English Language Arts and Reading Unit: 02B Lesson: 01
Suggested Duration: Days 1-10
Students read and write persuasive texts in order to gain an understanding of the use of persuasive techniques and the effects of persuasive techniques on a consumer. Students continue to practice drawing conclusions, summarizing, and providing textual evidence while making personal connections to persuasive text. Students continue to participate in word study strategies involving idioms, adages, and vocabulary in context.
Lesson Synopsis
Performance Indicators
After reading an editorial, identify the author’s purpose. In an oral presentation, evaluate how the author achieved his/her purpose through their presentation of ideas in the argument (e.g., parallelism, comparison, causality). In addition, identify exaggerated, contradictory, or misleading statements the author used to support their position. (5.Fig19A, 5.Fig19B, 5.Fig19C, 5.Fig19D, 5.Fig19E;
Write multiple entries including thoughts, connections, and/or strategies that deeen understanding of literary and persuasive texts.
Provide evidence from the text to support ideas. (5.Fig19A, 5.Fig19B, 5.Fig19C, 5.Fig19D, 5.Fig19E, 5.Fig19F; 5.9A, 5.18C) 1E; 4D, 4F, 4G, 4I, 4J, 4K; 5F, 5G
Record multiple entries in a Word Study Notebook demonstrating word knowledge. (5.2A, 5.2B, 5.2C, 5.2D, 5.2E) 1A, 1C, 1E, 1F, 1H; 4A; 5B, 5F, 5G
Authors express perspectives and may impact the perceptions of others.
Authors use techniques to influence the attitudes or actions of a specific audience.
Readers use strategies to support understanding of text.
Readers use writing to communicate deeper understanding of texts.
Readers create connections to make text personally relevant and useful.
An extensive vocabulary enhances written and oral communication.
Key Understandings
5.2 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: TEKS/CCRS
5.2A Determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes. Readiness Standard
5.2B Use context (e.g., in-sentence restatement) to determine or clarify the meaning of unfamiliar or multiple meaning words. Readiness Standard
5.2C Produce analogies with known antonyms and synonyms.
5.2D Identify and explain the meaning of common idioms, adages, and other sayings.
5.2E
Use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words. Readiness Standard
5.Fig19 Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to:
5.Fig19A Establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension.
5.Fig19B Ask literal, interpretive, evaluative, and universal questions of text.
5.Fig19C
Monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud, generating questions).
5.Fig19D
Make inferences about text and use textual evidence to support understanding. Readiness Standard (Fiction, Expository) Supporting Standard (Literary Nonfiction, Poetry, Drama, Persuasive)
5.Fig19E
Summarize and paraphrase texts in ways that maintain meaning and logical order within a text and across texts. Readiness Standard (Fiction, Expository) Supporting Standard (Literary Nonfiction, Poetry, Drama, Persuasive)
5.Fig19F Make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres and provide textual evidence. Readiness Standard
5.10 Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:
5.10A Draw conclusions from the information presented by an author and evaluate how well the author's purpose was achieved. Supporting Standard
5.12
Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to:
5.12A
Identify the author's viewpoint or position and explain the basic relationships among ideas (e.g., parallelism, comparison, causality) in the argument. Supporting Standard
5.12B Recognize exaggerated, contradictory, or misleading statements in text. Supporting Standard
5.14
Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:
5.14C Identify the point of view of media presentations. Supporting Standard
5.15
Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:
5.15A
Plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea.
5.15B
Develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing.
5.15C
Revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed.
5.15D Edit drafts for grammar, mechanics, and spelling.
5.15E Revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.
5.18
Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:
5.18C Write responses to literary or expository texts and provide evidence from the text to demonstrate understanding.
5.19
Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to:
5.19A
Write persuasive essays for appropriate audiences that establish a position and include sound reasoning, detailed and relevant evidence, and consideration of alternatives.
5.20 Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and
5.20Aviii transitional words (e.g., also, therefore)
5.20C Use complete simple and compound sentences with correct subject-verb agreement.
5.21
Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to:
5.21B Recognize and use punctuation marks including:
5.21Bi commas in compound sentences
5.22 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
5.22D Use spelling patterns and rules and print and electronic resources to determine and check correct spellings
5.1 Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to: Ongoing TEKS
5.1A Read aloud grade-level stories with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.
5.9
Reading/Comprehension of Text/Independent Reading. Students read independently for sustained periods of time and produce evidence of their reading. Students are expected to:
5.9A
Read independently for a sustained period of time and summarize or paraphrase what the reading was about, maintaining meaning and logical order (e.g., generate a reading log or journal; participate in book talks).
5.20
Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to:
5.20A Use and understand the function of the following parts of speech in the context of reading, writing, and speaking:
5.20Ai verbs (irregular verbs and active voice)
5.20Aiv adverbs (e.g., frequency: usually, sometimes; intensity: almost, a lot)
5.20Av prepositions and prepositional phrases to convey location, time, direction, or to provide details
5.20B Use the complete subject and the complete predicate in a sentence; and
5.21
Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to:
5.21A Use capitalization for:
5.21Ai abbreviations
5.21Aii initials and acronyms
5.21B Recognize and use punctuation marks including:
5.21Bii proper punctuation and spacing for auotations
5.22 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
5.22E Know how to use the spell-check function in word processing while understanding its limitations.
5.27
Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to:
5.27A Listen to and interpret a speaker's messages (both verbal and nonverbal) and ask questions to clarify the speaker's purpose or perspective.
5.27B Follow, restate, and give oral instructions that include multiple action steps.
5.27C Determine both main and supporting ideas in the speaker's message.
5.28
Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to:
5.28A
Give organized presentations employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively.
5.29
Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to:
5.29A
Participate in student-led discussions by eliciting and considering suggestions from other group members and by identifying points of agreement and disagreement.
Materials Word Study Notebook (1 per student)
Reader’s Notebook (1 per student)
Writer’s Notebook (1 per student)
Teacher Writer’s Notebook (1)
Highlighter (1 per student)
Note card (10-15)
Note card (3 per student)
Colored pen or pencil (1 per student)
Publishing paper (1-5 sheets per student)
Thesaurus (class set)
Dictionary (class set)
Chart paper
Grade-appropriate text with possible unfamiliar words (1 per student)
Grade-appropriate editorial text for modeling (1)
2 grade-appropriate persuasive text for modeling (1 copy of each)
Grade-appropriate persuasive text (class set)
Grade-appropriate persuasive text with examples of parallelism (class set)
Grade-appropriate persuasive text with examples of comparison (class set)
Daily Lesson 1 WORD STUDY SHARED READING INDEPENDENT READING WRITING
Attachments and Resources
Advance Preparation
1. Prepare to display visuals as appropriate.
2. Preview the text to determine
the 4-5 words possible unfamiliar or multi-meaning words. Be sure there is some context that allows the reader to know what the words mean. Underline or highlight the selected words.
