Contents - Scholastic

Contents - Scholastic

Contents Reading Strategy Toolbox . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 ...

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Contents Reading Strategy Toolbox . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Status of the Class . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Books I’ve Read . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Someday List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Editor’s Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Writing Record Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 My Goal-Setting Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Prefix/Suffix Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Ladder of Text Complexity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Making Inferences When I Read . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Characters’ Responses to Events . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Discovering Relationships Between Informational Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Context Clues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Annotating Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Tips for Giving Peer Feedback . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Writing Reflection Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Writing Poetry: Sensory Images Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Writing Your Story With CLAPS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Personal Narrative Writing Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Informational Writing Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Transforming Literacy Teaching in the Era of Higher Standards, Grades 3–5 © 2015 by Karen Biggs-Tucker and Brian Tucker, Scholastic Teaching Resources

Reading Strategy Toolbox Reading strategies can • help you construct meaning as you read. • solve problems as you create meaning during the reading process. • assist you in “fixing” thinking when you do not understand what you are reading. Reading Strategy

How do you use it?

How does it help you as a reader?

Activate background knowledge

Think about what you already know—your memories, experiences, and knowledge about a topic.

Activating background knowledge gives you a base of information on which to build new knowledge from your reading.

Make connections

Connect what you read to something else so that you can better understand the text. The types of connections are text to self (how the text relates to you); text to text (how the text relates to another text); and text to world (how the text relates to larger issues in the world around you).

Making connections helps you remember what you have read (especially in informational text) by relating it to past reading or experiences.

Make predictions/ Ask questions

Generate questions and predictions about what you are reading to get you thinking about what is going to happen in the text. Confirm or change them as you read, based on the text.

Making predictions and asking questions provide a purpose for reading, help you stay interested in the text, and help you remember what you read.

Determine importance

Uncover the main idea in the text; this is especially important when reading informational text.

Focusing on what is most important in the text helps you identify the main idea and key details.

Draw inferences

Drawing inferences helps you better Use clues the author gives and your own knowledge to read between the lines when the understand the author’s message because you uncover implicit as well as explicit meanings. author is trying to tell you something without stating it directly in the text.

Visualize

Create a movie in your head with images from the text, which may be unlike those in the minds of other readers.

Visualizing creates interest while reading because you combine personal experience, imagination, and the text to bring the author’s words to life.

Synthesize

Put together pieces of information in a text to produce an original idea or a new perspective.

Synthesizing helps you better understand the text by combining new information with what you already know to form a new idea or personal response.

Fix-up strategies

Monitor your reading and notice when you lose track of meaning or don’t understand something. Then use a strategy to help yourself get back on track, such as rereading, summarizing, or using context clues to figure out a tricky word.

Thinking about reading as you read helps you notice when things stop making sense, so you can fix the problem right away.

Transforming Literacy Teaching in the Era of Higher Standards, Grades 3–5 © 2015 by Karen Biggs-Tucker and Brian Tucker, Scholastic Teaching Resources

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Status of the Class Student

Monday

Tuesday

Wednesday Thursday

Friday

Transforming Literacy Teaching in the Era of Higher Standards, Grades 3–5 © 2015 by Karen Biggs-Tucker and Brian Tucker, Scholastic Teaching Resources

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Name _________________________________ Date ___________________

Books I’ve Read Book Title

Author

Rating 1–10

Transforming Literacy Teaching in the Era of Higher Standards, Grades 3–5 © 2015 by Karen Biggs-Tucker and Brian Tucker, Scholastic Teaching Resources

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Name _________________________________ Date ___________________

Someday List Book Title

Author

Transforming Literacy Teaching in the Era of Higher Standards, Grades 3–5 © 2015 by Karen Biggs-Tucker and Brian Tucker, Scholastic Teaching Resources

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Name _______________________________________ Date _____________ Title _________________________________________________________

Editor’s Checklist Paragraph(s) I’ve checked that ______ my writing is organized into paragraphs. ______ each paragraph is indented. ______ e  ach paragraph has a topic sentence that tells the main idea of the paragraph. ______ e  ach paragraph has sentences that give supporting details that tell about the main idea of the paragraph. ______ e  ach paragraph has a closing sentence that summarizes its main idea or transitions to the next paragraph.

Capitalization & Punctuation I’ve checked my writing for correct use of ______ capital letters. ______ end marks. (., ?, !) ______ commas. (,) ______ quotation marks in dialogue. (“ ”)

Spelling ______ I’ve checked and spelled high-frequency words correctly. ______ I’ve checked and spelled grade-level words correctly. ______ I ’ve circled any other words that I’m not sure about and used a resource to help me correct the spelling.

