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Gourmet Curriculum Press, Inc.©
5th Reading Curriculum
Appetizers
Main Dish
Desserts
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OBJECTIVES AND INSTRUCTIONAL TARGETS
GRADE 5 READING
OBJECTIVE 1: VOCABULARY/COMPREHENSION STRATEGIES
Vocabulary - Determine meanings of derivatives by applying knowledge of the
meanings of root words such as like, pay, or happy and affixes such as dis-, pre-, and unB,D,E Vocabulary - Draw on experiences to bring meanings to words in context such as
interpreting figurative language and multiple-meaning words
F
Facts/Details - Use the text’s structure or progression of ideas such as cause and effect
or chronology to locate and recall information; Determine a text’s main (or major) ideas
and how those ideas are supported with details
G
Stated Main Idea - Determine a text’s main (or major) ideas and how those ideas are
supported with details
H
Implied Main Idea - Determine a text’s main (or major) ideas and how those ideas are
supported with details
I
Summarization - Paraphrase and summarize text to recall, inform, or organize ideas
PL
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A
OBJECTIVE 2: LITERARY ELEMENTS
B
Characterization - Judge the internal consistency or logic of stories and texts such as
“Would this character do this?”; “Does this make sense here?”; Analyze characters,
including their traits, motivations, conflicts, points of view, relationships, and changes
they undergo
Story Elements - Recognize and analyze story plot, setting, and problem resolution
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OBJECTIVE 3: ORGANIZATIONAL PATTERNS
A
B
C
D
E
F
Sequential Order - Use the text’s structure or progression of ideas such as cause and
effect or chronology to locate and recall information; Recognize that authors organize
information in specific ways
Cause/Effect - Use the text’s structure or progression of ideas such as cause and
effect or chronology to locate and recall information; Recognize that authors organize
information in specific ways
Complex Directions - Use the text’s structure or progression of ideas such as cause and
effect or chronology to locate and recall information
Compare/Contrast - Find similarities and differences across texts such as in treatment,
scope, or organization; Connect, compare, and contrast ideas, themes, and issues
across texts; Recognize that authors organize information in specific ways; Compare
communication in different forms such as [contrasting a dramatic performance with a
print version of the same story or] comparing story variants
Graphic Organizers - Represent text information in different ways such as in outline,
timeline, or graphic organizer
Author’s Purpose - Recognize that authors organize information in specific ways;
Identify the purposes of different types of texts such as to inform, influence, express,
or entertain; Describe how the author’s perspective or point of view affects the text
Gourmet Curriculum Press, Inc.©
xi
OBJECTIVES AND INSTRUCTIONAL TARGETS
GRADE 5 READING
OBJECTIVE 4: CRITICAL-THINKING SKILLS
A
B
C
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D
E
F
Make Inferences - Draw inferences such as conclusions or generalizations and
support them with text evidence [and experience]
Make Generalizations - Draw inferences such as conclusions or generalizations
and support them with text evidence [and experience]
Make Predictions - Draw inferences such as conclusions or generalizations and
support them with text evidence [and experience]
Fact/Opinion - Distinguish fact and opinion in various texts
Persuasive Devices - Distinguish fact and opinion in various texts
Evaluate/Make Judgments - Support responses by referring to relevant aspects
of text [and his/her own experiences]
xii
Gourmet Curriculum Press, Inc.©
OBJECTIVES AND INSTRUCTIONAL TARGETS
GRADE 5 READING
TAKS OBJECTIVE 1: VOCABULARY/COMPREHENSION STRATEGIES
5.9 D
5.10 E & F
5.10 F
5.10 F
5.10 G
Vocabulary - Determine meanings of derivatives by applying knowledge of the
meanings of root words such as like, pay, or happy and affixes such as dis-, pre-,
and unVocabulary - Draw on experiences to bring meanings to words in context such as
interpreting figurative language and multiple-meaning words
Facts/Details - Use the text’s structure or progression of ideas such as cause and
effect or chronology to locate and recall information; Determine a text’s main (or
major) ideas and how those ideas are supported with details
Stated Main Idea - Determine a text’s main (or major) ideas and how those ideas are
supported with details
Implied Main Idea - Determine a text’s main (or major) ideas and how those ideas
are supported with details
Summarization - Paraphrase and summarize text to recall, inform, or organize ideas
PL
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5.9 B
TAKS OBJECTIVE 2: LITERARY ELEMENTS
5.12 I
Characterization - Judge the internal consistency or logic of stories and texts such as
“Would this character do this?”; “Does this make sense here?”; Analyze characters,
including their traits, motivations, conflicts, points of view, relationships, and
changes they undergo
Story Elements - Recognize and analyze story plot, setting, and problem resolution
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5.12 A & H
TAKS OBJECTIVE 3: ORGANIZATIONAL PATTERNS
5.10 E; 5.12 B Sequential Order - Use the text’s structure or progression of ideas such as cause
