TAKS Reading Accelerated Curriculum Grade 5
SAMPLE
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TAKS Reading Accelerated Curriculum Grade 5
Table of Contents
Overview.......................................................................................................1
What is the TAKS Reading Accelerated Curriculum Grade 5? .................... 3
Why is there a need for TAKS Reading Accelerated Curriculum Grade 5? ......4
How is the TAKS Reading Accelerated Curriculum Grade 5 effective? ...........5
Sadako and the Thousand Paper Cranes ......................................................7
Lesson
Lesson
Lesson
Lesson
Lesson
One .............................................................................................9
Two........................................................................................... 17
Three ........................................................................................ 22
Four .......................................................................................... 28
Five ........................................................................................... 33
The Breath of Life .......................................................................................39
Lesson
Lesson
Lesson
Lesson
Six............................................................................................. 41
Seven ........................................................................................ 50
Eight.......................................................................................... 58
Nine .......................................................................................... 63
Two Great Lives: Helen Keller and Anne Sullivan ......................................67
Lesson
Lesson
Lesson
Lesson
Lesson
Ten ........................................................................................... 69
Eleven ....................................................................................... 80
Twelve....................................................................................... 87
Thirteen..................................................................................... 94
Fourteen .................................................................................... 99
Extension, Application, and Review ..........................................................105
Lesson 15 ........................................................................................... 107
The Story of the Frisbee ............................................................................113
Lesson
Lesson
Lesson
Lesson
Lesson
Sixteen .................................................................................... 115
Seventeen................................................................................ 120
Eighteen .................................................................................. 125
Nineteen .................................................................................. 130
Twenty .................................................................................... 135
A Simple Idea That Changed the World ....................................................141
Lesson
Lesson
Lesson
Lesson
Lesson
ii
Twenty-One ............................................................................. 143
Twenty-Two ............................................................................. 149
Twenty-Three........................................................................... 154
Twenty-Four............................................................................. 159
Twenty-Five ............................................................................. 164
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TAKS Reading Accelerated Curriculum Grade 5
Table of Contents
Administering the TAKS Simulated Assessment for Tiger Woods .............169
Appendix 1: Structural Analysis................................................................173
APPENDIX 1A Student set of Structural Analysis Cards............................ 259
APPENDIX 1B Syllable Types ................................................................ 219
APPENDIX 1C Suffix Types ................................................................... 221
APPENDIX 1D Six Syllable Sort.............................................................. 222
APPENDIX 1E Rapid Word Recognition—Completed................................ 229
APPENDIX 1F Rapid Word Recognition—Blank ....................................... 230
Appendix 2: Vocabulary Development........................................................21
APPENDIX 2A Student set of Vocabulary Cards ...................................... 265
APPENDIX 2B Vocabulary Notebook ...................................................... 223
APPENDIX 2C Concept of Definition Map ............................................... 225
APPENDIX 2D Semantic Word Map........................................................ 226
APPENDIX 2E Word Builder—Completed................................................ 227
APPENDIX 2F Word Builder—Blank ....................................................... 228
Appendix 3: Text Introduction....................................................................21
APPENDIX 3A Student set of Text Introduction Cards ............................. 267
APPENDIX 3B Genre Wheel .................................................................. 242
Appendix 4: Comprehension.......................................................................21
APPENDIX 4A Student set of Comprehension Cards ................................ 269
APPENDIX 4B Character Map................................................................ 235
APPENDIX 4C Inference Chart—Completed............................................ 237
APPENDIX 4D Inference Chart—Blank ................................................... 238
Appendix 5: Fluency Probes .............................................................................