3. Prepare to display the Anchor
Chart: Using Context Clues from Unit 02A, Lesson 01, Daily Lesson 1 Word Study.
1. Prepare to display visuals as appropriate.
2. Select two persuasive texts.
Refer to Teacher Notes for examples of persuasive texts.
3. Preview the selected
persuasive text for modeling. Determine the author’s viewpoint or position. Write two statements about the text. One statement that expresses the author’s viewpoint or position and one statement that expresses the opposite of the author’s viewpoint or position.
4. Preview the other selected
persuasive text for student practice. Determine the author’s viewpoint or position. Write two statements about the text. One statement that expresses the author’s viewpoint or position and one statement that expresses the opposite of the author’s viewpoint or position. Duplicate these statements for each pair of students.
1. Prepare to display visuals as appropriate.
2. Gather a grade appropriate
collection of persuasive texts such as apologies, billboards, advertisements, classified ads, critiques, debates, editorials, essays, job applications (resumes), letters to the editor, posters, real estate descriptions, reviews (books, movies, music, etc.), sales pitches, and speeches.
1. Prepare to display visuals as appropriate.
2. On note cards, write 10-15
topics that students could argue a position for or against. Some examples could include: video games, recess, cell phones, fast food, social networking, owning a pet, year round school, standardized testing, etc.
Background Information
Persuasive text - text written with the intent to persuade or convince the reader of something
Daily Lesson 1 WORD STUDY SHARED READING INDEPENDENT READING WRITING
Viewpoint - the specific bias or perspective
Teacher Notes The purpose of persuasive text is to persuade the reader to see the viewpoint of the author regarding a certain position or opinion.
Types of persuasive texts include apologies, billboards, advertisements, classified ads, critiques, debates, editorials, essays, job applications (resumes), letters to the editor, posters, real estate descriptions, reviews (books, movies, music, etc.), sales pitches, and speeches.
Finding persuasive texts can be challenging. Consider doing an Internet search for “Persuasive text examples for kids”. Be sure to preview all internet resources for grade-appropriateness.
Because there could be limited number of resources, consider limiting the number of texts students have to choose from during Independent Reading.
Daily Lesson 1 WORD STUDY SHARED READING INDEPENDENT READING WRITING
Duration and Objective
Suggested Duration: 15 min. Content Objective: Students use context clues to determine the meaning of unknown words.
Suggested Duration: 30 min. Content Objective: Students identify the author’s viewpoint or position.
Suggested Duration: 25 min. Content Objective: Students identify the author’s viewpoint or position.
Suggested Duration: 30 min. Content Objective: Students generate ideas for a persuasive essay.
Mini Lesson 1. Review what was learned about context clues in Unit 01 and Unit 02A.
2. Display the Anchor Chart:
Using Context Clues. 3. Display and distribute the
selected text with unfamiliar words.
4. Read the text aloud until the
first underlined or highlighted word is read.
5. Using the text, demonstrate
how to use relationships between surrounding words: in-sentence examples, definition in the sentence, and in-sentence restatement to help determine the meaning of the word. Show how to use the surrounding words along with background knowledge to infer the meaning of the word.
6. Record the word, the clues,
and the inferred meaning on the Anchor Chart: Using Context Clues.
1. Ask: What does it mean to persuade? When have you tried to persuade someone? Discuss responses and give examples of persuasion.
2. Read the two prepared
statements. Tell students to listen to the text to determine which statement is true about the author’s viewpoint or position.
3. Read the selected short
persuasive text aloud. 4. Reread the two statements.
Ask: Which statement is true about the author’s viewpoint or position? Discuss responses and provide evidence from the text that supports that viewpoint or position.
1. Review what was learned about author viewpoint and position.
2. Display the selected
persuasive text for modeling. 3. Read the text and Think
Aloud about the author’s viewpoint or position while highlighting the text evidence that supports the author’s viewpoint or position.
4. Instruct students to select a
persuasive text to identify the author’s viewpoint or position. Tell students to highlight or record the text evidence that supports their thinking.
1. Display one of the note cards with a controversial topic.
2. Ask: What would you say if
you would argue for this topic? Discuss responses and record key points for the topic.
3. Ask: What would you say if
you would argue against this topic? Discuss
responses and record key points against the topic.
Learning Applications
1. Students make a similar chart in their Word Study Notebook.
2. Students continue to read the
1. Distribute the prepared statements and the other selected persuasive text.
1. Students select a persuasive text to read independently.
2. Students read the text
1. Divide students into pairs and distribute a note card to each pair.
Daily Lesson 1 WORD STUDY SHARED READING INDEPENDENT READING WRITING
selected text with a partner. Students stop at highlighted or underlined words to discuss the word, the clues, and the inferred meaning.
3. Students record the words,
the clues, and the inferred definitions on the chart in their Word Study Notebook.
2. With a partner, students read the statements and the text. Students determine which statement is true and provide evidence from the text to support their thinking.
independently. Students identify and record the author’s viewpoint or position in their Reader’s Notebook.
3. Students highlight or record
the text evidence that supports their thinking.
2. Assign one of the partners to be for the topic and one of the partners to be against the topic.
3. Students discuss their
positions for or against the topic given to them.
4. Students switch topics and
repeat the process. Continue to switch topics as time allows.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure 1. As a class, discuss each of the words, the clues, and the inferred definitions.
1. Ask: Which statement is true about the author’s viewpoint or position? Discuss responses and provide evidence from the text that supports that viewpoint or position.
1. With a partner, students discuss the author’s viewpoint they recorded and discuss the text evidence.
1. Ask: How did it feel to take a position on a topic? Do you feel you had good arguments? Discuss responses.
Daily Lesson 2 WORD STUDY SHARED READING INDEPENDENT READING WRITING
and Resources
Advance Preparation
1. Prepare to display visuals as appropriate.
2. Prepare to display the Anchor
Chart: Using Context Clues from Daily Lesson 1 Word Study and Independent Reading.
3. Prepare to display the Anchor
Chart: Dictionary Information from Unit 02A, Lesson 01, Daily Lesson 2 Word Study.
4. Prepare to display a dictionary
entry with all the information listed in the Anchor Chart: Dictionary Information.
1. Prepare to display visuals as appropriate.
2. Locate a short grade
appropriate persuasive text demonstrating parallelism among ideas in the argument. Refer to Teacher Notes for additional information on parallelism.
1. Prepare to display visuals as appropriate.
2. Prepare to display the Anchor
Chart: Reader Response Questions from Unit 02A.
