Reading Zone – 5 th Grade Week of April 27, 2020

Phonics Focus for the week: Suffixes

Comprehension Focus for the week: Cause and Effect

Monday :

● Phonics : Page 133 - Suffixes _y, _ly ● Fluency : Read Beethoven on page 5. Underline the words you don’t know. Ask an adult

to read them to you. Tuesday :

● Phonics : Page 134 – Suffixes _ful, _less, _able ● Fluency : Reread Beethoven on page 5. Try to read it at least 3 times, making sure you

know all the words.

Wednesday : ● Comprehension : Page 155 – Cause and Effect

o Cause-and-effect text structure organizes information to tell what happens and why. A cause makes something else happen. An effect is what happens. Clue words such as because, so, and since tell about causes and effects.

● Fluency & Comprehension : Reread Beethoven . Try to read it 2 or 3 times, working on reading it with expression. Answer questions 1-3 on page 5.

Thursday :

● Phonics : Page 135 - Read Grouchy Fox and the Juicy Grapes . Answer questions 1-3 at the bottom.

● Fluency & Comprehension : Reread Beethoven . Try to read it 2 or 3 times, working on reading it with expression. Answer questions 4-5 on page 6.

Friday:

● Phonics : Page 135 - Read Grouchy Fox and the Juicy Grapes to someone at home. ● Fluency & Comprehension : Read Beethoven to someone at home. Answer questions

6-7 on page 6. ** Bonus Activity : Ask an adult to time you for one minute while you read one of the stories. Count how many words you read correctly. Read it again and try to improve your score.

You will find all the work at the end of the packet. Spend 15-20 minutes working on these activities every day. Remember to check your work with an adult or older brother/sister. Please call or email me with any questions, or if you want to read a story to me! I would love to hear from you. Sarah Maddox Reading Specialist sarah.maddox@hoodriver.k12.or.us (Anytime) 602-316-2920 (10:00-12:00 Monday-Friday)

Zona de lectura - 5 to grado Semana del 27 de abril de 2020

Enfoque fonéticos para la semana: Sufijos

Enfoque de comprensión para la semana: Causa y Efecto Lunes :

● Fonética : Página 133 - Sufijos _y, _ly ● Fluidez : Lea Beethoven en la página 5. Subraye las palabras que no sabe. Pídale a un

adulto que se los lea. Martes :

● Fonética : Página 134 - Sufijos _ful, _less, _able ● Fluidez : Vuelva a leer Beethoven en la página 5. Intente leerlo al menos 3 veces,

asegurándose de que conoce todas las palabras. Miércoles :

● Comprensión : Página 155 - Causa y Efecto ○ La estructura de texto de causa y efecto organiza la información para contar qué

sucede y por qué. Una causa hace que algo más suceda. Un efecto es lo que sucede. Indique palabras como porque, entonces, y ya que habla sobre causas y efectos.

● Fluidez y comprensión : Releer a Beethoven . Intenta leerlo 2 o 3 veces, trabajando para leerlo con expresión. Responda las preguntas 1-3 en la página 5.

Jueves :

● Fonética : Página 135 - Leer Grouchy Fox and the Juicy Grapes . Responda las preguntas 1-3 en la parte inferior.

● Fluidez y comprensión : Releer a Beethoven . Intenta leerlo 2 o 3 veces, trabajando para leerlo con expresión. Responda las preguntas 4-5 en la página 6.

Viernes :

● Fonética : Página 135 - Lea Grouchy Fox and the Juicy Grapes a alguien en casa. ● Fluidez y comprensión : Lee a Beethoven a alguien en casa. Responda las preguntas 6-7

en la página 6. ** Actividad adicional : Pídale a un adulto que lo cronometre durante un minuto mientras lee una de las historias. Cuenta cuántas palabras has leído correctamente. Léelo nuevamente e intenta mejorar tu puntaje.

Encontrará todo el trabajo al final del paquete. Pase 15-20 minutos trabajando en estas actividades todos los días. Recuerde verificar su trabajo con un hermano o hermana mayor o mayor. ¡Llámame o envíame un correo electrónico con cualquier pregunta, o si desea leerme una historia! Me encantaría saber de ti. Sarah Maddox Especialista en lectura sarah.maddox@hoodriver.k12.or.us (en cualquier momento) 602-316-2920 (10: 00-12: 00 de lunes a viernes)

Oral Reading Fluency Parent Handout What is Oral Reading Fluency?

Reading fluency is the ability to read quickly and easily. It means that a child can

recognize and decode words accurately and automatically and understand the words as they are being read. Children who do not read fluently (choppy readers) have to work hard on the mechanics of reading that there’s no mental energy left to think about the meaning of what they are reading. How do I know if my child is reading fluently?