APPENDIX 5A Fluency Probe 1.............................................................. 243
APPENDIX 5B Fluency Probe 2.............................................................. 244
APPENDIX 5C Fluency Probe 3.............................................................. 245
APPENDIX 5D Fluency Probe 4.............................................................. 246
APPENDIX 5E Fluency Probe 5.............................................................. 247
APPENDIX 5F Fluency Probe 6.............................................................. 248
APPENDIX 5G Fluency Probe 7.............................................................. 249
APPENDIX 5H Fluency Probe 8.............................................................. 250
APPENDIX 5I Fluency Probe 9.............................................................. 251
APPENDIX 5J Fluency Probe 10 ............................................................ 252
APPENDIX 5K Fluency Probe 11 ............................................................ 253
APPENDIX 5L Fluency Probe 12 ............................................................ 254
APPENDIX 5M Fluency Probe 13 ............................................................ 255
APPENDIX 5N Fluency Probe 14 ............................................................ 256
APPENDIX 5O Fluency Probe 15 ............................................................ 257
APPENDIX 5P Fluency Graph ................................................................ 258
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TAKS Reading Accelerated Curriculum Grade 5
Table of Contents
Appendix 6: Assess for Understanding.............................................................
APPENDIX 6A Student set of Assess for Understanding Cards.................. 273
APPENDIX 6B Venn Diagram ................................................................ 234
APPENDIX 6C Main Idea Graphic Organizer ........................................... 239
Appendix 7: Quick Review ................................................................................
APPENDIX 7A Three-Sentence Summary ............................................... 231
APPENDIX 7B Quick Write .................................................................... 232
APPENDIX 7C Expanded-Sentence Summary.......................................... 233
APPENDIX 7D Reflection Page............................................................... 241
APPENDIX 7E K-W-L ............................................................................ 236
APPENDIX 7F Direct Reading Thinking Activity....................................... 240
Appendix 8: Monitoring for Progress ...............................................................
Sadako and the Thousand Paper Cranes ............................................... 175
The Breath of Life ................................................................................ 183
Two Great Lives: Helen Keller and Anne Sullivan ................................... 190
The Story of the Frisbee ....................................................................... 196
A Simple Idea That Changed the World ................................................. 201
Tiger Woods........................................................................................ 207
References .........................................................................................................
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TAKS Reading Accelerated Curriculum Grade 5
Overview
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TAKS Reading Accelerated Curriculum Grade 5
Overview
TAKS Reading Accelerated Curriculum Grade 5
W
TAKS READING ACCELERATED CURRICULUM GRADE 5? This
resource is a complete 25-day curriculum, utilizing the research on
effective reading instruction. Each lesson embeds instructional components proven to
transition readers who need a high level of support to readers who can read and
comprehend text independently. Through explicit instruction, teacher modeling,
guided practice, independent practice, and progress monitoring, along with strategies
to increase student engagement, students are involved in an accelerated fast-pace
curriculum through supportive strategies rather than remedial activities.
HAT IS THE
The teacher-ready lessons are designed around six high-interest chapter
books that utilize expository text structure. The selection of expository text as
the foundation of these lessons is purposeful as this is a text structure that is difficult
for many fifth-grade students to read and comprehend independently. Six copies of
each of the following student books are included in this curriculum package.
Sadako and the Thousand Paper Cranes by Eleanor Coerr
The Breath of Life by Jean Bennett
Two Great Lives: Helen Keller & Anne Sullivan by Alan Trussell-Cullen
A Simple Idea That Changed the World by Alan Trussell-Cullen
The Story of the Frisbee by Alan Trussell-Cullen
Tiger Woods by Alan Trussell-Cullen
The goal of the TAKS Reading Accelerated Curriculum Grade 5 is to help fifth-grade
students, at a minimum, meet the passing standard for the Texas Assessment of
Knowledge and Skills (TAKS) Grade 5 Reading. Lesson objectives are focused on
student mastery of the Texas Essential Knowledge and Skills (TEKS) and address the
TAKS objectives for Grade 5 Reading.
Many times test preparation materials focus only on assessing student understanding
through “practice-type” assessments. While TAKS-like items are provided in this
curriculum resource to assess student learning, the primary focus of these materials
is the entire curriculum-instruction-assessment framework. Students are actively
involved in the reading process throughout the lessons, and assessment is used as a
way to monitor student progress and provide guidance to plan targeted instruction.
