Teacher’s Manual Volume 1

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SAMPLE LESSONTeacher’s Manual Volume 1CCC Collaborative LiteracyTHIRD EDITION5GRADEMaking Meaning Sample Lesson, Grade 5 Center for the Collaborative ClassroomExplore the new digital resources!Open a trial account at ccclearninghub.org.

Week 1OV E R V I E WTuck Everlasting*by Natalie BabbittWhen young Winnie Foster meets the Tuck family, who have drunkfrom the spring of immortality, she must protect their secret whiledeciding if she will join them on their ageless journey or live a mortal,human life.*This book is used throughout Unit 4.Online ResourcesVisit the CCC Learning Hub (ccclearninghub.org) to find your online resources for this week.Whiteboard Activity WA1Assessment Forms “Class Assessment Record” sheet (CA1) “IDR Conference Notes” record sheet (CN1)Professional Development Media158 “Asking Facilitative Questions” (AV21) “Using Blogs in the Classroom” tutorial (AV45)Making Meaning Teacher’s Manual, Grade 5Making Meaning Sample Lesson, Grade 5 Center for the Collaborative Classroomcollaborativeclassroom.org

Comprehension Focus Students analyze text structure in a novel, including the story elementscharacter, setting, plot, and conflict.Students read independently.Social Development Focus Students analyze why it is important to be responsible. Students build on one another’s thinking during class discussions.DO AHEAD Consider reading this unit’s read-aloud selection with your EnglishLanguage Learners before you read it to the whole class. Stop duringthe reading to discuss vocabulary and to check for understanding. Make available novels at a variety of levels so that the studentscan practice asking questions and making inferences about storyelements (character, plot, setting, conflict, and theme) during IDR andIndependent Strategy Practice throughout the unit (see “About TeachingElements of Fiction” on Week 1, Day 1). Prior to Day 1, decide how you will randomly assign partners to worktogether during this unit. Prior to Day 1, you might wish to provide each student with a copy ofTuck Everlasting to read during the unit. For information about orderingclass sets of the novel, visit the CCC Learning Hub (ccclearninghub.org). Prior to Day 1, prepare a sheet of chart paper with the title “ImportantElements of Fiction.” Write these terms and definitions on the chartpaper: character: person in a story; setting: where and when a story takesplace; and plot: what happens to the characters in a story (the events thatmake up the story). (See the diagram in Step 5.) Prior to Day 1, make a class set of “IDR Conference Notes” recordsheets (CN1); see page 49 of the Assessment Resource Book.Vocabulary Note Prior to Day 3, make a copy of the “Class Assessment Record”sheet (CA1); see page 42 of the Assessment Resource Book.If you are teaching the vocabularylessons, teach the Week 7 lessonsthis week.Analyzing Text Structure Unit 4 OWeek 1Making Meaning Sample Lesson, Grade 5 Center for the Collaborative Classroom159collaborativeclassroom.org

Day 1Read-aloud/Strategy LessonMaterials In this lesson, the students:Tuck Everlasting (pages 3–12) Hear and discuss part of a novel, including the prologue“Important Elements of Fiction”chart, prepared ahead Discuss character, setting, and plot Read independently for 25–30 minutes Begin working with new partnersAssessment Resource Bookpage 46 Work in a responsible way“Reading ComprehensionStrategies” chartABOUT TEACHING ELEMENTS OF FICTIONClass set of “IDR ConferenceNotes” record sheets (CN1)In this four-week unit, the students explore important elements of fictionthrough Natalie Babbitt’s novel Tuck Everlasting. They ask questions and makeinferences about the characters, setting, plot, and conflict, and they explorean important theme in the novel. They also practice using the comprehensionstrategies of questioning, making inferences, and analyzing text structure tomake sense of novels during Individualized Daily Reading.“Thinking About MyReading” chartSelf-stick notes for each studentProvide a variety of novels in a wide range of genres (mystery, adventure,science fiction, historical fiction, and realistic fiction) at different reading levelsfor the students to read during IDR. For more information about analyzing textstructure, see “The Grade 5 Comprehension Strategies” in the Introduction.1 Pair Students and Get Ready to Work TogetherRandomly assign partners and make sure they know each other’s names.Gather the class with partners sitting together, facing you. Explain thatduring the coming weeks the students will work with the same partners.Remind them that talking with and listening to partners helps themthink more about what they are learning. Ask:Q What do you want to keep in mind today to be a responsible partner? Whywill that be important?Students might say:“I want to remember to look at my partner while she’s talking. That’simportant because it helps me stay focused on what we’re talkingabout.”“I want to remember to ask questions if I don’t understand somethingmy partner says. That’s important because I might have to tell theclass what my partner says.”160Making Meaning Teacher’s Manual, Grade 5Making Meaning Sample Lesson, Grade 5 Center for the Collaborative Classroomcollaborativeclassroom.org