A simple way to know if your child is reading fluently is to listen to him/her read grade level text aloud. Have your child read a paragraph from his/her social studies, science or reading book. As your child reads consider the following:

• How many words does he/she struggle with? • How easily is he/she sounding out an unknown word? • Is he/she reading with expression? (for example, pausing at commas, periods, etc.) • Can he/she retell the story or summarize what the paragraph/story was about?

How can I help my child read fluently?

• Model fluent reading. Provide opportunities when your child can hear you read aloud. Be sure to read with expression pausing appropriately at punctuation marks and changing voice for characters.

• Teach your child high frequency sight words. High frequency sight words are words that readers are encouraged to recognize without having to sound them out. It is estimated that the first 100 sight words account for approximately 50% of what we read. Words such as “the”, “and” and “he” are considered high frequency sight words. These words can be practiced on flashcards. As you and your child read, point out the sight words in the story. Some children are able to identify the words on flashcards; however, this skill does not transfer to reading. Pointing them out as you read helps in transferring to reading the words in books.

• When having your child practice reading aloud, help your child choose books at his/her independent reading level. Use the 5-finger rule as a guide. This means that a child shouldn’t struggle with more than 5 words on a page.

• Repeated reading has proven to be one of the best strategies for developing reading fluency. Children should be provided with many opportunities to read the same passage (or story) orally several times. It is best if the adult reads the passage (paragraph, story) first and then has the child read and re-read the same text. Typically reading the text 4 times is suggested when focusing on improving fluency skills.

• Choral reading is another strategy to improve oral reading fluency. Using this strategy, you and your child read the words aloud together. Be sure to read at your child’s speed reading every word. Make sure your child is looking at each word as one of you points to the words. If your child reads the word incorrectly, say the word and then have your child immediately repeat the word.

• Having your child listen to a recording of a story while following along in the book is another good strategy to improve oral reading fluency. Children benefit from listening to fluent readers read. Encourage your child to point to the words on the page while listening to the story as this helps to strengthen word recognition skills.

• When listening to your child read, when he/she comes to an unknown word, wait 5 seconds to allow him/her to use word attack strategy skills to figure out the word. If you have to provide the word for your child, be sure to have him/her repeat the word aloud while pointing to the word in text.

• Whether your child reads to you or you read to your child, be sure to talk about what was read. Asking open ended questions such as, “What did you think of….?, How would you feel if …...? What do you think might happen if…?” is better than asking questions which require a simple one-word answer.

• When possible, help your child make a real-life connection to the story. For example, after reading a story share an experience that the story made you think of from your childhood. Encourage your child to share his/her thinking or experiences. Having such discussions with your child sends the message that the purpose of reading is to understand and think about the text rather than just read words.

• Visit www.blog.maketaketeach.com for more ideas and activities you can do at home!

Fluidez de lectura oral Folleto para padres

¿Qué es la fluidez de lectura oral? La fluidez de lectura es la capacidad de leer rápida y fácilmente. Significa que un niño puede reconocer y decodificar palabras de forma precisa y automática y comprender las palabras a medida que se leen. Los niños que no leen con fluidez (lectores entrecortados) tienen que trabajar duro en la mecánica de la lectura para que no quede energía mental para pensar en el significado de lo que están leyendo. ¿Cómo sé si mi hijo lee con fluidez? Una manera simple de saber si su hijo lee con fluidez es escucharlo en voz alta. Haga que su hijo lea un párrafo de su libro de estudios sociales, ciencias o lectura. Mientras su hijo lee, considere lo siguiente:

• ¿Con cuántas palabras lucha? • ¿Con qué facilidad está pronunciando una palabra desconocida? • ¿Está él / ella leyendo con expresión? (por ejemplo, pausa en comas, puntos, etc.) • ¿Puede él / ella volver a contar la historia o resumir de qué trataba el párrafo / historia?

¿Cómo puedo ayudar a mi hijo a leer con fluidez?

• Modelo de lectura fluida. Brinde oportunidades cuando su hijo pueda escucharlo leer en voz alta. Asegúrese de leer con expresión deteniéndose apropiadamente en los signos de puntuación y cambiando la voz de los personajes.

• Enseñe a su hijo palabras visuales de alta frecuencia. Las palabras de alta frecuencia son palabras que se alienta a los lectores a reconocer sin tener que pronunciarlas. Se estima que las primeras 100 palabras a la vista representan aproximadamente el 50% de lo que leemos. Las palabras como "el", "y" y "él" se consideran palabras visuales de alta frecuencia. Estas palabras se pueden practicar en tarjetas de vocabulario. Mientras usted y su hijo leen, señale las palabras de la historia. Algunos niños pueden identificar las palabras en tarjetas de vocabulario; sin embargo, esta habilidad no se transfiere a la lectura. Señalarlos mientras lees ayuda a pasar a leer las palabras en los libros.