and effect or chronology to locate and recall information; Recognize that authors
organize information in specific ways
5.10 E; 5.12 B Cause/Effect - Use the text’s structure or progression of ideas such as cause and
effect or chronology to locate and recall information; Recognize that authors
organize information in specific ways
5.10 E
Complex Directions - Use the text’s structure or progression of ideas such as cause
and effect or chronology to locate and recall information
5.10 I; 5.11 D; Compare/Contrast - Find similarities and differences across texts such as
5.12 B & E
in treatment, scope, or organization; Connect, compare, and contrast ideas, themes,
and issues across texts; Recognize that authors organize information in specific
ways; Compare communication in different forms such as [contrasting a dramatic
performance with a print version of the same story or] comparing story variants
5.10 L
Graphic Organizers - Represent text information in different ways such as in
outline, timeline, or graphic organizer
5.12 B, C, & J Author’s Purpose - Recognize that authors organize information in specific ways;
Identify the purposes of different types of texts such as to inform, influence, express,
or entertain; Describe how the author’s perspective or point of view affects the text
Gourmet Curriculum Press, Inc.©
xi
OBJECTIVES AND INSTRUCTIONAL TARGETS
GRADE 5 READING
TAKS OBJECTIVE 4: CRITICAL-THINKING SKILLS
5.10 H
5.10 H
5.10 H
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5.10 J
5.10 J
5.11 C
Make Inferences - Draw inferences such as conclusions or generalizations
and support them with text evidence [and experience]
Make Generalizations - Draw inferences such as conclusions or
generalizations and support them with text evidence [and experience]
Make Predictions - Draw inferences such as conclusions or
generalizations and support them with text evidence [and experience]
Fact/Opinion - Distinguish fact and opinion in various texts
Persuasive Devices - Distinguish fact and opinion in various texts
Evaluate/Make Judgments - Support responses by referring to relevant
aspects of text [and his/her own experiences]
xii
Gourmet Curriculum Press, Inc.©
Gourmet Reading
Serving Grade 5
PL
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TM
Appetizers
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Gourmet Curriculum on a Fast Food Budget
Gourmet Curriculum Press, Inc.©
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Appetizers
• Short daily warm-ups on transparencies or PowerPoint
PL
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• Continuous review of skills that promotes students’
understanding, interpretation and elaboration of an
author’s meaning of literary genres
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• Informal assessments that monitor students’ learning and
allow teachers to step in and assist as needed
• Promotes role reversal: students do most of the thinking,
talking and listening to one another which allows them to
build on their responses as they jointly construct meaning
of the text
Appetizers
Too
Appetizers
Melinda’s Malady
Cassie, a Labrador, made
friends with two neighbor dogs.
In fact, every time she saw them,
she couldn’t stop wagging her
tail. Cassie found it hard to sit
down. Soon, every time she
wagged her tail she yelped.
Cassie’s owner took her to the
veterinarian. The vet diagnosed
Cassie with RSI (repetitive
strain injury).
Ouch! Melinda gasped and
rubbed her sore wrist. She got
up from her computer to take a
break. She had been typing for
eight hours a day at her job as
a secretary. That afternoon, she
visited her doctor. He told her
that she had RSI and needed to
take some time off from work. If
she injured her wrist again, she
might need surgery.
PL
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A Tale of a Tail
Make Predictions 4 C
How will the owner keep Cassie from hurting
herself again?
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Gourmet Curriculum Press, Inc.©
Serves: 5th grade
A keep her away from the dogs in the neighborhood
B make sure that she doesn’t wag her tail too much
C put a splint on her tail so she can’t wag it at all
D give her a cushion to sit on in the house
Compare/Contrast 3 D
Compare Cassie’s situation with Melinda’s. List ways
that their situations are different.
Cassie
Melinda
Melinda’s wrist was sore.
Cassie wagged her tail too
much.
Melinda had to take time
off from work
Cassie yelped when she
wagged her tail.
13
Ingredients For Success
Make Predictions 4 C
PL
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Making predictions is a skill that requires using what you already know, previous
experiences, and facts and details. Then, you must apply that information to new
situations in order to make logical, well-reasoned predictions about what might
happen next.
A keep her away from the dogs in the neighborhood
Compare/Contrast 3 D
SA
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Compare and contrast is a way to show how things are alike and different. When
comparing information, look for things that are alike or similar. When contrasting
information, look at how things are different or not the same.
Cassie
Melinda
Cassie injured her tail.
Melinda’s wrist was sore.
Cassie wagged her tail too
much.
She hurt her wrist typing all day
at work.
Cassie found it hard to sit
down.
Melinda had to take time off
from work
Cassie yelped when she
wagged her tail.
Her doctor told her she might
need surgery.