2 Discuss Novels and Introduce Tuck EverlastingRemind the students that one type of story they have been hearing andreading this year is fiction, or stories that are make-believe. Explain thatduring the coming weeks the students will hear and read novels, or longfiction stories that are usually divided into chapters. Show the cover ofTuck Everlasting and read aloud the title and the author’s name. Explainthat Tuck Everlasting is a novel that the students will hear and discussover the next four weeks.Read aloud the paragraphs on the back cover of Tuck Everlasting. Ifnecessary, explain that eternal means “never-ending,” a spring is a “placewhere water flows naturally out of the ground,” and immortality means“living forever.” Ask:Q What do you think this story might be about?Q What do you wonder about the story?Students might say:“It sounds like it will be about a girl named Winnie who meets a familythat will never die.”“I wonder whether the Tucks like knowing that they’ll live forever.”“I wonder whether the family tries to get Winnie to drink fromthe spring.”“I’m wondering if Winnie ends up drinking the water or not.”3 Read the Prologue AloudShow the prologue on page 3 and explain that a prologue is “a shortintroduction before the first chapter.” Explain that you will read it aloud.Ask the students to think as they listen about what they are learningabout the story.Read pages 3–4 aloud slowly and clearly, clarifying vocabulary asyou read.Suggested VocabularyTeacher NoteYou might explain that not everybook has a prologue but that whenthe students encounter books withprologues, they should read theprologues, as these sections oftencontain important information that helpsreaders understand the books.hub: center (p. 4)ELL VocabularyEnglish Language Learners may benefit from hearing additionalvocabulary defined, including:motionless: not moving, without any wind (p. 3)lost her patience: got tired of waiting (p. 4)Analyzing Text Structure Unit 4 OWeek 1 ODay 1Making Meaning Sample Lesson, Grade 5 Center for the Collaborative Classroom161collaborativeclassroom.org

Tell the students that you will reread the prologue and ask them to listenfor any details they might have missed. Reread pages 3–4 aloud; then askand briefly discuss:Teacher NoteListeners can easily miss details at thebeginning of a piece, and rereadingthe first page(s) can aid students’comprehension. Use this technique,when appropriate, during read-aloudsthroughout the program. Remember toask the students to listen for any detailsthey missed as they listen to the secondreading.Q What might the author be trying to do in this prologue?Students might say:“I think the author is telling us where the story takes place and whosome of the characters are.”“I think the author is trying to get us interested by hinting thatsomething bad will happen in the story.”“I think the author wants us to wonder how the three events might endup being connected so we’ll want to keep reading to find out more.”4 Read Aloud Chapters 1 and 2Teacher NoteThe opening pages of Tuck Everlastingare rich in language and likelycontain vocabulary unfamiliar to yourstudents (such as tangent, tranquil, andforlorn). It is not necessary to defineall of these words, as the meanings ofmany words can be gleaned from thecontext. The Suggested Vocabulary listcontains the terms that are critical forcomprehension and that shouldbe defined.Explain that you will read the first two chapters aloud, stopping severaltimes to have partners talk about the story. Read pages 5–12 aloudslowly and clearly, stopping as described on the next page. Clarifyvocabulary as you read. Stop and reread the first paragraph on page 5before continuing with the rest of the reading.Suggested Vocabularytrod out: walked on (p. 5)bovine: having to do with cows (p. 5)contemplation: slow, deep thinking (p. 5)veered: turned (p. 5)gallows: place where prisoners are executed (killed) by hanging (p. 6)trespassing: entering private property without permission (p. 7)responsible for the wood’s isolation: responsible for no one going to thewoods (p. 8)ELL VocabularyEnglish Language Learners may benefit from hearing additionalvocabulary defined, including:abruptly: suddenly; quickly (p. 6)cottage: small house (p. 6)forbidding: scary (p. 6)private property: house or land owned by someone (p. 7)conceal: hide (p. 8)disaster: huge, terrible problem (p. 8)long since ceased to interest her: stopped being interesting to her a longtime ago (p. 12)162Making Meaning Teacher’s Manual, Grade 5Making Meaning Sample Lesson, Grade 5 Center for the Collaborative Classroomcollaborativeclassroom.org