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TAKS Reading Accelerated Curriculum Grade 5
W
TAKS READING ACCELERATED CURRICULUM
GRADE 5? When monitoring of student progress indicates that the student is
HY IS THERE A NEED FOR A
not able to read and comprehend text independently, additional instruction and
practice for reading skills and strategies must be provided. Intensive in-depth
instruction that provides a higher level of teacher support and facilitation increases the
likelihood that students will become successful readers.
Texas Education Code (TEC) § 28.0211 has specific requirements for
instruction that must be provided for students who fail to perform
satisfactorily on TAKS Reading Grade 5. This code requires districts and charters
to provide accelerated instruction each time a student does not meet the passing
standard. Three attempts are provided for students to perform satisfactorily on TAKS
Reading Grade 5, after which, if the student remains unsuccessful, he or she will only
be promoted to grade 6 by a unanimous decision of the student’s grade placement
committee. The committee must determine that with further accelerated instruction
the student is likely to perform at grade level.
The 25-day curriculum in the TAKS Reading Accelerated Curriculum Grade 5 correlates
to the approximate number of instructional days from the receipt of results of one
TAKS administration and the subsequent administration. Hence, this curriculum
could be used between administrations of the TAKS assessment with
students who do not perform satisfactorily, or it could be used prior to the
first administration to provide additional instruction and practice for fifthgrade readers who have difficulty reading and comprehending grade-level
text.
TEC § 28.0211 states that when accelerated instruction is required, the group may not
have a ratio of more than ten students for each teacher. However, research clearly
indicates that group size significantly affects student achievement. Studies have
shown that “optimally sized groups for learning seem to be small, 3-4
member teams. While pairs achieved significantly more than students in ungrouped
classes, the large, 6- to 10-member groups did not learn significantly more than
students from ungrouped classes” (Lou et al., 1996, p. 448). Working with smaller
groups of students allows the teacher to provide intensive instruction while closely
monitoring student progress and providing immediate structured feedback.
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TAKS Reading Accelerated Curriculum Grade 5
H
TAKS READING ACCELERATED CURRICULUM GRADE 5 EFFECTIVE?
This curriculum provides explicit, systematic instruction that gradually
releases the responsibility of reading and comprehending text to the
student. The early lessons in this curriculum provide high teacher support with
intensive scaffolding. This high level of support is gradually reduced to where,
ultimately, the student is expected to read and comprehend with little or no
assistance. A TAKS-simulation assessment concludes the curriculum lessons.
During this assessment, students are asked to independently read the final book and
then answer TAKS-like questions that cover the skills that were taught during the
lessons and are tested on TAKS.
OW IS THE
Each of the twenty-five accelerated lessons are approximately 45-60 minutes in length.
The instructional strategies focus on varied, multisensory activities that provide the
support necessary to meet the needs of struggling readers while promoting high levels
of student engagement. The components of the lessons include:
STRUCTURAL ANALYSIS
This lesson component is designed to support students in developing automaticity with
word recognition. “The average fifth grader is apt to encounter 10,000 new words
each year. Most of these words are big words—words of seven or more letters and
two or more syllables” (Honig, Diamond, & Gutlohn, 2000, p. 10.14). For this reason,
the lessons include explicit instruction in syllabication and recognition of affixes and
root words.
VOCABULARY DEVELOPMENT
This lesson component is designed to support students’ understanding of the text.
Intensive vocabulary instruction is necessary if measurable gains in reading
comprehension are to be realized (Honig et al., 2000). The words studied in each
lesson are selected from the books that the students are reading and are those words
that are important to the understanding of the selection.
TEXT INTRODUCTION
This lesson component is designed to activate students’ prior knowledge regarding the
topic and to support understanding of expository text structure and the author’s
purpose. Explicit instruction in text structure facilitates reading comprehension
(Dickson, Simmons, & Kameenui, 1998).
COMPREHENSION
This lesson component is designed to support students in developing strategies to use
before, during, and after reading that will enhance their understanding of complex
text. Research has identified effective strategies that are used in the lessons found in
this manual. These strategies include activating prior knowledge, identifying the main
idea, summarizing, predicting, making inferences, and creating mental pictures
(Pearson, Roehler, Dole, & Duffy, 1992).