Gourmet Curriculum Press, Inc.©
13 A
Serves: 5th grade
Appetizers
American Democracy
PL
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Implied Main Idea 5.10 F
This passage is mostly about –
A the way a democratic government works
B the importance of a democratic government
SA
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Gourmet Curriculum Press, Inc.©
The United States of America has a system of government called
a democracy. This type of government allows its people to vote for
leaders that have the same beliefs as they have. When the people are
dissatisfied with the leaders, they can remove them from office and
vote in new leaders. The government is split into three branches. The
legislative branch, Congress, makes laws for the people to follow. The
executive branch, with the President in charge, makes sure that the
laws are followed. The judicial branch, the Supreme Court, decides
whether or not laws follow the constitution. The three branches work
together in a system of checks and balances so that one branch or one
person does not have all the power.
C the powers of the three branches of government
D the reason America has a democratic government
Facts/Details 5.10 E; 5.10 F
Fill in the graphic organizer with information from the passage about
the three branches of government.
Executive Branch
decides if laws follow
the Constitution
Congress
54
Ingredients For Success
Implied Main Idea 5.10 F
PL
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The main idea of a paragraph or text is the theme or topic to which all other
paragraphs, sentences, and details directly support.
A the way a democratic government works
Facts/Details 5.10 E; 5.10 F
SA
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Facts are things known to have happened or known to be true because they can
be proven.
Details explain and make the facts clear by providing answers to the “who, what,
when, where, why, and how” of the passage.
Executive Branch
President
Judicial Branch
makes sure the laws are
followed
Supreme
Court
Congress
decides if laws follow
the Constitution
54 A
Legislative Branch
makes laws for people
to follow
Gourmet Curriculum Press, Inc.©
Serves: 5th grade
Appetizers
Railroads – The Very Early Years
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Author’s Purpose LA.A.2.2.2
What is the purpose of the first sentence?
A to warn the reader of the dangers of first railroad systems
B to introduce the reader to a story about early railroad tracks
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Gourmet Curriculum Press, Inc.©
Railroad history goes back a lot longer than you might realize. In
fact, railroads were first used in the 1500s. At this time, rails were
made of wood, and the wooden wheels were made with protective
rims to keep them on the tracks. Horses or men pulled the wagons
along the rails. These wagons were mostly used in coal mines. It
was easier to pull a wagon along a rail than to pull it on the uneven
ground in the mine. Also, wheels on tracks could carry loads that
might make wagon wheels sink into the ground. Workers who built
rail lines began nailing strips of iron to the rails in the 1700s. Solid
iron rails were used starting in the 1800s.
C to prepare the reader for new information about the first
railroads
D to keep the reader looking for facts on the early days of
railroad travel
Explain which Author’s Purpose category (inform, explain,
persuade, entertain, character) this question comes under.
Make Inferences LA.E.1.2.2
The workers began nailing strips of iron to the rails. What
does this suggest to the reader?
F
iron strips did not wear out as quickly as wooden rails
G iron had just been discovered near the coal mines
H iron was being used to make the wagon wheels
J
iron rails were longer than the wooden rails
58
Ingredients For Success
Author’s Purpose LA.A.2.2.2
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An author’s purpose is the reason an author decides to write about a specific
topic. Then, once a topic is selected, the author must decide whether his purpose
for writing is to inform, persuade, entertain, or explain his ideas to the reader.
C to prepare the reader for new information about the first railroads
(inform- the author is giving the reader new information)
Make Inferences LA.E.1.2.2
SA
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Making an inference requires reading information, combining it with what you
already know, and making a final decision about what has happened.
F iron strips did not wear out as quickly as wooden rails
58 A
Gourmet Curriculum Press, Inc.©
Gourmet Reading
Serving Grade 5
PL
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SA
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Main Dishes
Gourmet Curriculum on a Fast Food Budget
Gourmet Curriculum Press, Inc.©
1.800.900.2290 • Web: www.gourmetcurriculumpress.com
TM
TM
Table of Contents
Volumes I, II, and III
OBJECTIVE 1 - VOCABULARY/COMPREHENSION STRATEGIES OBJECTIVE 3 - ORGANIZATIONAL PATTERNS
Context Clues/Vocabulary
A. Introductory/Lesson 1
B. Lesson 2/Test 1 (Practice Test - Mixed Selection)
C. Lesson 3/Test 2 (Benchmark Test - Expository)
D. Enrichment #1
E. Enrichment #2
F. Reteach
G. Final Test (Paired Selection)
H. Answer Keys
II.
Facts/Details
A. Introductory/Lesson 1
B. Lesson 2/Test 1 (Practice Test - Expository)
C. Lesson 3/Test 2 (Benchmark Test - Expository)
D. Enrichment
E. Reteach
F. Final Test (Expository)
G. Answer Keys
III. Stated Main Idea
A. Introductory/Lesson 1
B. Lesson 2/Test 1 (Practice Test - Mixed Selection)
C. Lesson 3/Test 2 (Benchmark Test - Expository)
D. Enrichment #1
E. Enrichment #2
F. Reteach
G. Final Test (Mixed Selection)
H. Answer Keys
Summarization
A. Introductory/Lesson 1
B. Lesson 2/Test 1 (Practice Test - Narrative)
C. Lesson 3/Test 2 (Benchmark Test - Paired Selection)
D. Enrichment
E. Reteach
F. Final Test (Expository)
G. Answer Keys
V.