Stop after:p. 6“ ‘Move on—we don’t want you here.’ ”Ask:Q What are you thinking about the story so far? Turn to your partner.Without sharing as a class, reread the last sentence and continue readingto the next stopping point. Follow the same procedure at each of thefollowing stops:p. 8pp. 9–10p. 12“. . . would have trembled on its axis like a beetle on a pin.”“ ‘I was having that dream again, the good one where we’re allin heaven and never heard of Treegap.’ ”“For Mae Tuck, and her husband, and Miles and Jesse, too, had all lookedexactly the same for eighty-seven years.”Teacher NoteOne reason for not sharing as a classduring the read-aloud is to help thestudents learn to rely on their partners,rather than depending solely on you,to confirm or support their thinking.Another is to maintain the flow ofthe story.5 Discuss the Story and Highlight Story ElementsDiscuss the following questions as a class. Be ready to reread passagesaloud as the students refer to them to help them recall what they heard.Q The characters in a story are the “people in a story.” What characters havebeen introduced so far? What do you know about them?Q The setting of a story is “where and when a story takes place.” What doyou already know about this setting?Q The plot of a story is “what happens to the characters in the story.” Whathas happened so far?Direct the students’ attention to the “Important Elements ofFiction” chart.Important Elements of Fiction character: person in a story setting: where and when a story takes place plot: what happens to the characters in astory (the events that make up the story)Teacher NoteRead aloud the terms and definitions, and explain that character,setting, and plot are three key elements of fiction stories. Explainthat the students will think more about these story elements as theycontinue to hear Tuck Everlasting.You might explain that while charactersare usually people, they can also beanimals or other creatures. This isparticularly common in children’s books.Teacher NoteSave the “Important Elements of Fiction”chart to use throughout the unit.Analyzing Text Structure Unit 4 OWeek 1 ODay 1Making Meaning Sample Lesson, Grade 5 Center for the Collaborative Classroom163collaborativeclassroom.org

I NDIVID UALIZE D DAILY RE AD INGTeacher NoteDuring IDR today, the students practicetwo “fix-up” strategies they can usewhen they do not understand what theyhave read: rereading and reading ahead.To provide the students with additionalsupport for these and other “fix-up”strategies, including examples of howto model using the strategies, you mightteach all or part of IDR Mini-lesson 2,“Self-monitoring and Using ‘Fix-up’Strategies” (found in Appendix A).6 Review and Practice Using “Fix-up” StrategiesTeacher NoteBase the length of time the students arereading independently on their attentionand engagement. Gradually add time asyour students are ready. The goal is forthem to read independently for up to30 minutes by Unit 5.E ELL NoteHelp your English Language Learnerschoose novels at the appropriate levels.Providing a limited number of teacherselected texts will help them make goodchoices.Tell the students that for the next four weeks they will read novels duringIDR. Direct the students’ attention to the “Thinking About My Reading”chart and remind the students that it is important for them to check theircomprehension as they are reading. Remind the students that earlier theylearned a couple of “fix-up” strategies, or tools a student can use whenhe does not understand what he has read. Review that one strategy is toreread the part of the book he does not understand slowly and carefully.Another strategy is to read ahead and look for more information.Distribute self-stick notes to each student. Tell the students that as theyread today, you want them to pause occasionally and ask themselves ifthey understand what they are reading. If a student does not understandwhat she is reading, she should mark the place in the text that she doesnot understand with a self-stick note and then try one or both of the“fix-up” strategies—rereading and reading ahead—to see if the strategieshelp her understand what she is reading. Explain that at the end of IDRyou will check in with the students to see how they did with using the“fix-up” strategies. Then have the students get their novels and readsilently for 25–30 minutes. After they have settled into their reading,confer with individual students.IDR CONFER ENCE NOT EOver the next four weeks, confer individually with the students about whatthey are reading during IDR.As you confer with each student, refer to the “Resource Sheet for IDRConferences” (Assessment Resource Book page 46) to help guide yourquestioning during the conference. Document your observations for eachstudent on an “IDR Conference Notes” record sheet (CN1); see page 49 ofthe Assessment Resource Book.Signal to let the students know when it is time to stop reading. Ask anddiscuss:Q Was there any part of your reading that you did not understand today?Tell us about it.Q Which “fix-up” strategy did you try? What happened when you[reread/read ahead]?Teacher NoteProvide time on a regular basis for thestudents to record the books they havecompleted in their reading logs.164If a student has tried both of the “fix-up” strategies and still doesnot understand the text he is reading, refer him to the “ReadingComprehension Strategies” chart and encourage him to try thestrategies listed on it. Alternatively, you might encourage the student toask you or a classmate for help.Have the students return to their desks and put away their texts.Making Meaning Teacher’s Manual, Grade 5Making Meaning Sample Lesson, Grade 5 Center for the Collaborative Classroomcollaborativeclassroom.org