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TAKS Reading Accelerated Curriculum Grade 5
FLUENCY PROBE
This lesson component is designed to provide repeated rereading of instructional level
material. Fluency, or the ability to read rapidly, smoothly, effortlessly, and
automatically, is important for comprehension. Fluency is highly correlated to higher
scores on standardized reading comprehension tests (Fuchs, Fuchs, & Maxwell, 1988).
The fluency probes in this curriculum build from reading words rapidly, to reading
phrases rapidly, and finally, to reading paragraphs rapidly.
ASSESS FOR UNDERSTANDING
This lesson component is designed to assess the students’ understanding of the text
they have read. Students are asked questions that are related to the main
comprehension processes of main idea, summarization, characterization, text
comparisons and connections, and inferential thinking.
QUICK REVIEW OF LESSON’S KEY CONCEPTS
This lesson component is designed to provide students with a review of strategies that
were taught. This review supports students’ application of the skills outside of the
tutoring sessions.
MONITORING FOR PROGRESS
This lesson component is found at the end of each set of lessons for each chapter
book. These short TAKS-like assessments are designed for the student to
independently answer several questions over concepts that were taught during the
previous lessons. After the assessments are scored, distractor analysis information is
provided so the teacher can work with the students to help them understand
misconceptions that caused a wrong answer to be chosen. A TAKS-simulation
assessment concludes the curriculum to monitor students’ ability to independently read
and comprehend text.
The amount of time for instruction of each component will vary according to assessed
needs of the student groups. While students with poor decoding skills may require
more time and attention during Structural Analysis, students with poor language
acquisition may need more time and attention during Vocabulary Development.
Students struggling only in comprehension may only require more time and attention
during Comprehension and Fluency Probes. Careful monitoring of students’ progress
through observation and assessment will provide data-driven guidance to determine
instructional issues that must be addressed for students to fully understand the
comprehension process, concept, or skill.
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TAKS Reading Accelerated Curriculum Grade 5
Accelerated
Curriculum
Lessons One – Five
Sadako and
the Thousand
Paper Cranes
by Eleanor Coerr
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TAKS Reading Accelerated Curriculum Grade 5
Lesson One:
Sadako and the Thousand Paper Cranes by Eleanor Coerr
TEKS EXPECTATIONS:
• Use context to bring meaning
• Determine meanings through root words/affixes
• Determine text’s main ideas and details
• Summarize text
• Analyze characters, including their traits, motivations, conflicts, points of view,
relationships, and changes they undergo
• Recognize/analyze story plot, setting, problem/resolution
• Draw inferences and support with text
• Identify purposes of text
• Recognize that authors organize information in specific ways
• Use text structure to locate and recall information
• Support responses with relevant aspects of texts
MATERIALS:
• Sadako and the Thousand Paper Cranes (1 per student)
• Structural Analysis Cards 1–3, 9 (teacher materials)
• Syllable Types, Appendix 1B (1 per student)
• Vocabulary Cards 1 and 4 (teacher materials)
• Vocabulary Notebook, Appendix 2B (1 per student)
• Text Introduction Cards 1–6 (teacher materials)
• Genre Wheel, Appendix 3B (1 per student)
• Comprehension Cards 1–6 (teacher materials)
• Fluency Probe 1, Appendix 5A (1 per pair of students)
• Fluency Graph, Appendix 5P (1 per student)
• Stopwatch (1 per pair of students)
• Assess for Understanding Cards 1–3 (teacher materials)
• Three-Sentence Summary, Appendix 7A (1 for teacher use)
STRUCTURAL ANALYSIS
PRESENTATION GUIDELINES:
•
Explain to the students that each time the group works together, the students
will first review how words can be broken apart to read difficult words more
easily. (These activities done in the first part of each lesson can serve as a
review and as a warm up to the reading that students will be doing in each
lesson.)
•
Begin by reviewing the concept of a vowel.
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TAKS Reading Accelerated Curriculum Grade 5
Say—
Listen to and then repeat these sounds.
/ā/ /ē/ /ī/ /ō/ /ū/
/ă/ /ĕ/ /ĭ/ /ŏ/ /ŭ/
Ask—
What was your mouth doing when you made these sounds?