1-23
24-42
43-50
51-53
54-56
57-59
61-66
1-15
16-27
28-33
34-35
36
37-38
39-42
43-45
VIII.Sequential Order
A. Introductory/Lesson 1
B. Lesson 2/Test 1 (Practice Test - Mixed Selection)
C. Lesson 3/Test 2 (Benchmark Test - Paired Selection)
D. Enrichment
E. Reteach
F. Final Test (Expository)
G. Answer Keys
1-18
19-31
32-38
39-41
42-44
45-49
51-58
IX. Cause/Effect
A. Introductory/Lesson 1
B. Lesson 2/Test 1 (Practice Test - Narrative)
C. Lesson 3/Test 2 (Benchmark Test - Mixed Selection)
D. Enrichment
E. Reteach
F. Final Test (Expository)
G. Answer Keys
1-14
15-26
27-35
36-37
38-41
42-45
47-50
X.
Complex Directions
A. Introductory/Lesson 1
B. Lesson 2/Test 1 (Practice Test - Narrative)
C. Lesson 3/Test 2 (Benchmark Test - Narrative)
D. Enrichment #1
E. Enrichment #2
F. Reteach #1
G. Reteach #2
H. Final Test (Expository)
I. Answer Keys
1-14
15-26
27-39
40-41
42-51
52-53
54-56
57-60
61-65
1-15
16-26
27-34
35-38
39-41
42-46
47-49
XI. Compare/Contrast
A. Introductory/Lesson 1
B. Lesson 2/Test 1 (Practice Test - Paired Selection)
C. Lesson 3/Test 2 (Benchmark Test - Paired Selection)
D. Enrichment
E. Reteach
F. Final Test (Paired Selection)
G. Answer Keys
1-27
28-38
39-47
48-50
51-52
53-56
57-59
1-24
25-34
35-51
52-56
57-60
61-65
67-70
XII. Graphic Organizers
A. Introductory/Lesson 1
B. Lesson 2/Test 1 (Practice Test - Mixed Selection)
C. Lesson 3/Test 2 (Benchmark Test - Expository)
D. Enrichment
E. Reteach
F. Final Test (Mixed Selection)
G. Answer Keys
1-43
44-54
55-67
68-69
70-74
75-79
81-86
XIII. Author’s Purpose
A. Introductory/Lesson 1
B. Lesson 2/Test 1 (Practice Test - Mixed Selection)
C. Lesson 3/Test 2 (Benchmark Test - Paired Selection)
D. Enrichment
E. Reteach
F. Final Test (Expository)
G. Answer Keys
1-15
16-24
25-31
32-33
34
35-37
39-40
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IV. Implied Main Idea
A. Introductory/Lesson 1
B. Lesson 2/Test 1 (Practice Test - Expository)
C. Lesson 3/Test 2 (Benchmark Test - Mixed Selection)
D. Enrichment
E. Reteach
F. Final Test (Paired Selection)
G. Answer Keys
1-38
39-53
54-62
63-64
65-67
68-77
78-81
83-88
OBJECTIVE 2 - LITERARY ELEMENTS
VI. Characterization
A. Introductory/Lesson 1
B. Lesson 2/Test 1 (Practice Test - Narrative)
C. Lesson 3/Test 2 (Benchmark Test - Expository)
D. Enrichment
E. Reteach
F. Final Test (Expository)
G. Answer Keys
1-27
28-41
42-52
53
54-55
56-59
61-64
VII. Story Elements
A. Introductory/Lesson 1
B. Lesson 2/Test 1 (Practice Test - Expository)
C. Lesson 3/Test 2 (Benchmark Test - Expository)
D. Enrichment
E. Reteach #1
F. Reteach #2
G. Final Test (Narrative)
H. Answer Keys
1-33
34-43
44-50
51-52
53-54
55
56-59
61-66
XIV. Make Inferences
A. Introductory/Lesson 1
B. Lesson 2/Test 1 (Practice Test - Paired Selection)
C. Lesson 3/Test 2 (Benchmark Test - Expository)
D. Enrichment
E. Reteach
F. Final Test (Expository)
G. Answer Keys
XV.
