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Copyright © 2010-2017 by the Michigan Association of Intermediate School Administrators and Oakland Schools
ELA Reading
Common Core
State Standards
Resource Packet
Fifth Grade Readers Read with Power
Unit 1 8/1/2015
Copyright © 2010-2017 by the Michigan Association of Intermediate School Administrators and Oakland Schools
Reading Unit of Study
5th Grade: Readers Read with Power, Unit 1
Table of Contents
Reading Survey............................................................................................................................................................................. 1
Sample Anchor Chart: Reading Stamina Chart ............................................................................................................................ 2
Sample Jot Lot ............................................................................................................................................................................. 3
Reading Log .................................................................................................................................................................................. 4
Sample Conference Record Sheet................................................................................................................................................ 5
Books I Want to Read ................................................................................................................................................................... 6
Book Buzz Sign Up ........................................................................................................................................................................ 7
Shopping List ............................................................................................................................................................................... 8
Ways We Choose Books ............................................................................................................................................................... 9
Strategies Readers use for Powerful Comprehension .............................................................................................................. 10
Steps for Retelling a Story .......................................................................................................................................................... 11
Partner Interview ....................................................................................................................................................................... 12
Class Checklist ............................................................................................................................................................................ 13
Suggested Books for Read Aloud ............................................................................................................................................... 14
Copyright © 2010-2017 by the Michigan Association of Intermediate School Administrators and Oakland Schools
Name_________________________________________Date___________
Reading Survey
How do you feel about reading?
How do you feel about yourself as a reader?
What is a goal you have as a reader?
What do you think is the
hardest part about reading?
How do you decide if a book will be just-right for you?
What books did you read over
the summer?
What are some of your
favorite books?
What kinds of books do you
like to read?
Copyright © 2010-2017 by the Michigan Association of Intermediate School Administrators and Oakland Schools
Readers Stretch Themselves to Read with Stamina and Focus
Did we reach our reading minutes?
15 MIN
20 MIN
30 MIN
10 MIN
Copyright © 2010-2017 by the Michigan Association of Intermediate School Administrators and Oakland Schools
JOT LOT
“A PARKING LOT FOR LOTS OF JOTS”
Create a large chart with traced 3 inch by 3 inch post-it for each reader in your class (30 students, 30 traced squares).This chart can be used during read aloud and
reading workshop or any content area where you would like a quick read on the class understanding within the content area.
Some teachers number the spaces with student numbers alphabetically neglecting the need for names on jots. Students park their post-it on their class number.
Copyright © 2010-2017 by the Michigan Association of Intermediate School Administrators and Oakland Schools
STUDENT READING LOG
NAME:____________________________________________________
DATE TITLE LEVEL HOME OR SCHOOL
PAGE STARTED
PAGE ENDED
MINUTES READ
GENRE
Copyright © 2010-2017 by the Michigan Association of Intermediate School Administrators and Oakland Schools
Conference Record Sheet
Name _________________________________Unit of Study______________________
DATE WHAT I COULD COMPLIMENT WHAT I COULD TEACH THE READER
Books I Want to Read List
DATE BOOK TITLE
BOOK BUZZ SIGN-UP
DATE NAME BOOK TITLE
SHOPPING LIST FOR: ______________________________________
I SHOP FOR: _____________________________________
______________________________________
______________________________________
______________________________________
______________________________________
SHOPPING LIST FOR: ______________________________________
I SHOP FOR: _____________________________________
______________________________________
______________________________________
______________________________________
______________________________________
Make Wise Book Choices by Thinking about:
Topics and genres we like to read
Book recommendations
Other books in a series
Books we have heard/read before
Books that are movies
Interesting titles
Favorite authors
Favorite characters
Blurb on the back cover/inside jacket
Interesting illustrations
Words are just-right
Strategies Readers use for Powerful Comprehension
READERS:
Make inferences by paying attention to details
Read between the lines
Imagine scenes in text
Imagine what happens between scenes
Figure out details from earlier parts of the text
Use a repertoire of strategies –NOT JUST ONE AT A TIME!
Recount a text by noticing the main points to summarize
Write about their reading
Make comparisons between books
*This chart is an example of what could be built across numerous days of minilessons on large chart paper and visible to all
readers. Icons or small pictures drawn next to each strategy will help readers remember to use it. These icons might come from
the way in which the lesson was taught and will be different from classroom to classroom.
Steps for Summarizing a Story
Tell what the character wants/issues/goals
Tell the important or main points or details from beginning to
end that support that the want/issue/goal
Tell the important details in sequence.
Tell how the problem/goal/issue is solved and how the story
ends
Tell the author’s message
Paraphrase as you go
-------------------------------------------
Steps for Summarizing a Story
Tell what the character wants/issue/goal
Tell the important or main points or details from beginning to
end that support that the want/issue/goal
Tell the important details in sequence.
Tell how the problem/goal/issue is solved and how the story
ends
Tell the author’s message
Paraphrase as you go
12 Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools
Partner Interview –Copy and cut- one row for each reader
Partner Interview
● What do you know about yourself as a reader? ● When do you like to read? ● What do you like to read? ● What don’t you like to read? ● Let’s look at your reading log. Do you read a lot during our reading minutes? ● Are you reading at home? ● Let’s look at your writing and notes, what does it tell you about your thinking? ● What could a new reading goal be for you?