Watch my mouth while I make one of these sounds again. /ā/
Is my mouth open or did my teeth, my lips, or my tongue block
some of the sounds? (mouth is open)
Say—
Now you make the sound /ā/.
Ask—
Was your mouth opened or blocked when repeating the sounds?
(open)
•
Have students place their hand on their vocal cords and make the sound
/ā/, /ē/, /ī/, /ō/, /ū/.
Ask—
Do you feel a vibration of the vocal cords while repeating these
sounds? (yes)
Say—
When you feel a vibration of your vocal cords when you make a
sound, we say the sound is voiced.
•
Discuss with students why this type of sound is called voiced.
Say—
These sounds are called vowels.
•
Show students Structural Analysis Card 1—Vowels. Read the card to students
and have them repeat the information.
Vowels are sounds that are open and voiced. The vowels are
a, e, i, o, and u.
•
Review the concept of a consonant.
Say—
Listen to and then repeat these sounds.
/l/
/t/
/m/
Ask—
Was your mouth open or did your lips, your teeth, or your
tongue block the sounds? Were these sounds open or blocked?
(blocked)
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TAKS Reading Accelerated Curriculum Grade 5
What part of your mouth was blocking each sound?
(/l/—the tongue, /t/—the teeth, /m/—the lips)
Did you feel a vibration of the vocal cords while repeating these
sounds?
(/l/–yes
/t/–no
/m/–yes)
Say—
These sounds are called consonants. They may be voiced or
unvoiced.
•
Show students Structural Analysis Card 2—Consonants. Read the card to
students and have them repeat the information.
Consonants are sounds that are blocked by the tongue, the
teeth, or the lips. Some are voiced; some are unvoiced.
•
Introduce/review the concept of a syllable.
Say—
Listen to and then repeat the following words from the book we
are about to read, Sadako and the Thousand Paper Cranes.
ran
bed
still
not
run
back smell six long sun
and
them with
sock must
Ask—
How many times did your mouth open for each word? (once)
Say—
Each time your mouth opens to say a word or part of a word is
called a syllable.
•
Show students Structural Analysis Card 3—Syllable. Read the card to students
and have them repeat the information.
A syllable is a word or part of a word made by one opening of
the mouth. Every syllable has one vowel sound.
•
Give each student a copy of the Syllable Types. Help students locate the
section titled Closed Syllable Chart. Students may need to cover the other
charts on this handout to focus only on the Closed Syllable Chart.
Ask—
How many vowels do you see in each word? (one)
What kind of letter comes immediately after the vowel in each
word? (a consonant)
Say—
When a word or a syllable contains one vowel followed by one
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or more consonants, the vowel sound is short. This is our first
syllable type. It is called a closed syllable.
•
Show students Structural Analysis Card 9—Closed Syllable. Read the card to
students and have them repeat the information.
A vowel followed by a consonant is a closed syllable. The vowel
sound is short. (nŏt)
VOCABULARY DEVELOPMENT
PRESENTATION GUIDELINES:
•
Give each student a copy of Sadako and the Thousand Paper Cranes.
•
Introduce and discuss the meanings of the following vocabulary words from
Chapter 1:
Cranes (¶ 1, p. 7)
atom bomb (¶ 2 p. 7)
radiation (¶ 2, p. 7)
ancestors (¶ 17, p. 11)
leukemia (¶ 17, p. 13)
•
Show students Vocabulary Card 1—Words in Context. Explain that the
questions on the card will help them understand the meaning of words they
might encounter as a selection is read. Demonstrate how to use the questions
on Vocabulary Card 1 to help determine the meaning of a word memorial.
Using Vocabulary Card 1, say, “What does the word memorial mean in
paragraph 11 on page 11? Read the sentences around memorial. Can you
find other words or phrases in the paragraph that may help you with the
meaning of the word memorial?” Let’s reread paragraph 11. Sadako’s
mother is talking to Sadako. She is talking about what their family does
every year on August 6th. She tells Sadako that they “remember those who
died when the atom bomb was dropped on our city.” She tells Sadako that
this “is a memorial day.” The words “we remember those who died” help us
understand that a memorial day is a day for remembering those who have
died.