Transforming Literacy Teaching in the Era of Higher Standards, Grades 3–5 © 2015 by Karen Biggs-Tucker and Brian Tucker, Scholastic Teaching Resources

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Name _______________________________________ Date _____________

Writing Record Sheet Date

Title/Subject

Text Type/Purpose

Published Yes/No

Revisit for Revision Yes/No

Transforming Literacy Teaching in the Era of Higher Standards, Grades 3–5 © 2015 by Karen Biggs-Tucker and Brian Tucker, Scholastic Teaching Resources

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Name _________________________________ Date ___________________

My Goal-Setting Plan What I’m doing well . . . _____________________________________________ ______________________________________________________________

What I’d like to do better . . . ________________________________________ ______________________________________________________________

My goal will be . . . ________________________________________________ ______________________________________________________________

Someone who will help me meet my goal is . . . ____________________________ ______________________________________________________________

This person will help me meet my goal by . . . _____________________________ ______________________________________________________________

I will know that I have met my goal when . . . _____________________________ ______________________________________________________________

Transforming Literacy Teaching in the Era of Higher Standards, Grades 3–5 © 2015 by Karen Biggs-Tucker and Brian Tucker, Scholastic Teaching Resources

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Name _________________________________ Date ___________________

Prefix/Suffix Sheet word:

prefix:

prefix meaning:

root word:

root word meaning:

suffix:

suffix meaning:

Use this word in a meaningful sentence:

Transforming Literacy Teaching in the Era of Higher Standards, Grades 3–5 © 2015 by Karen Biggs-Tucker and Brian Tucker, Scholastic Teaching Resources

Name _________________________________ Date ___________________

Prefix/Suffix Sheet word:

prefix:

prefix meaning:

root word:

root word meaning:

suffix:

suffix meaning:

Use this word in a meaningful sentence:

Transforming Literacy Teaching in the Era of Higher Standards, Grades 3–5 © 2015 by Karen Biggs-Tucker and Brian Tucker, Scholastic Teaching Resources

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Name _________________________________ Date ___________________

Ladder of Text Complexity

Transforming Literacy Teaching in the Era of Higher Standards, Grades 3–5 © 2015 by Karen Biggs-Tucker and Brian Tucker, Scholastic Teaching Resources

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Name _________________________________ Date ___________________

Making Inferences When I Read What I Read

What I Know

What I Infer

Transforming Literacy Teaching in the Era of Higher Standards, Grades 3–5 © 2015 by Karen Biggs-Tucker and Brian Tucker, Scholastic Teaching Resources

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Name _________________________________ Date ___________________

Characters’ Responses to Events Event

Character 1:

______________ Response

Character 2:

______________ Response

Transforming Literacy Teaching in the Era of Higher Standards, Grades 3–5 © 2015 by Karen Biggs-Tucker and Brian Tucker, Scholastic Teaching Resources

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Name ______________________________ Date _______________

Discovering Relationships Between Informational Texts Title #1: _____________________________________________ Title #2: _____________________________________________

What I learned from Text 1 about __________________

What I learned from Text 2 about __________________

What did you learn from reading both of these texts? _____________________________________________________________ _____________________________________________________________ How did it help you better understand your topic? _____________________________________________________________ _____________________________________________________________

Transforming Literacy Teaching in the Era of Higher Standards, Grades 3–5 © 2015 by Karen Biggs-Tucker and Brian Tucker, Scholastic Teaching Resources

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Name _________________________________ Date ___________________

Context Clues Use the text around unknown words to problem solve words you don’t know or understand.

Unknown Word

Words around the unknown word (its context)

Based on its context, I think the unknown word means . . .

Transforming Literacy Teaching in the Era of Higher Standards, Grades 3–5 © 2015 by Karen Biggs-Tucker and Brian Tucker, Scholastic Teaching Resources

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Annotating Text Annotation Symbol

What It Means

important idea or concept

key detail or evidence

unfamiliar word or vocabulary

? !

question

interesting or surprising fact

connection or activate background knowledge

written comments or other annotations

other thoughts about text

Transforming Literacy Teaching in the Era of Higher Standards, Grades 3–5 © 2015 by Karen Biggs-Tucker and Brian Tucker, Scholastic Teaching Resources

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Name _________________________________ Date ___________________

Tips for Giving Peer Feedback Positive Comments for Writers • One thing I liked about your piece is . . . • I like how you supported your thinking with examples, such as . . .