Partner Interview
● What do you know about yourself as a reader? ● When do you like to read? ● What do you like to read? ● What don’t you like to read? ● Let’s look at your reading log. Do you read a lot during our reading minutes? ● Are you reading at home? ● Let’s look at your writing and notes, what does it tell you about your thinking? ● What could a new reading goal be for you?
Partner Interview
● What do you know about yourself as a reader? ● When do you like to read? ● What do you like to read? ● What don’t you like to read? ● Let’s look at your reading log. Do you read a lot during our reading minutes? ● Are you reading at home? ● Let’s look at your writing and notes, what does it tell you about your thinking? ● What could a new reading goal be for you?
Partner Interview
● What do you know about yourself as a reader? ● When do you like to read? ● What do you like to read? ● What don’t you like to read? ● Let’s look at your reading log. Do you read a lot during our reading minutes? ● Are you reading at home? ● Let’s look at your writing and notes, what does it tell you about your thinking? ● What could a new reading goal be for you?
13 Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools
Optional for partnerships to use when reflecting on reading and making new goals Fifth Grade Unit of Study Unit 1 - Launching Reading with Power – Class Checklist
Name
Readers take charge of their reading by making decisions to read with power
Readers monitor reading by maintain logs and analyzing them
Readers make wise book choices and read at an appropriate pace with words/min.
Readers inference: paying attention to details, reading between the lines, imagine scenes and time between scenes
Readers use a repertoire of strategies to solve confusing parts
Readers recount a text by noticing the main points or ideas to summarize
Readers write about their thinking to grow conversation
Readers make comparisons between text and talk about them with others
Readers reflect on accomplishments and set new goals based on needs as seen in their notes, logs and notebooks
14 Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools
Suggested Books for Read Aloud and Mini Lesson Use: All books within the Fifth grade Launching Unit are first read aloud outside of the mini lesson and reading workshop block. Text will be referred to inside the mini lesson once it has been read aloud. A thoughtful teacher will attempt to select text from multiple categories, considering the faces and interests of their students. Start and finish books at a pace that allows for many books to be read aloud across September so that readers have varied opportunities for comprehension work and keen engagement. This will also ensure teachers have many texts to reference throughout this unit and future units. Books were chosen based on the following criteria*:
Short in length
Plot and problems/issues of characters might be of interest to reader based on age/experiences
Themes relatable to reader based on age/experiences
Character development sophisticated enough to study and reference in Unit 2 Character Study *These criteria and suggested text can be used to choose alternative text throughout the unit based on teacher/school resources.
Text in BOLD print are referenced in mini lessons throughout the unit to serve as examples.
Digital Text
How a 14-Year-Old Turned Shooting Baskets Into $100K For Troops' Families With Operation Hawkeye, 14-year-old Will Thomas is using his jump shot to help U.S. troops and their families.
Runtime: 5:50
Added: June 27, 2013 9:28am
http://www.sikids.com/sikidstv/how-a-14-year-old-turned-shooting-baskets-into-100k-for-troops-families
Picture Books –The use of short stories/picture books aides in teaching complex strategy work in quick time due to fewer words to
read.
A Days Work by Eve Bunting
Just Kidding and/or My Secret Bully by Trudy Ludwig
Keep the Lights Burning Abbie by Peter and Connie Roop
The Can Man by Laura E. Williams
Dancing in the Wings by Debbie Allen
Collections of Short Stories
Hey World, Here I Am! by Jean Little
Chicken Soup for the Kids Soul by Jack Canfield and Mark Victor
Short Chapter Books (50-120 pages)
Shoeshine Girl by Clyde Robert Bulla
The Most Beautiful Place in the World by Ann Cameron
Edward’s Eyes by Patricia MacLachlan
Informational Text
Any short informational text related to content area studies or readers’ interest should be utilized within the read aloud and can be utilized/referenced in numerous mini lessons (Sessions 7-11) or reversely, the mini lesson teaching point referenced in read aloud with the informational text
Inspire My Kids: http://inspiremykids.com
Sports Illustrated for Kids’ Blog and News www.sikids.com
National Geographic for Kids http://kids.nationalgeographic.com/
PBS News http://www.pbslearningmedia.org/collection/daily-news-story/?topic_id=781&utm_source=FeatureWellB&utm_medium=Text&utm_campaign=Homepage
TCRWP: Resources http://readingandwritingproject.com/public/themes/rwproject/resources/booklists/nonfiction%20sets/Fifth_grade_researchTextSets-2.pdf
http://readingandwritingproject.com/public/themes/rwproject/resources/booklists/nonfiction%20sets/Hybrid_Nonfiction.pdf
http://Wonderopolis.com
http://NewsELA.com
15 Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools
Chapter Books-Begin reading at least one story with strong character development near the end of Launching Unit in order to
utilize and reference in Fifth grade Character Study Unit 2
Wonder by R.J Palacio-Referenced in Unit 2 Fifth grade Character Study
Esperanza Rising by Pam Munoz Ryan
Hatchet by Gary Paulson
Freak the Mighty by Rodman Philbrick