•
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Introduce students to their Vocabulary Notebooks. Explain to them that they
are to write the word memorial at the top of the first page of the notebook.
Tell them that they will then write where they found memorial in the book
(¶ 11, p. 11). Discuss the meaning of memorial and have the students record
this definition on their page. Finally have them create a quick sketch of what
the word memorial means to them.
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•
Show students Vocabulary Card 4—Figurative Language. Explain that figurative
language is a tool that an author uses to help the reader see what is happening
in a story. Figurative language forces the reader to use his/her imagination to
comprehend the author’s point. Explain that Vocabulary Card 4 gives the
reader the definitions of several types of figurative language. Tell students that
this lesson will examine similes—comparisons of two unlike things or ideas that
use the words “like” or “as.” Discuss what the following sentences mean: “He
eats like a pig.” “He runs like a cheetah.” “She is like a bull in a china shop.”
•
Read aloud the sentences from the book that contain the following similes:
“…like a whirlwind…” (¶ 10, p. 10), “…like hungry dragons” (¶ 19, p. 13). Have
students describe the comparisons that are made in each simile. Ask students
to discuss the meaning of the similes. Help students discover how these
comparisons help the reader to fully understand what the author is trying to
say.
TEXT INTRODUCTION
PRESENTATION GUIDELINES:
•
Introduce Sadako and the Thousand Paper Cranes by Eleanor Coerr. Have
students examine the title, the picture on the front cover, and the information
on the back cover.
•
Show students Text Introduction Cards 1, 2, and 3. Explain that these cards
will be used each time that a new text is introduced. Tell students that these
cards guide the “Before Reading” experience. Discuss each card.
Text Introduction Card 1—Title directs the reader to look at the title and to
think about what the title may tell the reader about the selection.
Text Introduction Card 2—Pictures, Graphs, Visuals directs the reader to
look at the pictures, graphs, and other visuals in the selection and to think
about what they tell about the selection.
Text Introduction Card 3—Knowledge asks the reader to think about what
he or she already knows about the topic.
•
Demonstrate how Text Introduction Cards 1–3 are used. Using a think-aloud
process, model their use with Sadako and the Thousand Paper Cranes.
Example: Text Introduction Card 1 asks, “What does the title tell me about
the selection?” This book must be about a person, possibly a girl, who does
something with paper. Maybe she makes all of those cranes. I also think
that this story might take place in Japan or another country in Asia because
of the name Sadako.
•
Read aloud the introduction “Chizuko’s Gift” and the “Prologue” on page 7 to
the students. Allow students to discuss their reactions.
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•
Show students Text Introduction Cards 4, 5, and 6. Again explain to the
students that these cards will be used each time that a new text is introduced.
Tell them that these cards also guide the “Before Reading” experience. Discuss
each card.
Text Introduction Card 4—Text Structure asks the reader to determine what
the text structure of the selection is. Explain that every text has a structure.
It is not a random group of sentences. The parts that make up the text are
related in a meaningful way to each other. Knowing how a piece of text is
structured or organized helps the reader make better sense of the
information that is presented. Explain that there are two types of text
structures: narrative and expository. Narrative structure focuses on story
grammar—characters, setting, plot, problem/solution. Tell students that
there are several types or patterns of expository structure. The most
common ones are sequencing, compare/contract, description, problem/
solution, and cause/effect.
Text Introduction Card 5—Genre directs the reader to determine the genre.
Explain that genres are a way to classify literary works into categories that
are characterized by a particular style, form, or content. Tell students that
examples of genres include poetry, realistic fiction, historical fiction, drama,
mysteries, essays, biographies, science fiction, tall tales, etc.
Text Introduction Card 6—Author’s Purpose asks the reader to determine
the purpose of the selection. Explain that the author’s purpose for writing
text includes writing to inform, to influence or persuade, to express, and to
entertain.
•
Demonstrate to the group how Text Introduction Cards 4, 5, and 6 are used.
Using a think-aloud process, model their use with Sadako and the Thousand
Paper Cranes.