• Cuando su hijo practique la lectura en voz alta, ayúdalo a elegir libros en su nivel de lectura independiente. Use la regla de los 5 dedos como guía. Esto significa que un niño no debería luchar con más de 5 palabras en una página.

• La lectura repetida ha demostrado ser una de las mejores estrategias para desarrollar la fluidez de lectura. Los niños deben tener muchas oportunidades de leer el mismo pasaje (o cuento) oralmente varias veces. Es mejor si el adulto lee primero el pasaje (párrafo, cuento) y luego haga que el niño lea y vuelva a leer el mismo texto. Por lo general, se sugiere leer el texto 4 veces cuando se enfoca en mejorar las habilidades de fluidez.

• La lectura coral es otra estrategia para mejorar la fluidez de la lectura oral. Usando esta estrategia, usted y su hijo leen las palabras en voz alta juntos. Asegúrese de leer a la velocidad de su hijo cada palabra. Asegúrese de que su hijo esté mirando cada palabra

mientras uno de ustedes señala las palabras. Si su hijo lee la palabra incorrectamente, dígala y luego pídale que la repita de inmediato.

• Hacer que su hijo escuche una grabación de una historia mientras sigue el libro es otra buena estrategia para mejorar la fluidez de la lectura oral. Los niños se benefician al escuchar a los lectores con fluidez leer. Anime a su hijo a señalar las palabras en la página mientras escucha la historia, esto ayuda a fortalecer las habilidades de reconocimiento de palabras.

• Cuando escuche a su hijo leer, cuando llegue a una palabra desconocida, espere 5 segundos para permitirle usar las habilidades de estrategia de ataque de palabras para descifrar la palabra. Si tiene que proporcionar la palabra para su hijo, asegúrese de que repita la palabra en voz alta mientras señala la palabra en el texto.

• Sea que su hijo le lea o usted le lea a su hijo, asegúrese de hablar sobre lo que se leyó. Hacer preguntas abiertas como: "¿Qué pensaste de ...? ¿Cómo te sentirías si ... ...?" ¿Qué crees que podría pasar si ...? es mejor que hacer preguntas que requieren una respuesta simple de una palabra.

• Cuando sea posible, ayude a su hijo a hacer una conexión de la vida real con la historia. Por ejemplo, después de leer una historia, comparta una experiencia que la historia le hizo pensar desde su infancia. Anime a su hijo a compartir sus pensamientos o experiencias. Tener tales conversaciones con su hijo envía el mensaje de que el propósito de la lectura es entender y pensar sobre el texto en lugar de solo leer palabras.

• ¡Visite www.blog.maketaketeach.com para obtener más ideas y actividades que puede hacer en casa!

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Suffixes -y, -ly

A suffix is a word part. It is added to the end of a word. A suffix changes the word’s meaning.-y = “full of” rain + y = rainy, full of rain-ly = “in a certain way” light + ly = lightly, in a light way In a word ending with an e, drop the e. Then add the suffix -y.

juice e + y = juicy, full of juice

A. Underline the suffix in each word. Write the meaning of the word on the line.

1. sandy

2. badly

3. sugary

4. slowly

5. tasty

B. Look at the underlined words in each sentence. Write the word from above that means the same.

1. The cat behaved in a bad way in the car.

2. The turtle moved in a slow way on the grass.

3. The beach is full of sand.

4. The drink was full of sugar.

5. The peach was full of taste.

Structural Analysis: Suffixes -y, -ly

full of sand

badly

Practice • Grades 4–6 • Structural Analysis • Lesson 12 133

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Structural Analysis: Suffixes -ful, -less, -able

Suffixes -ful, -less, -able

A suffix is a word part. It is added to the end of a word. A suffix changes the word’s meaning.-ful = “full of” cheerful = “full of cheer”-less = “without” hopeless = “without hope” -able = “able to” enjoyable = “able to enjoy”

A. Fill in the missing parts to make the word in bold. Write the meaning of the word on the line.

1. painful = pain + , means

2. breakable = break + , means

3. endless = end + , means

4. cheerful = cheer + , means

5. useless = use + , means

6. drinkable = drink + , means

In words that end with a silent e. Drop the e. Then add the suffix -able. excite – e + able = excitable

B. Fill in the parts to make the word in bold.

1. valuable = value +

2. usable = use +

3. lovable = love +

4. believable = believe +

5. likable = like +

ful “full of pain”

ablee

134 Practice • Grades 4–6 • Structural Analysis • Lesson 12

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155Practice Reproducible

Cause and EffectRead the passage. Then complete the exercises.

