Fifth Grade
English Language Arts and Reading
Unit: 03 Lesson: 01
Day 7 of 25
A Time to Remember
Lesson Preparation
WORD STUDY
Daily Lesson 7
TEKS
5.2A,E
5.22Bi
Key
Understandings
and
Guiding
Questions
Ongoing TEKS
• An extensive vocabulary
SHARED READING
TEKS
5.Fig19C
5.11C
•
enhances oral and written
communication.
 Why is it important that
Ongoing TEKS
Text structure helps the reader
organize information and
construct meaning.
 How do readers use a text’s
INDEPENDENT READING
TEKS
5.Fig19C
5.11C
5.18C
• Readers use strategies to
support understanding of text.
 What strategies do readers
use to help maintain
understanding of text?
organization to understand
information?
readers and writers build their
knowledge of words?
Ongoing TEKS
5.1A
5.9A
• Readers use writing to
WRITING
TEKS
Ongoing TEKS
5.15B
5.18Ai
• Authors use the conventions
of written language to
communicate clearly and
effectively.
 How do authors use language
to communicate their
message?
communicate deeper
understanding of texts.
 How can readers demonstrate
understanding through
writing?
•
Text structure helps the reader
organize information and
construct meaning.
 How do readers use a text’s
organization to understand
information?
Vocabulary of
Instruction
Materials
•
•
•
•
Prefix
Suffix
• Organizational pattern
• Text structure
• Organizational pattern
• Text structure
•
• Reader’s Notebook (1 per
Root
Word Study Notebook (1 per
student)
• Dictionary (class set)
•
• Highlighter (2 colors, 1 of each
per student)
• Chart paper (if applicable)
©2011TESCCC
•
Reader’s Notebook (1 per
student)
Grade-appropriate expository
text in a compare/contrast
organizational pattern for
modeling (1)
Grade-appropriate expository
06/01/13
student)
• Collection of gradeappropriate expository texts
for student selection
• Chart paper (if applicable)
• Writer’s Notebooks (1 per
student)
• Teacher Writer’s Notebook (1)
• 3 grade-appropriate examples
of effective concluding
paragraphs in expository texts
(class sets of each)
Page 1 of 5
Fifth Grade
English Language Arts and Reading
Unit: 03 Lesson: 01
SHARED
READING
INDEPENDENT READING
Daily Lesson 7
WORD STUDY
• Chart paper (if applicable)
text in a classification
(description) organizational
pattern for modeling (1 per
class)
• Grade-appropriate expository
text in a compare/contrast
organizational pattern (1 per
3-4 students)
• Grade-appropriate expository
text in a classification
(description organizational
pattern (1 per 3-4 students)
• Chart paper (if applicable)
Attachments
and Resources
Advance
Preparation
• Handout: Greek Roots-Sort 4
(1 per 2 students)
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals as
2. Duplicate the Handout: Greek
2. Prepare to display the Anchor
appropriate.
Roots-Sort 4 (1 per 2
students).
Background
Information
Teacher Notes
©2011, TESCCC
Page 2 of 5
WRITING
This Daily
Lesson
introduces the
Greek root
meter.
Students also
review tele,
photo, and
Chart: Organizational Patterns
in Text from Daily Lesson 6
Shared Reading.
Refer to Daily
Lesson 1
06/01/13
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals as
2. Prepare to display the Anchor
Chart: Reader Response
Questions.
2. Prepare a class set of
appropriate.
examples of effective
concluding paragraphs in
expository texts. These can be
taken from some of the
expository texts used in
Shared Reading.
Fifth Grade
English Language Arts and Reading
Unit: 03 Lesson: 01
SHARED
READING
INDEPENDENT READING
Daily Lesson 7
WORD STUDY
graph during
Learning
Applications.
During the Mini
Lesson, it will
be important for
the teacher to
model for
students how to
break words
into syllables
by using some
type of visual
strategy such
as color coding
or using
slashes or
kinesthetic
movement
such as
clapping the
syllables or
tapping the
syllables down
your arm.