1. Prepare to display visuals as appropriate.
2. Prepare to select a topic and
plan on using an outline to organize ideas to support a position on the selected topic.
Background Information
Parallelism (parallel structure) - a rhetorical device in which the same grammatical structure is used within a sentence or paragraph to show that two or more ideas have equal importance
Position - an opinion about a particular subject
Viewpoint - the specific bias or perspective
Teacher Notes Students will be using dictionaries to look up the words on their context clues chart to confirm their definition and determine other information about their words. Students may need to refer to the texts in which the words were found just in case they are multiple meaning words.
Another way to view parallelism is look for paragraphs and sentences (or parts of sentences) that are alike in some way.
Some examples:
Last summer, I went swimming, hiking, and
In some of the Daily Lessons in Unit 02B, students practice the skills taught in Shared Reading by reading independently and practicing comprehension skills. Students choose how they would like to respond to their selected text in their Reader’s Notebook using the questions generated on
Consider allowing pairs of students to work together writing persuasive essays by taking opposing viewpoints on a selected topic.
Daily Lesson 2 WORD STUDY SHARED READING INDEPENDENT READING WRITING
camping. Last winter, I went skiing, sledding, and ice fishing. (A non- example of this would be: Last summer, I went swimming, hiking and camped 3 times. In the winter, I skied, went sledding, and ice fishing.)
Martin Luther King’s I Have a Dream speech. There are many examples of parallelism in his speech. Here is one example: I have a dream that
one day this nation will rise up
and live out the true meaning of
its creed: "We hold these truths to be self-evident: that all men
are created equal."
I have a dream that one day on the
red hills of Georgia the sons of
former slaves and the sons of
former slave owners will be able
to sit down together at the table
of brotherhood.
I have a dream that one day even the
state of Mississippi, a state
sweltering with the heat of
injustice, sweltering with the
heat of oppression, will be
transformed into an oasis of
freedom and justice.
To learn more about parallelism, try an internet search or refer to the suggested websites on the Lesson Organizer page.
the Anchor Chart: Reader Response Questions. Teachers can use the Mini Lesson to reteach any of the comprehension skills. It is written into the lesson as optional.
Daily Lesson 2 WORD STUDY SHARED READING INDEPENDENT READING WRITING
Duration and Objective
Suggested Duration: 15 min. Content Objective: Students use a dictionary to determine word meanings, syllabication, pronunciations, alternative word choices, and parts of speech.
Suggested Duration: 25 min. Content Objective: Students identify the author’s viewpoint or position and explain the basic relationships among ideas in the argument (parallelism).
Suggested Duration: 30 min. Content Objective: Students write responses to texts read independently and provide evidence from the text to demonstrate understanding.
Suggested Duration: 25 min. Content Objective: Students select a viewpoint on a topic and generate a plan that organizes their arguments for a persuasive essay.
Mini Lesson 1. Display the Anchor Chart: Using Context Clues from Daily Lesson 1 Word Study.
2. Review how and why readers
use context clues. 3. Display the Anchor Chart:
Dictionary Information. 4. Display the selected
dictionary entry. Review where to find all the dictionary information listed on the chart (definition, syllabication, pronunciation, alternative word choices, and parts of speech). Record the information on the Anchor Chart: Dictionary Information.
5. Select one of the words
recorded on the Anchor Chart: Using Context Clues. Review the context clues and inferred definition on the chart. If necessary, use the text from Daily Lesson 1 and reread the word in context.
6. Model using the dictionary to
confirm the meaning of the selected word and to find
1. Distribute and display the selected text with examples of parallelism.
2. Read the text, stopping as
necessary to model questioning.
3. Ask: What is the viewpoint
or position in this text? How does the author support this viewpoint? What is the author trying to persuade the reader to think or do? Discuss responses.
4. Tell students that authors can
present arguments in a certain way. One way is with parallelism. Ask: What does parallel mean in math? Discuss responses. Explain that this technique in persuasive text is when the ideas presented follow a similar pattern. Give an example if necessary.
5. Read a portion of the selected
text that demonstrates parallelism. Highlight the ideas that demonstrate parallelism and Think Aloud about why.
1. Display the Anchor Chart: Reader Response Questions. Review each of the questions.
2. Explain that students will
choose which question or questions they would like to answer as a response to reading. Tell them their response must reflect understanding and have text evidence.
3. If applicable, model writing a
response to one of the questions using a selected text. (optional)
1. Display the Teacher Writer’s Notebook. Brainstorm different controversial topics.
2. Select one topic and take a
position. Write a statement that clearly demonstrates the selected position on the topic.
3. Using student suggestions,
brainstorm ideas that support the position, and write the ideas on a chart.
Daily Lesson 2 WORD STUDY SHARED READING INDEPENDENT READING WRITING
other information about the word. Record the information on the Anchor Chart: Dictionary Information.
Learning Applications
1. Students review the chart in their Word Study Notebooks used to collect words, context clues, and inferred definitions from Daily Lesson 1 Word Study and Independent Reading.
2. Students use the chart in their
Word Study Notebooks similar to the Anchor Chart: Dictionary Information.
3. Students use the dictionary to
confirm the definitions of the words collected in Daily Lesson 1. Students also find other dictionary information about the words. Students record the information on their new chart.
1. Read another portion of the text that provides an example of parallelism.
2. With a partner, students
discuss and highlight the parts they think demonstrate parallelism.
3. As a class, discuss the
examples of parallelism that students found.
4. If applicable, read an
additional portion and repeat steps #3 and #4.
1. Students select their text for Independent Reading.
2. Students choose a question or
questions from the Anchor Chart: Reader Response Questions.
3. Students read and monitor
comprehension. 4. Students write a response to
reading using their chosen question. Students provide text evidence in their response.
1. Students brainstorm additional controversial topics. Students select one topic and take a position on the topic.
2. Students write a statement
that clearly states their position on a topic.
3. Students begin to brainstorm
ideas that support the position, and organize these ideas into an outline.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure 1. Students share the dictionary information of 2-3 words in their Word Study Notebooks.
1. Ask: How does using parallelism affect the reader (audience) of the persuasive text? Discuss responses.
1. Students share their responses with a partner.
1. Collect Writer’s Notebooks to evaluate students’ arguments and outlines. Decide who may need additional support.
Daily Lesson 3 WORD STUDY SHARED READING INDEPENDENT READING WRITING
and Resources
Advance Preparation
1. Prepare to display visuals as appropriate.
2. Create an Anchor Chart:
Idioms with examples of two or three idioms. Possible idioms could include:
off the top of my head
green thumb
I’m all ears
get cold feet
got a frog in my throat
skating on thin ice
like a fish out of water
glued to my seat
give a hand
needle in a haystack 3. Write a different idiom on
each note card.