Make Generalizations
A. Introductory/Lesson 1
B. Lesson 2/Test 1 (Practice Test - Mixed Selection)
C. Lesson 3/Test 2 (Benchmark Test - Expository)
D. Enrichment
E. Reteach
F. Final Test (Expository)
G. Answer Keys
Gourmet Curriculum Press, Inc.©
1-13
14-22
23-31
32-33
34-37
38-41
43-45
1-11
12-25
26-32
33-34
35-39
40-43
45-47
XVI. Make Predictions
A. Introductory/Lesson 1
B. Lesson 2/Test 1 (Practice Test - Paired Selection)
C. Lesson 3/Test 2 (Benchmark Test - Paired Selection)
D. Enrichment
E. Reteach
F. Final Test (Expository)
G. Answer Keys
1-18
19-29
30-35
36-37
38-39
40-43
45-46
XVII. Fact/Opinion
A. Introductory/Lesson 1
B. Lesson 2/Test 1 (Practice Test - Mixed Selection)
C. Lesson 3/Test 2 (Benchmark Test - Expository)
D. Enrichment
E. Reteach
F. Final Test (Paired Selection)
G. Answer Keys
1-16
17-28
29-34
35
36-39
40-43
45-46
XVIII.Persuasive Devices
A. Introductory/Lesson 1
B. Lesson 2/Test 1 (Practice Test - Paired Selection)
C. Lesson 3/Test 2 (Benchmark Test - Mixed Selection)
D. Enrichment
E. Reteach
F. Final Test (Narrative)
G. Answer Keys
1-35
36-48
49-57
58-60
61
62-66
67-69
XIX. Evaluate/Make Judgments
A. Introductory/Lesson 1
B. Lesson 2/Test 1 (Practice Test - Expository)
C. Lesson 3/Test 2 (Benchmark Test - Expository)
D. Enrichment
E. Reteach
F. Final Test (Expository)
G. Answer Keys
1-36
37-52
53-70
71-75
76-81
82-85
87-88
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OBJECTIVE 4 - CRITICAL-THINKING SKILLS
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Main Dishes
iv
Gourmet Curriculum Press, Inc.©
TM
Put Reading First
Bloom’s
Taxonomy
embedded
in every
Gourmet
Lesson
Scientifically
Based
Researched
Lessons
Main Dish Lesson Plan
Lesson 1
Follows the scientifically based research model for teaching
according to NIFL (National Institute for Literacy):
PL
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Levels 1 & 2
Knowledge
and
Comprehension
The Researched - Based
Building Blocks
for
Teaching Children
to Read
- Brainstorming
A scriptal information process that requires students to use
prior knowledge to answer questions since none is stated in
the graphics.
- Initial Instruction
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Explicit instruction (direct explanation) tells readers why and
when they should use strategies, which strategies to use and
how to apply them. The teacher models/demonstrates how
to apply the strategy while students discuss metacognitive
strategies/examples to think about and give them control
over their reading.
- Checking for Understanding
A guided practice activity that provides immediate skill
reinforcement and guides and assists students as they learn
how and when to apply the strategy.
- Closure
A quick two to three minute review of the definition and
steps of the skill.
Level 3
Application
Lesson 2
Application - Hands-On Activity where the teacher
helps students practice the strategy until they can apply it
independently, and it additionally meets the requirements for
compensating students’ learning styles.
Gourmet Curriculum Press, Inc.©
v
Put Reading First
Scientifically
Based
Researched
Lessons
The Researched - Based
Building Blocks
for
Teaching Children
to Read
Main Dish Lesson Plan
Practice Test
Levels 5 & 6
Synthesis
and
Evaluation
Lesson 3
Cooperative Learning Activity - an effective comprehension
strategy, requires students to connect previous learning of the
skill and analyze how to use it to complete a specific task.
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Level 4
Analysis
PL
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Test 1, on transparency, provides teachers an opportunity
to model test-taking skills using text explicit (information
given), and text implicit (information must be inferred from
various parts of the passage) skills.
Benchmark Test
Test 2, an independent test that assesses and evaluates
students’ knowledge and determines future lessons.
Enrichment Activity
Students must extend their skills’ comprehension and
compare its meaning with other skills.
Reteach
Affords students another opportunity to connect the skill with
their reading and writing.
Final Test
Final evaluation that analyzes students’ knowledge and
comprehension.
vi
Gourmet Curriculum Press, Inc.©
Introductory Lesson
Make Predictions
Focus:
Say: Look at the movie poster on page 2. Give
your opinion as to what you predict the movie is
about. Justify why you think this.
Say:
Now read about the beginning of the movie.
Ask: Based on the information, do you wish to
rethink your original predictions?
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Ask: What are specific examples that helped us
make a reasonable prediction as to what the movie
might be about?
Statement of Importance:
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Making predictions is an important skill that requires readers to make
logical, well-thought out guesses about what will happen next, based on
prior information and similar experiences, and then apply that information
to the new text.
Across the Curriculum Goals:
Math – Use previously learned mathematical concepts to predict reasonable
answers in math problems
Science – Use previously learned science concepts to make new predictions
about experiments/environmental issues
Health – Predict the rewards or consequences of eating too much junk food
Language Arts – Predict a reasonable outcome to a series of events in a story
or text based on prior knowledge and experiences
Objective:
By the close of the lesson, students will be
able to predict reasonable outcomes by
drawing on prior knowledge or previous
experiences and applying that information
to the current situation in order to predict
what might happen next.
Gourmet Curriculum Press, Inc.©
1(T)
Lesson 1
Make Predictions
Definition:
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Making predictions is a skill that
requires using what you already
know, previous experiences,
and facts and details. Then, you
must apply that information to
new situations in order to make
logical, well-reasoned predictions
about what might happen next.