Instructional Routines
©2011, TESCCC
Page 3 of 5
06/01/13
WRITING
Fifth Grade
English Language Arts and Reading
Unit: 03 Lesson: 01
SHARED
READING
INDEPENDENT READING
Daily Lesson 7
Duration
and
Objective
Mini Lesson
WORD STUDY
Suggested Duration: 15 min.
Suggested Duration: 30 min.
Suggested Duration: 25 min.
Suggested Duration: 30 min.
Content Objective: Students
review and spell words with
Greek roots and determine the
meaning of words with these
Greek roots.
1. Divide students into pairs.
Content Objective: Students
analyze how the organizational
pattern of a text influences the
relationships among ideas.
Content Objective: Students
analyze how the organizational
pattern of a text influences the
relationships among ideas.
Content Objective: Students write
effective conclusion paragraphs.
1. Display the Anchor Chart:
1. Display the Anchor Chart:
1. Share the examples of
Organizational Patterns in
Text. Review each of the
patterns or structures.
2. Distribute the Handout Greek
Roots-Sort 4.
3. Students scan the first nine
2. Ask: What clues can be used
to determine the
organizational pattern?
Discuss responses.
words to find the common root
and highlight the root meter.
4. Discuss the meaning of the
root meter.
3. Think Aloud and demonstrate
5. Ask a student to read aloud
one of the words on the
Handout: Greek Roots-Sort
4. Think Aloud about how to
break the word into syllables,
spell the word correctly and
determine the meaning of the
word. Use a dictionary as a
resource, if necessary. Write
the word on the Word Wall.
6. Review the meaning of the
root.
©2011, TESCCC
Page 4 of 5
WRITING
finding the organizational
patterns (text structure) of
compare/contrast and
classification scheme
(description) using the
selected short expository texts
for modeling.
Reader Response Questions.
Add a question(s) about
organizational patterns of
expository texts to the chart.
2. Explain that students will
answer the question(s) related
to organizational patterns of
expository texts. Tell them
their response must reflect
understanding and have text
evidence.
3. If applicable, model writing a
response to the question(s)
related to organizational
patterns of expository texts
using one of the texts from the
collection. (optional)
effective conclusions in
expository text.
2. Ask: What makes a good
conclusion? Discuss and
record responses.
3. Display the graphic organizer
with the ideas for the family
tradition in the Teacher
Writer’s Notebook.
4. Display the thesis statement
for the expository essay in the
Teacher Writer’s Notebook.
3. If applicable, finish writing
body paragraph(s) for the
expository essay about the
family tradition. Think Aloud
about including facts, details,
and explanations.
4. In the Teacher Writer’s
Notebook, model writing an
effective concluding paragraph
that restates the thesis.
06/01/13
Fifth Grade
English Language Arts and Reading
Unit: 03 Lesson: 01
SHARED
READING
INDEPENDENT READING
Daily Lesson 7
Learning
Applications
Closure
WORD STUDY
1. Working in pairs, students
1. Using the Anchor Chart:
rewrite the words from the
Handout: Greek Roots-Sort 4
in their Word Study Notebook
and use alternating colors of
highlighters to highlight the
syllables, using a dictionary to
understand meaning, if
necessary.
Organizational Patterns in
Text, students work together in
small groups or pairs to
classify the other two selected
short expository texts
according to the
organizational patterns (text
structures) of
compare/contrast and
classification (description).
1. Students select their text for
1. If applicable, students use the
Independent Reading.
graphic organizer to finishing
drafting body paragraph(s) for
the expository essay about a
family tradition.
2. Students read and monitor
comprehension.
3. Students write a response to
2. Students write an effective
the question about
organizational patterns in
expository text. Students
provide text evidence in their
response.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
1. Ask: Why is it important that 1. Ask: Which expository text
1. Students share their
1.
readers and writers build
has a compare/contrast
responses with a partner.
their knowledge of words?
organizational pattern? How
Discuss responses.
do you know? Why did the
2.
author choose that
organization? Discuss
responses.
2. Ask: Which expository text
has a classification
(description) organizational
pattern? How do you know?
Why did the author choose
that organization? Discuss
responses.
©2011, TESCCC
Page 5 of 5
WRITING
06/01/13
conclusion that restates their
thesis.
Students share their drafts
with a partner.
Ask: Does the draft support
the thesis? Discuss
responses.