1. Prepare to display visuals as appropriate.
2. Locate a short, grade-
appropriate persuasive text demonstrating comparison among ideas in the argument.
1. Prepare to display visuals as appropriate.
2. Prepare to display the Anchor
Chart: Reader Response Questions from Daily Lesson 2 Independent Reading. Add additional question(s) about persuasive texts if applicable.
1. Prepare to display visuals as appropriate.
2. Gather resources on the
teacher-selected and student- selected topics where additional supporting information (examples, statistics, testimonials, etc.) may be found.
3. Create an Anchor Chart:
Collective Nouns. Write a definition along with several examples. Possible collective nouns could include: class, public, crew, herd, bundle, jury, troop, fleet, committee, litter). Prepare to demonstrate correct subject-verb agreement with collective nouns.
Background Information
Idiom - an expression that has a different meaning from the literal meaning of its individual words (e.g., have the upper hand or under the weather). Idioms are particular to a given language and usually cannot be translated literally.
Possible examples:
Off the top of my head
Green thumb
I’m all ears
Get cold feet
Comparison - the author differentiates (similarities and differences) information to support his/her viewpoint or position.
Position - an opinion about a particular subject
Viewpoint - the specific bias or perspective
Persuasive text - text written with the intent to persuade or convince the reader of something
Audience - the intended target group for a message, regardless of the medium
Position - an opinion about a particular subject
Sound reasoning - devices to persuade readers (e.g., examples, statistics, testimonials, etc.) to a particular point of view
Daily Lesson 3 WORD STUDY SHARED READING INDEPENDENT READING WRITING
Duration and Objective
Suggested Duration: 15 min. Content Objective: Students identify and explain the meaning of common idioms.
Suggested Duration: 30 min. Content Objective: Students identify the author’s viewpoint or position and explain the basic relationships among ideas in the argument (comparison).
Suggested Duration: 25 min. Content Objective: Students write responses to texts read independently and provide evidence from the text to demonstrate understanding.
Suggested Duration: 30 min. Content Objective: Students establish a position and support their position by including sound reasoning, detailed and relevant evidence, and consideration of alternatives. Students use and understand collective nouns.
Mini Lesson 1. Display the Anchor Chart: Idioms. Choose students to read the examples and define the term idiom.
2. Discuss the terms literal and
figurative meaning. Using an example from the Anchor Chart, compare the literal meaning to the figurative meaning. Sketch an illustration that represents both the literal and figurative meaning of the selected idiom.
1. Distribute and display the selected text with examples of comparison.
2. Read the text, stopping as
necessary to model questioning.
3. Ask: What is the viewpoint
or position in this text? How does the author support this viewpoint? What is the author trying to persuade the reader to think or do? Discuss responses.
4. Review that authors can
present arguments in a certain way. Review parallelism. Explain that another way authors can present arguments is by using comparison. Ask: What does it mean to compare? Discuss responses. Provide examples if necessary.
5. Read a portion of the selected
text that demonstrates comparison. Highlight the ideas that demonstrate
1. Display the Anchor Chart: Reader Response Questions. Review each of the questions.
2. Explain that students will
choose which question or questions they would like to answer as a response to reading. Tell them their response must reflect understanding and have text evidence.
3. If applicable, model writing a
response to one of the questions using a selected text. (optional)
1. Display the Anchor Chart: Collective Nouns. Introduce the definitions and examples. Model writing 2-3 sentences with collective nouns using correct subject-verb agreement.
2. In the Teacher Writer’s
Notebook, review the topic, the position, and the supporting ideas/arguments in the modeled outline.
3. Ask: How can a writer
convince readers that these ideas are valid? Discuss responses.
4. Discuss the meanings of the
following terms: sound reasoning, relevant evidence, and consideration of alternatives.
5. Demonstrate using research
to find a statistic, fact, or testimonial to support the argument and adding it to the outline.
Daily Lesson 4 WORD STUDY SHARED READING INDEPENDENT READING WRITING
Duration and Objective
Suggested Duration: 15 min. Content Objective: Students identify and explain the meaning of common adages.
Suggested Duration: 30 min. Content Objective: Students identify the author’s viewpoint or position and explain the basic relationships among ideas in the argument (causality).
Suggested Duration: 25 min. Content Objective: Students write responses to texts read independently and provide evidence from the text to demonstrate understanding.
Suggested Duration: 30 min. Content Objective: Students establish a position and support their position by including sound reasoning, detailed and relevant evidence, and consideration of alternatives.
Mini Lesson 1. Display the Anchor Chart: Adages. Explain what an adage is.
2. Read the first example and
ask: What do you think this adage means? Why? In what situation would the adage apply? Discuss responses. Continue with the other examples.
1. Distribute and display the selected text with examples of causality.
2. Read the text, stopping as
necessary to model questioning.
3. Ask: What is the viewpoint
or position in this text? How does the author support this viewpoint? What is the author trying to persuade the reader to think or do? Discuss responses.
4. Review that authors can
present arguments in a certain way. Review parallelism and comparison. Explain that another way authors can present arguments is by using causality. Ask: What is cause and effect? Discuss responses. Provide examples if necessary.
5. Read a portion of the selected
text that demonstrates causality. Highlight the ideas that demonstrate causality and Think Aloud about why.
1. Display the Anchor Chart: Reader Response Questions. Review each of the questions.
2. Explain that students will
choose which question or questions they would like to answer as a response to reading. Tell them their response must reflect understanding and have text evidence.
3. If applicable, model writing a
response to one of the questions using a selected text. (optional)
1. In the Teacher Writer’s Notebook, review the topic, the position and the supporting ideas/arguments in the modeled outline.
2. Ask: How can a writer
convince readers that these ideas are valid? Discuss responses.
3. Review the meanings of the
following terms: sound reasoning, relevant evidence, and consideration of alternatives.
4. Demonstrate using research
to find a statistic, fact, or testimonial to support the argument and adding it to the outline.
Daily Lesson 5 WORD STUDY SHARED READING INDEPENDENT READING WRITING
for the vocabulary word has antonyms and/or synonyms listed.
3. Display a thesaurus page that
has a previously studied vocabulary word.
implied author’s purpose
Locate and identify information provided by the author (e.g., visuals, text features, key points, details)
Determine if the information provided supports the author’s purpose
Evaluate the effectiveness of the information in supporting the author’s intended purpose
Include examples with punctuation that needs to be corrected.
Background Information
Refer to Daily Lessons 2-4 Shared Reading
This Instructional Routine partially assesses Performance Indicator: “Write multiple entries including thoughts, connections, and/or strategies that deepen understanding of literary and persuasive texts. Provide evidence from the text to support ideas.”