SA
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Steps for Making Predictions
1
Read the text
carefully.
2
Look at
information
from titles,
pictures,
and text and
combine it
with what you
already know.
3
Be alert while
you are reading
for similar
events or
information
that has
appeared in the
other texts that
you have read.
Gourmet Curriculum Press, Inc.©
4
Use the Key
Questions
and the three
previous steps
to decide or to
predict what
might happen
next.
3(T)
Make Predictions
Lesson 1
Objective: Students will make predictions based on a set of predetermined questions
Initial Instruction—Part I
Teacher note: In this lesson, students will learn five Key Questions they can use to make
predictions. The questions can be applied to any type of text, fiction or nonfiction.
Group size: whole class
Materials: Direct Questioning, pages 4, 6-13; transparencies, pages 5-13; Waiting for the
Evening Star by Rosemary Wells; The Librarian Who Measured the Earth by Kathryn Lasky;
The Sad Night by Sally Schofer Mathews; Can’t You Make Them Behave, King George? by
Jean Fritz; Eliza and the Dragonfly by Susie Caldwell Rinehart; My Rotten Redheaded Older
Brother by Patricia Polacco; In the Year of the Boar and Jackie Robinson (excerpts) by Bette
Bao Lord; Hana’s Suitcase by Karen Levine (excerpts - for non fiction lesson)
Directions:
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Before class: Gather several books to display while introducing each Key Question.
Select books that simply have the title on the cover, books that have a picture on the
cover, and books that have pictures throughout. The suggested books lend themselves to
making predictions for Key Questions #1 and #2. If different books are selected, the same
questioning strategy still may be used.
• Students will discuss the five different types of questions to be used when making
predictions.
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• Next, the teacher will lead a discussion of several types of selections that can be used
for each question.
• The teacher is to use discretion as to the number of questions to be discussed during
one class period.
• Once all Key Questions have been addressed, students will search for additional
examples in their text books.
Questioning Technique
Direct Questioning
Say: Let’s take a look at some questions that will help us make predictions about different
kinds of books. (Show students the Key Questions on page 5 and have students read the
Key Questions aloud.)
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Say: After examining these Key Questions through examples, I will ask you to evaluate
how these questions helped you determine a logical prediction based on your prior
knowledge and what you saw or read.
Gourmet Curriculum Press, Inc.©
Lesson 1
Make Predictions
Objective: Students will make predictions based on a book’s title and/or pictures
Initial Instruction—Part I
Key Questions for Making Predictions
1. Do I know what the title means?
2. Can I predict what the story might be about by
looking at the pictures?
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3. Is there a problem?
4. Are there possible cause/effect situations?
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5. Are there clues that suggest how the characters
might behave?
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5(T)
Make Predictions
Lesson 1
Objective: Students will make predictions based on problems, cause/effect situations, and
character behavior in a novel
Initial Instruction—Part I
“Key Questions for Making Predictions”
Question #3: Is there a problem?
Passage #1
[Bandit is a young girl living in China in 1947. She leaves beans on the floor and causes
a servant to fall.]
“Look what you’ve made me do, you Bandit!”
She sat up to find...the servant sprawled on the floor. Beside the old woman was
a shattered water urn...
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“Bandit, I’ve got you this time. This time you have to answer to your grandmother.
I’m going to show her the pieces!” The servant stood up, shaking a fragment in
Bandit’s face.
Bandit brushed her hand away. “It’s nothing but crockery. No Ming urn!”
The servant squeezed out a wicked smile. “Aha! You’ve forgotten it’s New Year’s
time...”
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Amitabha! Bandit was in trouble, deep trouble. Grandmother was the Matriarch
of the House of Wong. What she ordered was always done. What she said was
always so. How many times had she warned against breaking things during the
holidays? It would bring bad luck, bad luck for the next three hundred and sixty-five
days. And if anything made Grandmother unreasonable, it was bad luck.
(Lord, Bette Bao, In the Year of the Boar and Jackie Robinson, Harper Trophy, HarperCollins
Publishers, New York, NY, 1983, pages 6-7.)
Questioning Technique
Direct Questioning
Say: Now, we are going to examine three passages from the book In the Year of the Boar and
Jackie Robinson by Bette Bao Lord and make predictions based on the passages.
Say: Describe the first problem in Passage #1. (The servant has fallen down and broken
the water urn.)
Say: Predict possible consequences from this problem. (Bandit could get in trouble; there
is water everywhere; the servant could cut herself on the broken pieces.)
Say: Provide a detail that supports why Bandit isn’t worried about getting in trouble. (The
jar was not valuable.)
Ask: The servant reminds Bandit of another problem. What is it? (It is bad luck to break
anything during a holiday time like the New Year.)
Say: Now, predict what you think is going to happen to Bandit. Support your answer with
evidence from the passage. (Bandit’s grandmother will probably be very angry because the
vase was broken during New Year’s time. Bad luck makes Grandmother “unreasonable.”)