Suggestions for Writers • One suggestion I have to improve your piece is . . . • An idea I have to make your piece sound better is to . . .

• I liked your description of . . .

• I was wondering if you could try . . .

• You gave me a new way to think about . . .

• I think that maybe you could try . . .

• An example of something that I enjoyed in your piece is . . .

• Next time, maybe you could . . .

• My favorite part in your piece was . . . • My favorite words that you used were . . . Can I read it out loud so we can both enjoy it?

• One concern I have about your piece is . . .

Questions for Writers • What were you thinking when you . . .? • Why did you . . .? • Have you considered . . .? • How will you . . .? • How do you . . .? • Did you think about . . .? • Why do you . . .? • Can you tell me more about . . .? • What is your favorite part? Why?

• You might want to think about taking out . . .

• What choices did you make during your piece?

• You might need to . . .

• What questions do you have? • What will you do next?

Transforming Literacy Teaching in the Era of Higher Standards, Grades 3–5 © 2015 by Karen Biggs-Tucker and Brian Tucker, Scholastic Teaching Resources

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Name _________________________________ Date ___________________

Writing Ref lection Sheet As I think about myself as a writer, what is one thing that I am doing well?________ ______________________________________________________________

What evidence do I have of that in my writing? ____________________________ ______________________________________________________________

As I think about myself as a writer, what is one thing that I would like to improve? ______________________________________________________________ ______________________________________________________________

How will I do that, and who might help me? ______________________________ ______________________________________________________________

What helps me become a better writer? How does it help me? _________________ ______________________________________________________________

How will I continue to practice and improve as a writer? _____________________ ______________________________________________________________

Transforming Literacy Teaching in the Era of Higher Standards, Grades 3–5 © 2015 by Karen Biggs-Tucker and Brian Tucker, Scholastic Teaching Resources

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Name _________________________________ Date ___________________

Writing Poetry: Sensory Images Chart Sight

Sound

Smell

Taste

Touch

Transforming Literacy Teaching in the Era of Higher Standards, Grades 3–5 © 2015 by Karen Biggs-Tucker and Brian Tucker, Scholastic Teaching Resources

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Location(s)

Action(s)

Problem(s)

Transforming Literacy Teaching in the Era of Higher Standards, Grades 3–5 © 2015 by Karen Biggs-Tucker and Brian Tucker, Scholastic Teaching Resources

Character(s)

Writing Your Story With CLAPS

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Solution(s)

Name: __________________________________________________ Date: _______________________________

Name _________________________________ Date ___________________ Title _________________________________________________________

Personal Narrative Writing Checklist ______ I can write to develop real experiences. ______ I can write using effective writing techniques. ______ I can write using well-chosen details. ______ I can write using well-structured event sequences. ______ I can write for the assigned task. ______ I can write for a clear purpose. ______ I can write for my audience. ______ I can plan my writing piece. ______ I can revise my piece after it is written. ______ I can edit my piece. ______ I can rewrite or try a new approach to make it better. ______ I can use technology to produce and/or publish my writing. ______ I can use technology to collaborate with others. ______ I can type my piece.

One thing I learned about myself as a writer during this process is . . .

One thing I could improve on next time is . . .

Transforming Literacy Teaching in the Era of Higher Standards, Grades 3–5 © 2015 by Karen Biggs-Tucker and Brian Tucker, Scholastic Teaching Resources

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Name _______________________________________ Date _____________ Title _________________________________________________________

Informational Writing Checklist ______ I can write informative/explanatory texts to examine a topic. ______ I can write informative/explanatory texts to convey ideas. ______ I can write informative/explanatory texts to inform. ______ I can write for the assigned task. ______ I can write for a clear purpose. ______ I can write for my audience. ______ I can plan my writing piece. ______ I can revise my piece after it is written. ______ I can edit my piece. ______ I can rewrite or try a new approach to make it better. ______ I can use technology to produce and/or publish my writing. ______ I can use technology to collaborate with others. ______ I can type my piece.

One thing I learned about myself as a writer during this process is . . .

One thing I could improve on next time is . . .

Transforming Literacy Teaching in the Era of Higher Standards, Grades 3–5 © 2015 by Karen Biggs-Tucker and Brian Tucker, Scholastic Teaching Resources

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