Simple sentence - a sentence with one clause (e.g., the chicken crossed the road)
Compound sentence - a sentence composed of at least two independent clauses linked with a conjunction (e.g., Sam talked, and Emma listened)
Teacher Notes This Daily Lesson will provide students the skill of finding antonyms and synonyms in the dictionary or thesaurus. This is the students’ first experience with a thesaurus according to the state standards, but they may have been exposed to them in previous grade levels. Be sure to model how to use a thesaurus and its uses. This skill will help students produce analogies with antonyms and synonyms and can help students have better word choice in their writing.
Daily Lesson 5 WORD STUDY SHARED READING INDEPENDENT READING WRITING
Duration and Objective
Suggested Duration: 15 min. Content Objective: Students identify synonyms and antonyms using a dictionary and thesaurus.
Suggested Duration: 30 min. Content Objective: Students identify the author’s viewpoint or position and explain the basic relationships among ideas in the argument.
Suggested Duration: 25 min. Content Objective: Students identify the author’s viewpoint or position and explain the basic relationships among ideas in the argument.
Suggested Duration: 30 min. Content Objective: Students write effective introductions to a persuasive essay. Students use complete simple and compound sentences with appropriate punctuation.
Mini Lesson 1. Review a vocabulary word chosen from a previous Word Study Daily Lesson.
2. Ask: What are synonyms
and antonyms? Discuss responses and clarify any misconceptions.
3. Display the dictionary page.
Show students where to find synonyms and antonyms in a dictionary entry. On a chart, record the synonyms and antonyms for the vocabulary word.
4. Explain the differences
between a dictionary and a thesaurus. Model using the thesaurus to find the page that has the synonyms and antonyms for the vocabulary word.
5. Display the thesaurus page.
Show students how to read the thesaurus entry for the vocabulary word. Record a couple of different synonyms and antonyms for the vocabulary word.
1. Display and distribute persuasive texts to students. Tell students to listen for the viewpoint of the author and think about how the author is presenting his/her arguments: parallelism, comparison, and/or causality.
2. Read one of the selected texts
aloud. Students follow along. 3. Ask: What is the viewpoint
or position in this text? How does the author support this viewpoint? What is the author trying to persuade the reader to think or do? Discuss responses.
4. Ask: How did the author
present his/her ideas? Discuss responses and provide text evidence of parallelism, comparison, and/or causality.
5. Display Anchor Chart:
Evaluating Author’s Purpose. Think Aloud drawing conclusions from the text, and evaluating how well the
1. Review identifying the author’s viewpoint or position and explaining the relationship among the ideas in the argument. Clear up any misconceptions students may have.
1. Ask: What makes an effective introduction? Discuss responses.
2. Display and distribute the
selected persuasive essays to use as model texts.
3. Read the introduction in each
of the persuasive essays. Discuss what makes each introduction effective or not.
4. In the Teacher Writer’s
Notebook, model writing an introductory paragraph that uses effective techniques and establishes the selected position on the topic.
5. In the Teacher Writer’s
Notebook, demonstrate using a variety of sentence types including simple and compound. Model combining simple sentences into compound sentences and using correct punctuation. Model correcting run-on sentences and fragments.
Daily Lesson 5 WORD STUDY SHARED READING INDEPENDENT READING WRITING
author’s purpose was achieved.
Learning Applications
1. Distribute dictionaries and thesauruses to students.
2. Instruct students to use the
dictionary and thesaurus to find 2-3 antonyms and synonyms for a vocabulary word they studied in Lesson 01.
3. Record synonyms and
antonyms in Word Study Notebook.
1. With a partner, students read the other persuasive text with the opposite viewpoint.
2. Students record the author’s
viewpoint in their Reader’s Notebook.
3. Students discuss how the
author presented their ideas (parallelism, comparison, and/or causality). Students highlight or record the text evidence of the way the author presented their ideas.
4. Students use Anchor Chart:
Evaluating Author’s Purpose to evaluate how well the author’s purpose was achieved.
1. Distribute persuasive texts to students.
2. Students read the persuasive
texts with a partner. 3. Ask: Which author was most
successful in persuading you? Why? In what way did the author present their arguments? Students respond to the questions in their Reader’s Notebook.
1. In their Writer’s Notebook, students write an introduction that uses effective techniques and states the position that they are taking on the topic. Students use both simple and compound sentences.
Engage in Guided Reading and Guiding Writing Instruction as appropriate.
Closure 1. Ask: Why would readers and writers use a dictionary and/or a thesaurus? Discuss
responses.
1. Ask: What is the viewpoint or position in this text? How does the author support this viewpoint? What is the author trying to persuade the reader to think or do? Discuss responses.
2. Ask: How did the author
present his/her ideas? Discuss responses and provide text evidence of parallelism, comparison, and/or causality.
3. Ask: How are the texts the
same? How are the texts
1. Students share their responses with another pair of students.
2. Collect Reader’s Notebook to
assess students’ entries.
1. Students share introductions with a partner. Students provide feedback to one another.
Daily Lesson 6 WORD STUDY SHARED READING INDEPENDENT READING WRITING
per 2 students)
Chart paper (if applicable)
Attachments and Resources
Advance Preparation
1. Prepare to display visuals as appropriate.
2. Become familiar with
analogies that use antonyms and synonyms. Practice writing analogies with synonyms and antonyms. Think about the process to create an analogy.
3. Create an Anchor Chart:
Analogies. Provide several examples of synonym and antonym analogies.
1. Prepare to display visuals as appropriate.
2. Locate print advertisements to
use as examples of exaggerated, contradictory, or misleading statements.
3. Create an Anchor Chart:
Beware of Advertisements. Write definitions and give examples for the following words: exaggeration, contradiction, and misleading. See Background Knowledge for definitions.
1. Prepare to display visuals as appropriate.
2. Prepare to display the Anchor
Chart: Reader Response Questions from Daily Lesson 4 Independent Reading. Add additional question(s) if applicable.
1. Prepare to display visuals as appropriate.
2. Create an Anchor Chart:
Transitional Words. Write a definition and provide examples. Possible transitional words/phrases could include: also, therefore, in addition, then, instead, however, next, above all, for instance, later, in conclusion, finally, etc.
Background Information
Exaggeration - an overstatement or a representation of more than is true
Misleading - unreliable; to be regarded with suspicion
Transitional words and phrases - words or phrases that help to sustain a thought or idea through the writing. They link sentences and paragraphs together smoothly so that there are not abrupt jumps or breaks between ideas.
Teacher Notes In fourth grade, students were expected to complete analogies using synonyms and antonyms. In fifth grade, students must produce analogies using synonyms and antonyms
Daily Lesson 6 WORD STUDY SHARED READING INDEPENDENT READING WRITING
Duration and Objective
Suggested Duration: 15 min. Content Objective: Students produce analogies using synonyms and antonyms
Suggested Duration: 25 min. Content Objective: Students recognize exaggerated, contradictory, or misleading statements in text.
