Transcript misd oil spillx

MISD
Literacy Block
Units 3-5
Meet Common Core
State Standards
Units Meet Common Core
Reading Anchor Standards
O Read Aloud correlates with Standards 2, 3, 4, 5, 6, 8, and 9.
O Shared Reading correlates with Standards 2, 3, 4, 5, 6, 7, 8, and 9.
O Guided Reading correlates with Standards 1, 2, 3, 4, 5, 6, 7, 8, and 9.
O Independent Reading correlates Standards 1, 2, 3, 4, 5, 6, 7, 8, 9, and
10.
O Strategies That Work correlates with Standards 1, 2, 3, 4, 5, 6, 7, 8, 9,
and 10.
O GHR for Summary/Multiple-Choice/Craft correlates with Standards 1,
2, 3, 4, 5, and 6.
O Writing: Thematic Prompts/Quick Writes correlate with Standards 1, 2,
3, 4, 5, 6, 7, 9, 10.
O Focus Questions correlate with Standards 1, 2, 3, 4, 6, 8, and 10.
O Vocabulary in Context correlates with Standards 4 and 10.
O Fluency correlates with Standards 4 and 10.
O Research correlates with Standards 7 and 10.
Reading
Literature balanced
with related
Informational Text
Plus Short, Snappy Articles
O “Taking Care of Animals”
O “Super Survival Skills”
for Guided Highlighted Reading and
Thematic Writing
Guided Highlighted Reading
OPrompts
OMultiple-Choice
OSummary
From Guided Highlighted Reading: A Close-Reading Strategy for Navigating Complex Text,
Weber, Nelson, and Schofield, 2011, Maupin House.
Guided Highlighted Reading:
O is text-driven and meaning-based
O focuses students on the content of text
O guides students to read for one reading purpose at a
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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.
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:
O Explain how students and others helped
animals in the selections.
O Explain how you have helped animals or
could help animals.
Sharing with Data Walls
O Groups of four
O Data Walls for supporting examples
O Students individually make a list.
O Group list on Post-it notes
O Students place their Post-it notes.
O Teacher shares
Preparing for Reading
O Vocabulary before, during, or after
O Focus for Reading/Listening
O “Walk Through” and Scavenger Hunt
O Genre Defined
Vocabulary
Preparing for Reading:
O 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.
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)
Scaffolding for Reading
Read Aloud/Think Aloud (See Appendix 1f and 1e.)
O Read pages 5 and 7 as students follow in their books. Ask
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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.)
Discussion and Review
O Focus for Reading
(parenthesis)
O Read Aloud, Guided
and Shared Reading
(notes)
Speaking and Listening
O 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.
O 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).
O Ask questions to check understanding of information presented,
stay on topic, and link their comments to the remarks of others.
O Explain their own ideas and understanding in light of the
discussion.
Speaking and Listening
O Choral Reading:
O Poetry
O Fable
O Reader’s Theater: Hey!
Get Off Our Train
Writing
O Common Core Genres
O Reading/Writing Thematic
Prompts
O Focus Questions
O Quick Writes
Reading/Writing
Thematic 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.
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Hey Get Off Our Train!
“Saving Hawaiian Monk Seals”
“Saving Big Cats”
“Vanishing Frogs”
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.)
Writing Prompts
O Explanations and ideas
O Checklist (CCSS)
O Writing Process
O Graphic Organizer
O Peer Editing Questions
Writing
O Common Core Genres
O Reading/Writing Thematic
Prompts
O Focus Questions
O Quick Writes
Reading/Writing
Thematic Prompts
“Each individual is an important part of society”
O “Taking
Care of Animals”
O “To the Rescue of Birds
in Oil Spill: A Fifth Grader”
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.”
Scaffolding
Think about the following as you plan, write,
and revise:
O State that “Each individual is an important
part of society” applies to the people in both
selections.
O Give details and evidence from “Taking Care
of Animals” to support your point.
O Give details and evidence from “To the
Rescue of Birds in Oil Spill: A Fifth Grader”
to support your point.
O Conclude by restating your point and briefly
summarizing your support.
Thank You!
Advisory Team
Original Authors
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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 5th Consultant
Dave Figurski 5th Warren
Debbie Parrish 5th Fraser
Jackie Rybinski 5th Warren
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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
Thank You!
MISD for
encouragement
and support