Strategies, Techniques, and Practices A variety of research-based best practices for increasing student performance in reading are described.  Benchmark Timeline The Benchmark Timeline is a list of objectives and reading selections that need to be taught prior to each county Benchmark Assessment date.  Maryland Reading State Curriculum/Reading Series Alignment The State Curriculum (SC) drives instruction The alignment identifies the SC objectives that are to be taught in each theme. These objectives are taught using the approved Wicomico County reading series and the Comprehension Toolkit. The before, during and after reading strategies, as well as skills that should be taught continually (ongoing) are June 2011 Draft Wicomico County Public Schools 2 listed at the beginning. Next, the skills to be taught in each theme are included by selection and are referenced with the content standard/objective. The alignment for the Houghton Mifflin Reading-Writing Workshop follows the last theme. Reading-Writing Workshop should be taught throughout the theme during the Language block. Reading-Writing Workshop is introduced following the first selection in each theme (beginning in Theme 5 for first grade).  Glossary Terms utilized within the Maryland State Curriculum are defined in this section.  Resources Current resources in reading instruction are noted. June 2011 Draft Wicomico County Public Schools 3 UNDERSTANDING THE STATE CURRICULUM (SC) The SC for reading is divided into three (3) main sections (standards)  1.0 General Reading Processes  2.0 Comprehension of Informational Text  3.0 Comprehension of Literary Text. The standards (represented by the numbers) and topics (uppercase letters) listed below are the same in grades PreKindergarten through eight. 1.0 General Reading Processes: A. Phonemic Awareness: Students will have mastered the ability to hear, identify, and manipulate sounds in spoken words by the end of grade one. B. Phonics: Students will apply their knowledge of letter/sound relationships and word structure to decode unfamiliar words. C. Fluency: Students will read orally with accuracy and expression at a rate that sounds like speech. D. Vocabulary: Students will use a variety of strategies and opportunities to understand word meaning and to increase vocabulary. E. Comprehension Students will use a variety of strategies to understand what they read (construct meaning). 2.0 Comprehension of Informational Text: A. Comprehension of Informational Text Students will read, comprehend, interpret, analyze, and evaluate informational texts 3.0 Comprehension of Literary Text A. Comprehension of Literary Text Students will read, comprehend, interpret, analyze, and evaluate literary texts. The following diagram further illustrates the SC components. June 2011 Draft Wicomico County Public Schools 4 Reading the SC Standards Understanding the Code Sample Standard 3.A.2.a The first number Many standards also have indicates the standard in assessment limits (these do not the SC. 3.A.2.a have numbers) listed for the (Ex. Comprehension of specific standards. These literary text.) assessment limits describe levels of mastery expected within each standard and may be assessed on formal tests such as the MSA or The capital letter HSA. (Ex. Title of the book, represents the topic within the SC for the standard. story, poem, or play) (Ex. Comprehension of literary text.) The second number denotes the The lower case letter indicator within the topic of the represents the specific standard of the SC. objective expected within (Ex. Analyze and evaluate text the standard. features to facilitate and extend (Ex. Analyze text features understanding of literary text.) that contribute to meaning.) The SC can be located at http://www.mdk12.org/instruction/curriculum/reading/index.html IMPORTANT NOTE: Reading instruction is focused at the indicator and objective level. While all objectives in the SC should be taught during the school year, the following objectives from the SC should be incorporated in your weekly reading lessons as well as content area lessons as often as possible:  details directly stated in the text  main ideas  inferences  drawing conclusions  making generalizations  character traits  paraphrasing  how text features contribute to meaning  summarizing Teachers should incorporate main idea and inferential questions into daily instruction. June 2011 Draft Wicomico County Public Schools 5