Suggested Duration: 25 min. Content Objective: Students write responses to texts read independently and provide evidence from the text to demonstrate understanding.
Suggested Duration: 35 min. Content Objective: Students write persuasive essays that are focused, organized, and coherent. Students use and understand transitional words.
Mini Lesson 1. Display the Anchor Chart: Analogies. Ask students to turn to a partner and discuss what they notice about the words on the chart.
2. Discuss what students noticed
about the words and the relationships between words. Label the synonym analogies with an “S” and antonym analogies with an “A”.
3. Think Aloud the process for
producing/creating an analogy.
4. Students write “Analogy” in
their Word Study Notebook and record two of the given examples of analogies, one antonym, and one synonym.
1. Display one of the selected print advertisements. Read the advertisement.
2. Ask: What is the author of
this advertisement trying to make the audience believe or do? Discuss responses.
3. Display the Anchor Chart:
Beware of Advertisements.
4. Discuss each of the words:
exaggeration, contradiction, and misleading.
5. Think Aloud about the
advertisement from step #1. Determine which types of statements were used to persuade the audience.
6. Display and read the second
print advertisement. Ask: What is the author of this advertisement trying to make the audience believe or do? Discuss responses.
7. Ask: What types of
statements are used to try and influence the reader? Discuss responses.
1. Display the Anchor Chart: Reader Response Questions. Review each of the questions.
2. Explain that students will
choose which question or questions they would like to answer as a response to reading. Tell them their response must reflect understanding and have text evidence.
3. If applicable, model writing a
response to one of the questions using a selected text. (optional)
1. Display the Anchor Chart: Transitional Words. Introduce the definition and provide examples. Discuss why authors (and speakers) use transitions.
2. Display the modeled outline
from Daily Lesson 4 Writing. Review the arguments and supporting facts and details.
3. Model writing the body
paragraphs. Think Aloud to clarify each supporting idea for the argument. Use the model texts as necessary.
Daily Lesson 6 WORD STUDY SHARED READING INDEPENDENT READING WRITING
Learning Applications
1. Students create two analogies in their Word Study Notebook, one synonym analogy and one antonym analogy.
2. Provide dictionaries and
thesauruses for student reference if needed.
1. Display the collection of print advertisements.
2. With a partner, students select
a print advertisement from the collection.
3. Students read the
advertisement. 4. Students record what the
advertisement is trying to make the audience think or do.
5. Students identify which
techniques (exaggeration, contradiction, and/or misleading statements) are being used to persuade the audience.
1. Students select their text for Independent Reading.
2. Students choose a question or
questions from the Anchor Chart: Reader Response Questions.
3. Students read and monitor
comprehension. 4. Students write a response to
reading using their chosen question. Students provide text evidence in their response.
1. Students use the outline to draft the body paragraphs of their persuasive essay in their Writer’s Notebook.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure 1. Students share analogies in groups of 3-4 students.
1. Students share one of the advertisements with the class and tell what it is trying to get the audience to do or believe. Students also discuss what kinds of statements are being used to influence the audience.
1. Students share their responses with a partner.
1. Students share their drafts with a partner.
2. Ask: Do the ideas and
details support the argument the writer is making? Why or why not? Discuss responses.
Daily Lesson 7 WORD STUDY SHARED READING INDEPENDENT READING WRITING
contradictory, or misleading statements for student practice
Chart paper (if applicable)
Attachments and Resources
Advance Preparation
1. Prepare to display visuals as appropriate.
2. Prepare a list of words that
can be used with the prefix
im. Possible words could include: impossible, improper, immature, imbalance, impassable, immobile, immortal, etc. Use district- adopted resources from various content areas or the internet to help compile a list of grade-appropriate words.
3. Write the words on note cards
so each pair of students will have one word.
1. Prepare to display visuals as appropriate.
2. Locate digital advertisements
to use as examples of exaggerated, contradictory, or misleading statements. Digital advertisements can be television commercials, radio commercials, and/or internet advertisements.
3. Prepare to display the Anchor
Chart: Beware of Advertisements from Daily Lesson 6.
1. Prepare to display visuals as appropriate.
2. Prepare to display the Anchor
Chart: Reader Response Questions from Daily Lesson 6 Independent Reading. Add additional question(s) if applicable.
1. Prepare to display visuals as appropriate.
2. Create Anchor Chart:
Subordinating Conjunctions with a list of subordinating conjunctions: after, before, so, where, although, for, so that, unless, as, if, than, until, once, that, when, whether, because, since, though, whenever, while, etc.
3. Create another chart with the
following pairs of sentences:
We were at the game. It started raining.
Tim saves money. He will be able to buy a car.
I don’t drive at night. I don’t see well.
Anna cried in her pillow. She was sad.
Background Information
The prefix immeans not. Refer to Daily Lesson 6 Shared Reading
Subordinating conjunction - introduces a dependent clause and connects it to an independent clause (e.g., because, when, unless)
Example of usage:
Both students and teachers were at the assembly because of a special guest.
Daily Lesson 7 WORD STUDY SHARED READING INDEPENDENT READING WRITING
Independent clause - a group of words containing a subject and a verb that can stand alone as a complete sentence; also called a main clause
Dependent clause - a group of words with a subject and a verb that modifies a main or independent clause to which it is joined (e.g., until you leave in I will wait until you leave); also called a subordinate clause
Teacher Notes Refer to Daily Lesson 2 Independent Reading
Daily Lesson 7 WORD STUDY SHARED READING INDEPENDENT READING WRITING
Duration and Objective
Suggested Duration: 15 min. Content Objective: Students use context to determine or clarify the meaning of words.
Suggested Duration: 25 min. Content Objective: Students recognize exaggerated, contradictory, or misleading statements in text.
Suggested Duration: 25 min. Content Objective: Students write responses to texts read independently and provide evidence from the text to demonstrate understanding.
Suggested Duration: 35 min. Content Objective: Students write effective conclusions to a persuasive essay. Students learn to use subordinating conjunctions correctly.
Mini Lesson 1. Ask: What is a prefix? Why is it important to know and understand prefixes as a reader? Discuss responses.
2. Display the prefix im. Tell
students that it that can be added to other words to change or modify the meaning.
3. Display the word polite. Ask a
student to use the word polite in a sentence.
4. Add the prefix imand create
the word impolite. Ask: How has the meaning changed? Discuss responses and use the word impolite in a sentence.
1. Display one of the selected digital advertisements. Read and/or play the advertisement.
2. Ask: What is the author of
this advertisement trying to make the audience believe or do? Discuss responses.