Garden PlantsJust like a person, a plant needs certain things to

grow. Suppose there is a plant in a garden. The garden receives plenty of rainwaterreceives plenty of rainwater in the spring. As a result, the plant gets the water it needs.gets the water it needs. The garden is in a place that receives direct sunlightreceives direct sunlight for most of the day. So, the plant uses the sunlight to make food.uses the sunlight to make food. The garden soil also has plenty of nutrients. So, the plant takes in the nutrients from the soil through its roots. Because the plant gets water, sunlight, and nutrients, it grows taller.

1. Mark the underlined text. Write C above words that tell a cause. Write E above words that tell an effect.

2. What are three things that can help make a plant grow taller? List the three causes.

3. What are four things that the plant does when it receives things it needs? List the four effects.

Practice Reproducible C77

Program: CR14 Component: Tier 2/COMPPDF

Vendor: SRM Grade: 3-6

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1. Underline words in the story with the suffixes -y, -ly, -ful, -less, and -able.

2. Why did Fox become grouchy?

3. Why did Fox think that the grapes were sour?

11

22

34

39

50

61

72

76

87

98

107

111

120

132

137

149

156

Grouchy Fox and the Juicy GrapesOne lovely day in summer, Fox saw a bunch of grapes. “These grapes look tasty. I bet they are very juicy!” he

said. “I think they are reachable if I jump high. The grapes will be enjoyable to eat.”

The grapes were hanging on a high tree branch. Fox felt cheerful. He knew he could grab them. So, Fox ran toward the grapes. At the last minute, he jumped. But he jumped badly and fell down!

Hopeful, Fox tried again. “Surely, I can get them,” he said to himself. But he could not reach the grapes. Soon, Fox became grouchy and restless. He tried countless more times and then gave up.

“This is hopeless,” Fox thought. With a painful expression on his face, Fox walked away sadly. “I know th at bunch of grapes is sour or tasteless!”

It was easy for Fox to think the grapes were sour and tasteless because he could not get them.

Structural Analysis: Suffixes -y, -ly, -ful, -less, -able

Practice • Grades 4–6 • Structural Analysis • Lesson 12 135

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Copyright © 2018 Read Naturally, Inc page 5 Sequenced 4.5 StoriesRead Naturally Live

Beethoven Ludwig van Beethoven began to lose his hearing when he was a young

man, but going deaf did not stop him from writing great music. Eventoday, he is considered one of the most talented composers who ever lived.

Beethoven began studying music when he was a child in Europe in thelate 1700s. He learned to play four instruments and composed his ownmusic. Many people noticed his remarkable talent.

At age 22, Beethoven began to study under a prominent composer. Hesoon became a well-known pianist and composer himself.

After several years, though, he began having hearing problems. Henoticed ringing and buzzing in his ears. He visited many doctors, but theyhad no cure. Gradually, his hearing got worse. Losing his hearingdevastated him because he loved music so much. But he was determinedto continue composing.

By the time Beethoven wrote his Ninth Symphony, he was totally deaf. This symphony's first performancewas a huge triumph. The audience applauded loudly when the music concluded. Beethoven was not facing theaudience, so he did not know that they were applauding. Someone on stage turned him around to see everyoneclapping.

Even though Beethoven never heard some of his masterpieces, people all over the world still enjoy them.

Quiz Questions 1. What is the main idea of this story? ___ a. Beethoven was a talented composer even after he became deaf. ___ b. Beethoven's Ninth Symphony was one of his most popular. ___ c. Beethoven played many instruments and was a famous pianist. 2. When did people first notice Beethoven was talented? ___ a. when he wrote his Ninth Symphony ___ b. when he was a child ___ c. when he was a deaf man 3. What does the word gradually mean in this story? ___ a. slowly over time

Copyright © 2018 Read Naturally, Inc page 6 Sequenced 4.5 StoriesRead Naturally Live

___ b. sadly or unfortunately ___ c. as expected 4. How did Beethoven know that his Ninth Symphony was a huge triumph? ___ a. He heard the audience applauding loudly. ___ b. Someone turned him around so he could see the audience applauding. ___ c. Someone told him about it after the performance. 5. Why did Beethoven become a great composer? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 6. Select the synonym for each word.

applauded successperformance extraordinaryremarkable clappedtriumph endedconcluded show

7. Move the events into the correct order.

Beethoven became a prominent pianist. Beethoven became totally deaf. Beethoven learned to play four instruments. Beethoven studied under a well-known composer. Beethoven wrote his Ninth Symphony.