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An academic unit


in


Thinking, Talking, Reading, and Writing about Informational and Literary Texts


During this unit, students will read with the author’s craft in mind. They will analyze points of
view from which stories are told and describe how different points of view affect how the
events are described. They will describe the overall structure of po
ems, stories, and dramas and
analyze how visual elements contribute to a text. While reading informational texts, students
will explain how an author supports key points with evidence and reasons to help the reader
understand. Students will learn to synthe
size information gathered and learn to speak and write
about a topic knowledgeably.

Reading Workshop is the recommended framework for standards
-
based reading instruction.
The workshop framework is a cycle of differentiated support that begins with whole g
roup
instruction, narrows to small group and individual instruction based on student need, and
concludes with whole group sharing. Assessment and intervention are embedded within the
workshop framework.

Classrooms that do not use a workshop framework are
expected to implement research
-
based
reading instruction daily.
Research
-
based reading instruction provides daily opportunities for
students to experience:
interactive read alouds, shared reading, whole group mini
-
lesson, small
group instruction, conferrin
g with a teacher, independent reading practice, thinking, talking and
writing in response to reading, and closure. Teachers meet with small groups of students on a
rotating basis and meet with the lowest achieving students daily. Targeted interventions are

provided for students who need more support. Whole group, small group, and individual
instruction should be standards
-
based.

This unit includes multiple lesson seeds. Lesson seeds include objectives, learning targets,
sample activities, anchor charts, th
inking stems, and formative assessment suggestions. Lesson
seeds should be used to build or grow a learning experience, and are for the whole group mini
-
lesson. A learning experience includes standards, learning targets, materials, formative
assessment opp
ortunities, mini
-
lessons (e.g., teach/model/demonstrate, guided practice), daily
work time (e.g., guided reading, focus groups, and/or book clubs) and daily group sharing
(reflection and evaluation of the learning).
A learning experience and some lesson se
eds are
designed to take multiple days
. For example, the mini
-
lesson might take one or two days, the
guided practice would become the mini
-
lesson for the following day, and possibly extend to the
next day. In addition, based on formative assessment, if the

majority of students did not
understand the mini
-
lesson concept, seeds may be repeated with different texts or excerpts. If
some of the students did not understand the mini
-
lesson concepts, small group instruction and
teacher led conferences are utilized
to reteach, reinforce, and support students who need
additional help. Although it may take more than one day to get through one seed, always
remind readers of the focused learning target at the end of the daily mini
-
lesson. Then, send
readers off to read o
n their own with a directive relating to the mini
-
lesson for their
independent reading and writing. After work time, readers are gathered again to discuss and
share the strategies and thinking they used while reading and writing and how they might have
gro
wn as readers.

Interactive read alouds, as well as on
-
level shared reading experiences allowing students to see
and hear fluent reading of the text, should be included daily in addition to the reading during
the mini
-
lessons. Many seeds revisit texts that

have previously been read in prior experiences of
shared reading and/or read alouds.
Kentucky Core Academic Standards Curriculum Unit Jefferson County
Public Schools English Language Arts
2 Grade: 5 Weeks: 25
-
30

Word Study should occur daily within the c
ontext of reading. The purpose is to promote
understanding of how words work and how to use them to effectively communicate ideas. This
may occur as the workshop mini
-
lesson, as a focus group, during guided reading, during read
aloud, during content area i
nstruction, or as targeted word work instruction. Students will need
the opportunity to apply the learning during authentic reading and writing. At the 4/5 level,
Word Study should occur daily within the context of reading. The purpose is to promote
unders
tanding of the various ways we use words to effectively communicate ideas as well as
how we use knowledge of roots and affixes to comprehend what we read. Writing Standards 1
-
6
and most Language Standards will be taught during Writing Workshop. However, th
ese
standards will reinforce and will support the learning within these units.

Handwriting Instruction


During this six
-
week unit, students in fifth grade should receive
cursive writing instruction on a daily basis as part of their word study and writing

times.
Appropriate letter and word formations are expected and reinforced as students engage in
authentic writing tasks. The JCPS Handwriting Map, which includes a link to resources to support
instruction in letter formation, can be found on our website.

Focus Standards:

• RL.5.5: Explain how a series of chapters, scenes, or stanzas fit together to provide the overall
structure of a particular story, drama, or poem.

• RL.5.6: Describe how a narrator’s or speaker’s point of view influences how events are

described.

• RL.5.7: Analyze how visual and multimedia elements contribute to the meaning, tone, or
beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem)

• RL.5.9: Compare and contrast stories in the same genre

(e.g., mysteries and adventure stories)
on their approaches to similar themes and topics.

• RI.5.6: Analyze multiple accounts of the same event or topic, noting important similarities and
differences in the point of view they represent.

• RI.5.8: Explai
n how an author uses reasons and evidence to support particular points in a text,
identifying which reasons and evidence support which point(s).

• RI.5.9: Integrate information from several texts on the same topic in order to write or speak
about the subj
ect knowledgeably.


Read Aloud Recommendations:
Many literature lesson seeds refer to Steal Away Home by Lois Ruby, the
recommended read aloud from weeks 19
-
24. During weeks 25
-
30 it is recommended that you read aloud
January’s Sparrow by Patricia Polacco
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nature and emotional tone of the book, you will want to read January’s Sparrow before reading aloud to
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rd
grade
classroom library, but provides a structure appropriate for the 5
th
grade reader to analyze. Reading aloud
from the recommended books during your read aloud time and reread
ing recommended excerpts during
instruction is necessary to take the focus of the lesson off the book and place the focus appropriately on the
learning target.
Kentucky Core Academic Standards Curriculum Unit Jefferson County Public Schools English Languag
e Arts
3 Grade: 5 Weeks: 25
-
30
Objective: Students will analyze the overall structure of stories, dramas, and
poems.

Lesson Seed #1
-
Literature

Learning Targets:

I can explain how a series of chapters fit together to provide an overall structure for the story.

I can explain how a series of scenes or acts fit together to provide an overall structure for a drama.

Background Information:
Students need to understand
the structure of a basic narrative in order to meet
the intent of this standard. Practice thinking through the structure of a familiar fairy tale or recent short
story you have experienced with your students. It is important to move students’ thinking from

the reader
of a story to thinking about the choices made by the author and the structure of the text. Your students
need to understand that the author usually introduces the reader to the characters, setting, and problem at
the beginning of the story and
they continue to develop throughout the story. Your readers should also
recognize when there are turning points in the story or when the problem is compounded by events.
Students should notice the high point, or climax, which is when the story begins to mo
ve in a different
direction, one which will usually resolve the problem. Analyzing the plot, or what happens in a story, helps
the reader understand the choices made by the characters and their relationships with each other. Finally,
readers should recogni
ze when and how the main problem is solved. Many graphic organizers are available
on line to help students visualize the structure of a story.

Activity:
(RL.5.5) It is recommended that you introduce this learning target during read aloud time and daily
an
alyze and explain how the chapters provide structure for the story. You will need a short chapter book
such as My Name is Maria Isabel by Alma Flor Ada (3
rd
grade classroom library). Once you are several
chapters into a book, you can begin to discuss how t
he chapters are coming together to provide the overall
structure.

During Read Aloud Time:

Read aloud the first chapter of the book and model taking notes on the anchor chart. Be sure your notes
summarize the main point of the chapter and they are focused

on the structure of the story. Read aloud the
second chapter and again model taking notes. The goal is to have enough notes to look back and see the
overall structure of the story. Read aloud the remaining chapters during read aloud time and continue to
t
ake notes.