Ask: What could Bandit do to make the situation better? (She could apologize to her
grandmother, or offer to fix or replace the jar.)
8(T)
Gourmet Curriculum Press, Inc.©
Lesson 1
Make Predictions
Objective: Students will make predictions based on problems, cause/effect situations, and
character behavior in a novel
Initial Instruction—Part I
“Key Questions for Making Predictions”
Question #4: Are there possible cause/effect situations?
Passage #2
[Bandit and her mother moved to Brooklyn, New York to join her father. Before they
left China, Bandit chose the American name Shirley. At first, Shirley had trouble fitting
in with her classmates.]
She waited by the door for the ball to fly in the opposite direction. When the
coast was clear, she started to run across the sidewalk. Just then a voice asked,
“Want to play?”
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It belonged to Joseph, who sat behind her in class. His hair was always slicked
down and scientifically parted in the middle. His belly protruded just enough for
his hands to rest comfortably upon it. His face was pure white, as if his mother had
powdered her baby on the wrong end. But to Shirley, at this moment, he was the
handsomest boy in all of Brooklyn.
“Please,” she said. “Please.”
The other players groaned, but did nothing to stop Joseph from whispering in her
ear. “You are number eight on my team.”
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She nodded eagerly, then bowed to all the players.
They groaned again.
The next number called was hers. She ran after the ball, bumping teammates
along the way, only to let it slip through her fingers. It didn’t matter. She was on a
team!
(Lord, Bette Bao, In the Year of the Boar and Jackie Robinson, Harper Trophy, HarperCollins
Publishers, New York, NY, 1983, page 54.)
Questioning Technique
Direct Questioning
Ask: Why do you think Joseph probably picked Shirley? (Possibly his team needed another
player, or he saw that she was lonely. This draws on students’ experience, not the text.)
Ask: What is the effect of his asking her to play? (She thought he was the handsomest
boy in all of Brooklyn.)
Say: Predict why Shirley bowed to the other children before starting to play. (It is a
tradition in China, where she lived before coming to New York.)
Ask: What is the effect of her bowing? (The other children groan.)
Ask: After reading this passage, what is a reasonable prediction about Shirley’s
relationship with her friends? (Shirley is so happy to join the game that she will try very
hard to do well, or Shirley will not succeed because she is clumsy and still not used to
American ways.)
Gourmet Curriculum Press, Inc.©
9(T)
Test 1
Make Predictions
Teacher note: Test 1 is considered to be a practice test that teachers and students may wish to
complete together. The teacher will guide the students in answering the questions and ask for
a justification for each answer.
“When Disasters Strike”
People around the United States have to deal with disasters every year.
Hurricanes, tornadoes, and even volcanoes make the news. Of course,
many students have questions for their parents about the things that
happen. Read these passages about three fifth-graders who went through
real natural disasters.
“Mount Saint Helens Wakes Up”
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Katie and her dad were watching the news. “Mount Saint Helens
began erupting again today, October 1, 2004. Clouds of ash and
smoke rose from the mountain in the first major eruption in nearly
18 years. Of course, this is nothing compared to the Big One in 1980.
Will the smoke signals continue? More after this break.”
“Hey, Dad,” Katie asked. “Do you remember that eruption?”
“Sure,” Dad answered. “We were all at home because it was Sunday.
At about 8:30 we heard a roaring noise. We went outside, and to the
south, we could see a pillar of smoke rising up. Olympia is only about
75 miles from St. Helens, so we had a good view of the cloud.”
“What made the volcano erupt?”
“That morning, there was an earthquake, and the north side of
the mountain fell off in a rockslide. Steam and ash exploded up as
the lava rose to the surface. At the same time, all the ice and snow
on the mountain melted. That caused several mudflows. The whole
area was destroyed. The next day there was an article in the paper
called ‘Helen Blows Her Top!’ “
“Did anyone know it was going to explode?” Katie asked.
“Well, there had been several earthquakes a few months before.
Also, the north side of the volcano had expanded. Scientists who
study volcanoes knew that there was probably fresh lava inside.
They thought that there might be an eruption and began warning
people to leave.”
“I found a picture of the mountain on the internet. What’s the
huge bump in the center of the crater?”
“That’s a lava dome, a mound of cooled lava. It does such a good
job at keeping the heat in, a glacier is growing inside the crater.”
“What will happen to the glacier if the mountain erupts again?”
“I guess we’ll have to wait and see.”
23 ( T )
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Test 1
Make Predictions
Florida News
“Ivan the Terrible”
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Nearly every year, hurricanes cause millions of dollars of
damage across the state of Florida. Still, people continue to live
there. However, there are many problems with houses and other
buildings.
Many houses in Florida, especially those for low-income families,
are not built to withstand hurricanes. In 2004, this was painfully
obvious to the entire state. Florida was pounded by four huge
hurricanes in six weeks. The third one, Ivan, actually hit the state
twice.
Ivan made “landfall” on the coast of Alabama and Mississippi.