3. Display the Anchor Chart:
Beware of Advertisements. Review each of the words: exaggeration, contradiction, and misleading.
4. Think Aloud about the
advertisement from step #1. Determine which types of statements were used to persuade the audience.
5. Display and read and/or play
the second digital advertisement. Ask: What is the author of this advertisement trying to make the audience believe or do? Discuss responses.
6. Ask: What types of
statements are used to try and influence the reader? Discuss responses.
1. Display the Anchor Chart: Reader Response Questions. Review each of the questions.
2. Explain that students will
choose which question or questions they would like to answer as a response to reading. Tell them their response must reflect understanding and have text evidence.
3. If applicable, model writing a
response to one of the questions using a selected text. (optional)
1. Display Anchor Chart: Subordinating Conjunctions. Explain their function in a sentence.
2. Display the chart with the
pairs of sentences. With the students, use the list of conjunctions to combine the two sentences into one. Tell students to incorporate this concept into their writing.
3. Ask: What makes an
effective conclusion? Discuss responses.
4. Display and distribute the
selected persuasive essays for use as model texts.
5. Read the conclusion in each
of the persuasive essays. Discuss what makes each conclusion effective or not.
6. In the Teacher Writer’s
Notebook, model writing a concluding paragraph that uses effective techniques and re-establishes the position you are taking on the selected topic. Use subordinating
Daily Lesson 7 WORD STUDY SHARED READING INDEPENDENT READING WRITING
conjunctions as appropriate.
Learning Applications
1. Distribute one imword on a note card to each pair of students.
2. With a partner, students
search for the meaning of their word in a dictionary and record the word meaning in their Word Study Notebook.
3. Students write their word in a
sentence and illustrate.
1. Display and read/play another digital advertisement for student practice.
2. In their Reader’s Notebook,
students record what the advertisement is trying to make the audience think or do.
3. With a partner, students
identify which types of statements are being used to persuade the audience.
1. Students select their text for Independent Reading.
2. Students choose a question or
questions from the Anchor Chart: Reader Response Questions.
3. Students read and monitor
comprehension. 4. Students write a response to
reading using their chosen question. Students provide text evidence in their response.
1. Students finish drafting the body of their persuasive essay if necessary.
2. In their Writer’s Notebook,
students write a conclusion that uses effective techniques and restates the position that they are taking on the topic.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure 1. Students share the meaning
of their im words. 2. Ask students to try to figure
out the meaning of im(not). 3. Add the prefix imto the
Word Wall or an Anchor Chart along with the meaning of the prefix and examples of words with the prefix.
1. Ask: What effect does an author’s use of exaggerated, contradictory, or misleading statements have on an audience? Students record their responses in their Reader’s Notebook.
1. Students share their responses with a partner.
1. Students share their conclusion with a partner. Students provide feedback to one another.
Daily Lesson 8 WORD STUDY SHARED READING INDEPENDENT READING WRITING
and Resources
Advance Preparation
1. Prepare to display visuals as appropriate.
2. Prepare a list of words that
can be used with the suffix
like. Possible words could include: childlike, homelike, lifelike, machinelike, humanlike, ladylike, wormlike, statesmanlike, deathlike, etc. Use district-adopted resources from various content areas or the internet to help compile a list of grade- appropriate words.
3. Write the words on note cards
so each pair of students will have one word.
1. Prepare to display visuals as appropriate.
2. Prepare to display the Anchor
Chart: Evaluating Author’s Purpose.
1. Prepare to display visuals as appropriate.
2. Prepare to display the Anchor
Chart: Reader Response Questions from Daily Lesson 7 Independent Reading. Add additional question(s) if applicable.
1. Prepare to display visuals as appropriate.
2. Prepare to display the Anchor
Chart: Revision from Unit 02A, Lesson 01, Daily Lesson 7 Writing. Add the following to the checklist:
Use varied sentences, both simple and compound, that are purposeful and well controlled to enhance the effectiveness of the piece
Improve transitions and sentence-to-sentence connections to enhance the flow of the piece
Include varied structure/word order
Background Information
The suffix like means resembling or like.
Teacher Notes Refer to Daily Lesson 2 Independent Reading
Daily Lesson 8 WORD STUDY SHARED READING INDEPENDENT READING WRITING
Duration and Objective
Suggested Duration: 15 min. Content Objective: Students determine the meaning of words with suffixes.
Suggested Duration: 25 min. Content Objective: Students identify the author’s viewpoint and explain the basic relationships among ideas in the argument.
Suggested Duration: 25 min. Content Objective: Students write responses to texts read independently and provide evidence from the text to demonstrate understanding.
Suggested Duration: 35 min. Content Objective: Students revise their persuasive essay for their purpose and audience.
Mini Lesson 1. Ask: What is a suffix? Why is it important to know and understand suffixes as a reader? Discuss responses.
2. Display the suffix like. Tell
students that like is a suffix that can be added to other words and/or roots to change or modify the meaning.
3. Display the word cat. Ask a
student to use the word cat in a sentence.
4. Add the suffix like and create
the word catlike. Ask: How has the meaning changed? Discuss responses and use the word catlike in a sentence.
1. Display and read the selected editorial for modeling.
2. Think Aloud about the
author’s viewpoint and provide text evidence to support the answer. Identify how the author presented their ideas (parallelism, comparison, and/or causality).
3. Think Aloud evaluating how
well the author achieved his/her intended purpose.
1. Display the Anchor Chart: Reader Response Questions. Review each of the questions.
2. Explain that students will
choose which question or questions they would like to answer as a response to reading. Tell them their response must reflect understanding and have text evidence.
3. If applicable, model writing a
response to one of the questions using a selected text. (optional)
1. Display and review Anchor Chart: Revision Checklist. Review and discuss the items added to the checklist.
2. In the Teacher Writer’s
Notebook, model revising for varied sentences, transitions, and varied word structure/order.
Learning Applications
1. Distribute one like word on a note card to each pair of students.
2. With a partner, students
search for the meaning of their word in a dictionary and record the word meaning in their Word Study Notebook.
3. Students write their word in a
sentence and illustrate.
1. Students select an editorial to read.
2. Students identify the author’s
viewpoint and the ideas in the argument, and list these in their Reader’s Notebook.
3. Students evaluate how well
the author achieved his/her intended purpose.
1. Students select their text for Independent Reading.
2. Students choose a question or
questions from the Anchor Chart: Reader Response Questions.
3. Students read and monitor
comprehension. 4. Students write a response to
reading using their chosen
1. Students reread their persuasive essay to a partner. The partner gives suggestions for revision. Students refer to the Anchor Chart: Revision Checklist as a resource.
2. Students revise their
persuasive essays for varied sentences, transitions, and varied word structure/order.