Example: Text Introduction Card 4 asks, “What is the structure of the
selection?” I believe that this is an expository text. The author is giving us
information about a real little girl who became ill with leukemia.
Text Introduction Card 5 asks, “What is the genre of the selection?” In the
Prologue on page 7, the author tells the reader that Sadako and the
Thousand Paper Cranes is the true story of Sadako, a girl who lived in Japan
and died of an illness that was the result of the atom bomb that fell on her
city. This book is a biography—an account of the series of events making
up a person’s life. I know that a biography often reads like a narrative or
story.
Text Introduction Card 6 asks, “What is the purpose of the selection?”
Eleanor Coerr is giving the reader information about Sadako, so the purpose
is to inform.
•
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Give each student a copy of the Genre Wheel. Discuss the Wheel with students
to reinforce the information they learned this lesson.
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COMPREHENSION
PRESENTATION GUIDELINES:
•
Read Chapter 1 “Good Luck Signs” to the students.
•
Show students Comprehension Cards 1–6. Explain that these cards will be used
to guide the “During or After Reading” experience. Go over the question(s) on
the back of each card. Then discuss Chapter 1 by answering the question(s) on
each card. Emphasize to the students the importance of using accurate and
relevant textual evidence when responding to the questions. Sample student
responses might include:
Comprehension Card 1—Who? Sadako and her family
Comprehension Card 2—What? Sadako wakes up; gets ready for the
carnival; believes in good luck signs; is excited about “Peace Day”
Comprehension Card 3—When? in the morning; in August, 1954
Comprehension Card 4—Where? in Japan; in Hiroshima
Comprehension Card 5—Why? The family is going to honor the people who
were killed by the atomic bomb during World War II.
Comprehension Card 6—Imagine (If necessary, model a possible response.)
I can see an excited Sadako. I can see her getting her brothers up. I can
picture her parents’ facial expressions when they think that she is not
showing respect for those who have died.
FLUENCY PROBE 1, Appendix 5A
PRESENTATION GUIDELINES:
•
Make copies of Fluency Probe 1 for each pair of students. Prepare a Fluency
Graph for each student. Record the Fluency Probe number and the date on
each student’s graph.
•
Model fluent reading.
Say—
Listen while I read aloud the following words from
Fluency Probe 1.
Now it’s your turn.
When you read, focus on your best—not your fastest reading.
•
Tell the students that they will work in pairs. Explain that Student 1 will point
to the words from left to right across each row while Student 2 reads the
words. Student 2 will read the entire page three times. After the third reading,
Student 1 will use a stopwatch to time Student 2 reading the words for one
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minute. The students will then count the number of words read correctly in one
minute and record the results on Student 2’s Fluency Graph.
•
Students switch roles and repeat the process.
ASSESS FOR UNDERSTANDING
PRESENTATION GUIDELINES:
•
Introduce Assess for Understanding Cards 1–3. Explain to the students that
these cards will be used to guide the “After Reading” experience.
•
Demonstrate how Assess for Understanding Card 1—Topic is used. Then have
students orally answer Cards 2–3.
Example: Assess for Understanding Card 1 asks, “What is the subject or
topic of the selection?” Chapter 1 is about Sadako and her family getting
ready to go to Peace Day.
QUICK REVIEW OF LESSON’S KEY CONCEPTS
PRESENTATION GUIDELINES:
•
Review Lesson One by quickly flashing Structural Analysis Cards 1–3 and 9.
Orally review the information on each card. (Depending on the students’
needs, other cards used in this lesson may also be reviewed.)
•
Introduce the Three-Sentence Summary. Demonstrate how the reader forms a
three-sentence summary using information from the selection and
Comprehension Cards 1–5. Explain that a three-sentence summary answers the
questions who, when, where, what, and why. The summary is written in the
reader’s own words. Using the Three-Sentence Summary graphic organizer,
help students answer the five questions. Then think aloud while using this
information to write a three-sentence summary of Chapter 1.
Example: Chapter 1 is about Sadako. The story takes place in August, 1954
in Hiroshima, Japan. Sadako is excited because today is Peace Day.
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