But the storm was more than 300 miles wide, larger than any of
those states. Ivan then traveled northeast across land toward
Virginia. From there, the storm moved out to the Atlantic Ocean
where it became a hurricane again. Ivan headed south and swept
across the Florida panhandle before heading across the Gulf of
Mexico towards Texas.
Mariana and her family lost everything in hurricane Ivan. Their
house was destroyed by the wind, and their belongings were ruined
by the rain. Since Ivan was the third hurricane of the year, the
ground was completely soaked. Her father’s job was gone, too. The
rain had caused the fruit to rot on the trees, and the orchard where he
worked was shut down. Mariana’s parents spent the days after Ivan
in tears, hoping for help and looking for a place to stay. Since they
had no insurance, and no money, they felt trapped.
Many people were in the same situation. So, President Bush
asked Congress to grant millions of dollars of aid to the state. FEMA
workers came down and helped Mariana and her family find a place
to stay while her parents could find new jobs.
“This has been a very hard year for us,” Mariana said later. “But
we are going to stay because this is our home.”
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25 ( T )
Test 1
Make Predictions
Questions #4-#6 will be based on “Safe Rooms for Moore.”
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“In May of 2003, a tornado hit the city of Moor, Oklahoma like
a freight train.” What type of figurative language is used in this
sentence?
F
idiom
G simile
H metaphor
J
foreshadowing
Look at the graphic organizer below. Paragraph #7 tells the reader
about a problem. What do you predict that Chris’s classmates will do
to help solve this problem? Write the best solution in the empty box.
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How does this phrase help the reader visualize the tornado?
A Let the teachers and parents pay for a safe room.
B
Ask the mayor to use his own money for a safe room.
C Have a fund raiser to help pay for the school’s safe room.
D Give their allowance to the school to help pay for a safe room.
FEMA only
gives people part
of the money for
building a safe
room.
Gourmet Curriculum Press, Inc.©
27 ( T )
Test 1
Make Predictions
Question #10 will be based on “Safe Rooms for Moore” and “Ivan the
Terrible.”
10 Compare and contrast the people in Oklahoma and Florida. How
did they prepare for the disaster? How did they react to the disaster?
What will they do in the future? Fill in the appropriate spaces in the
chart.
Preparation
Reaction
Florida
•
•
• had plans for
escape and safety • wanted to help
others
• share information
with others
•
•
•
• walked around
for days looking
for things
• find a better job
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Moore,
Oklahoma
•
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• class meeting
Future Action
Hurricane Ivan
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29 ( T )
Lesson 3
Make Predictions
Objective: Students will create skits and have other students make predictions
“Silent Predictions”
Teacher note: In this activity, students will create silent skits and have the class make
predictions about the skits. This activity uses Levels 4, 5, and 6 of Bloom’s Taxonomy,
Analysis, Synthesis, and Evaluation.
Group size: four to five students
Materials: rubric, page 31, one per person; cards, page 32; small plastic bag; one piece
of computer paper for each group; black marker for every group; pencils and notebook
paper
Before class: Make copies of rubric, page 31, one per person. Make one copy of scenario
cards, page 32. Cut cards apart and place them in the small plastic bag.
Directions:
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• One member from each group will draw a scenario card from the bag for his/her
group.
• Each group will write a silent skit to be performed showing the scenario, but not the
ending.
• The skit must have a title which will help the class make a prediction.
• The title will be written in black marker on the white paper, “silent movie” style.
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• The skit must have at least three actions or clues which will help the class make a
prediction.
• The skit must last 1-2 minutes.
• Groups will perform the skit in front of the rest of the class.
• The class will predict what will happen next in the scenario.
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Gourmet Curriculum Press, Inc.©
Lesson 3
Make Predictions
Objective: Students will create skits and have other students make predictions
“Rubric”
Expectations
1. Groups will produce a written outline of the skit.
Pts.
Received
2. The skit will have a title which helps the class make a
prediction.
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3. The skit will have three clues which help the class
make a prediction.
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4. Groups will perform their skit without talking.
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5. Every student in the group will participate in the
skit.
6. The skit will last no more than 2 minutes.
7. The class will make a correct prediction about the
ending of the skit.
Total
Total possible points: 25 = 100.
Possible
Pts.
5
3
1
2
25
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“Rubric”
Expectations
1. Groups will produce a written outline of the skit.
2. The skit will have a title which helps the class make a
prediction.
3. The skit will have three clues which help the class
make a prediction.
4. Groups will perform their skit without talking.
5. Every student in the group will participate in the
skit.
6. The skit will last no more than 2 minutes.
7. The class will make a correct prediction about the
ending of the skit.
Total
Pts.
Received
Possible
Pts.
5
3
9
3
2
1
2
25
Total possible points: 25 = 100.
Teacher note: Benchmark, Test 2, “George “Rube” Waddell” will be given following this
lesson. Students will complete Test 2 independently. Those who score 80% and above will
complete the Enrichment, pages 36–37. Those who score less than 80% will work with the
teacher on the Reteach, pages 38–39.
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