Daily Lesson 9 WORD STUDY SHARED READING INDEPENDENT READING WRITING
Duration and Objective
Suggested Duration: 15 min. Content Objective: Students use dictionaries to help with spelling and editing.
Suggested Duration: 30 min. Content Objective: Students identify the author’s viewpoint and explain the basic relationships among ideas in the argument.
Suggested Duration: 25 min. Content Objective: Students recognize exaggerated, contradictory, or misleading statements.
Suggested Duration: 30 min. Content Objective: Students edit for spelling, punctuation, grammar, and capitalization.
Mini Lesson 1. Ask: What are some reasons readers and writers use dictionaries? Discuss responses.
2. Explain that they will use the
dictionary to determine how to spell words.
3. Model writing a sentence that
contains a word that would be difficult for a fifth grader to spell correctly. Explain that a writer wants to be as close to spelling the word correctly as possible or it will be difficult to find in the dictionary.
4. Model using the dictionary to
find the word that needs to be corrected. Correct the word.
1. Using the editorial modeled in Daily Lesson 8 Shared Reading. Demonstrate how to plan for an organized, oral presentation.
1. Display the Anchor Chart: Beware of Advertisements from Daily Lesson 7 Shared Reading.
2. Review exaggerated,
contradictory, and misleading statements. Explain that any persuasive text can use these statements to help influence the audience, not just advertisements.
3. Instruct students to select a
persuasive text to read independently. Tell them to find examples of exaggerated, contradictory, and misleading statements.
1. Distribute and display the Teacher-Created Handout: Editing Checklist.
2. Review expectations for
spelling, punctuation, and capitalization.
3. In the Teacher Writer’s
Notebook, model using the editing checklist to correct for spelling, punctuation, grammar, and capitalization. Use a colored pen or pencil to mark corrections.
4. Remind students how to use a
dictionary to check spelling. Remind them that they have to be close to the correct spelling in order to find the word in a dictionary. Model correcting spelling using a dictionary.
Learning Applications
1. Write the second sentence on a chart. Students determine which words need to be corrected.
2. In pairs, students locate the
word in the dictionary. Remind them that it is not spelled correctly so they are not
1. Students use the selected editorial from Daily Lesson 8 to plan for an organized, oral presentation of the author’s viewpoint.
2. Working with a partner,
students practice their organized oral presentation.
1. Students select a persuasive text to read independently.
2. If students find examples of
exaggerated, misleading, and/or contradictory statements, they record them in their Reader’s Notebook.
1. Students use the Teacher- Created Handout: Editing Checklist to correct spelling, punctuation, grammar, and capitalization using a colored pen or pencil.
Daily Lesson 9 WORD STUDY SHARED READING INDEPENDENT READING WRITING
looking letter by letter; they are looking for the word that looks right.
3. Students record the word,
page number, and correct spelling in their Word Study Notebook.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure 1. Choose a student to change the misspelled word on the chart to the correct spelling.
1. Working with the same partner, students evaluate one another’s presentation by giving two compliments and one suggestion for improvement.
1. Choose students to share examples of exaggerated, misleading, and contradictory statements. Discuss each one and explain how it might influence an audience.
1. Collect Writer’s Notebooks to teacher-edit for spelling, punctuation, grammar, and capitalization.
Daily Lesson 10 WORD STUDY SHARED READING INDEPENDENT READING WRITING
Attachments and Resources
Advance Preparation
1. Prepare to display visuals as appropriate.
2. Prepare a list of words
containing the root act so each pair of students has a word to study. Example: actor, active, react, transaction, enact, activity, actress, actual, action, interact, etc. Use district-adopted resources from various content areas or the internet to help compile a list of grade-appropriate words.
3. Write the words on note cards
so each pair of students will have one word.
1. Prepare to display visuals as appropriate.
1. Prepare to display visuals as appropriate.
1. Prepare to display visuals as appropriate.
2. Teacher-edit students’
persuasive essay drafts for missed spelling, punctuation, and capitalization errors.
3. Divide students into groups of
four.
Background Information
This Instructional Routine assesses Performance Indicator: “Record multiple entries in a Word Study Notebook demonstrating word knowledge.”
The root act means do.
This Instructional Routine assesses Performance Indicator: “After reading an editorial, identify the author’s purpose. In an oral presentation, evaluate how the author achieved his/her purpose through their presentation of ideas in the argument (e.g., parallelism, comparison, causality). In addition, identify exaggerated, contradictory, or misleading statements the author used to support their position.”
This Instructional Routine partially assesses Performance Indicator: “Write multiple entries including thoughts, connections, and/or strategies that deepen understanding of literary and persuasive texts. Provide evidence from the text to support ideas.”
This Instructional Routine assesses Performance Indicator, “Using the writing process, write a persuasive essay for an appropriate audience. Choose your position and support it with persuasive techniques.”
Teacher Notes Depending on the resources available, students may use a computer for the final copy or write the final copy by hand.
Daily Lesson 10 WORD STUDY SHARED READING INDEPENDENT READING WRITING
Duration and Objective
Suggested Duration: 15-20 min. Content Objective: Students determine the meaning of words with Greek and Latin prefixes, suffixes, and roots.
Suggested Duration: 30 min. Content Objective: Students identify the author’s viewpoint or position and explain the basic relationships among ideas in the argument.
Suggested Duration: 25 min. Content Objective: Students summarize text while maintaining meaning and logical order.
Suggested Duration: 30 min. Content Objective: Students publish their persuasive essays for an audience.
Mini Lesson 1. Review the meaning of the words: roots, prefixes, suffixes, and affixes.
2. Draw a web with the root act
in the middle. 3. Display the word: action.
4. Ask: What does action
mean? Discuss responses.
5. Students add words from their
own vocabulary to the web containing the root act.
6. If necessary, add any of the
words from the prepared list of act words.
1. Review expectations speaking and listening during presentations.
1. Display the previously read persuasive text. Retell the important parts of the text.
2. Model writing a summary that
maintains meaning and logical order. The summary should include the author’s viewpoint and arguments.
1. Ask: What is important to remember when publishing? Discuss
responses. 2. Model both incorrect and
correct publishing from the example persuasive essay in the Teacher Writer’s Notebook.
Learning Applications
1. Distribute one act word on a note card to each pair of students.
2. With a partner, students
search for the meaning of their word in a dictionary and record the word meaning in their Word Study Notebook.
3. Students write their word in a
sentence and illustrate the word.
1. Students give organized oral presentations about their editorial.
1. Students either select a new or previously read persuasive text.
2. Students read (or reread) the
text independently. 3. In their Reader’s Notebooks,
students write a summary that maintains meaning and logical order. The summary should include the author’s viewpoint and arguments.