Read-aloud/Strategy LessonIn this lesson, the students:Day 2Materials Hear and discuss part of a novel Discuss character, setting, and plot Read independently for 25–30 minutes Work in a responsible way Use discussion prompts to build on one another’s thinkingTuck Everlasting (pages 13–25)“Important Elements of Fiction”chart from Day 11 Review Chapters 1 and 2Gather the class with partners sitting together, facing you. Show thecover of Tuck Everlasting and remind the students that they heard theprologue and the first two chapters yesterday. Refer to the “ImportantElements of Fiction” chart and review that the students discussed threekey elements that are common to all fiction stories: character, setting,and plot. Briefly review these elements, and explain that recognizingand thinking about them helps readers make sense of stories andunderstand them at a deeper level.Briefly review the beginning of Tuck Everlasting by asking:Q Who are the characters we’ve met in Tuck Everlasting?Q Briefly, what is the plot (what happens in the story)?Q What do we know so far about the setting?2 Read Aloud Chapters 3 and 4 and Part of Chapter 5Teacher NoteWhile the students do not need toremember the definitions of theseelements, they do need to understandthat story elements are one frameworkfor thinking about stories. The goal isfor the students to use story elementsto make sense of stories they readindependently.Explain that as you continue reading from Tuck Everlasting, you will stopseveral times for partners to discuss their thinking. Ask the students tolisten for information about character, setting, and plot.Reread the last three sentences on page 12 aloud, starting with “MaeTuck didn’t need a mirror . . . .” Then continue reading pages 13–25slowly and clearly, stopping as described on the next page and endingafter the sentence “And he seemed so glorious to Winnie that she losther heart at once” on page 25. Clarify vocabulary as you read.Analyzing Text Structure Unit 4 OWeek 1 ODay 2Making Meaning Sample Lesson, Grade 5 Center for the Collaborative Classroom165collaborativeclassroom.org

Suggested Vocabularyintended: meant (p. 14)marionette: puppet that moves by strings or wires (p. 18)suspiciously: with doubt (p. 19)disheartened: discouraged (p. 23)bolder: more brave (p. 23)ELL VocabularyEnglish Language Learners may benefit from hearing additionalvocabulary defined, including:cross: angry (p. 13)gnats: tiny flying bugs (p. 13)Teacher Notemelody: song (p. 20)elves: small imaginary people with magic powers (p. 21)satisfaction: happiness (p. 21)horrors: scary ideas (p. 23)damp: a little wet (p. 23)vanished: disappeared (p. 24)glorious: wonderful; beautiful (p. 25)Observe partners working together,and make note of partners talking welltogether and those having difficulty.Look for evidence that the students aredeveloping an ability to work throughproblems by asking struggling partnersquestions such as:Q It looks like you’re having somedifficulty. What’s happening?Stop after:Q How is that affecting the work youhave to do right now?p. 16Q What can each of you do to takeresponsibility for getting yourconversation back on track?Ask:Q What are you thinking about the story so far? Turn to your partner.Without sharing as a class, reread the last sentence and continue readingto the next stopping point. Follow the same procedure at each of thefollowing stops:Facilitation TipDuring this unit, practice askingfacilitative questions during classdiscussions to help the students buildon one another’s thinking and responddirectly to one another, not just to you.After a student comments, ask the classquestions such as:Q Do you agree or disagree with[Deborah]? Why?p. 18“ ‘Forever,’ the man echoed thoughtfully.”p. 21“ ‘It sounds like a music box,’ said Winnie when it was over.”p. 25“And he seemed so glorious to Winnie that she lost her heart at once.”3 Discuss Character, Setting, and PlotQ What questions can we ask[Deborah] about what she said?Q What can you add to what[Deborah] said?To see this FacilitationTip in action, view“Asking FacilitativeQuestions” (AV21).166“ ‘You’ll see. Just wait till morning.’ ”Ask:Q What has happened so far in the story? Turn to your partner.After a few minutes, signal for the students’ attention. Refer to the“Import

Mak ent ollaborativ oom collaborativeclassroom.org Analyzing Text Structure Unit 4 OWeek 1 ODay 1 161 2 Discuss Novels and Introduce Tuck Everlasting Remind the students that one type of story they have been hearing and reading this year is fiction, or stories that are make-believe.Explain that during the coming weeks the students will hear and read novels, or long

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