Grade 5 Maryland SC/HM Comprehension Toolkit Reading Alignment

155 Pages·2011·0.58 MB·English

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