Guided Reading 11/13/14

Green Group= Developing

Yellow Group= On Level
Red Group= Above Level
Station on the rug: Readers Theater
Standard: RF.5.4.B Read grade-level prose and poetry orally with
accuracy, appropriate rate, and expression on successive readings.
Materials: Students will use their differentiated Readers Theater
packets to complete their 4th day of Readers theater.
Procedure: During this time, they are practicing their pre-assigned
parts out loud with their group.
For context, day 1 consisted of recording their cold read. Day 2
consisted of listening to a fluent read of the passage on their Chrome
books. Day 3-4 involves students reading their passage out loud with
their group. On day 5, they will record their hot read and self-evaluate
on a rubric. They will also evaluate their improvement since their cold
read. Each group has a differentiated Readers Theater script based on
their current BRIs.

Station at the corner table with Mr. Wyatt: Jargon

Standards: CCSS.ELA-LITERACY.L.5.4.A
Use context (e.g., cause/effect relationships and comparisons in text)
as a clue to the meaning of a word or phrase.
CCSS.ELA-LITERACY.L.5.4.C
Consult reference materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find the pronunciation and
determine or clarify the precise meaning of key words and phrases
Materials: 6 dictionaries, A Monstrous Appetite Jargon passage for
yellow/red group, The Robot and the Bee for the green group,
pencils, highlighters
Procedure: (Context) Students have worked on this activity once
before. Today, they will be finishing their task.
Groups have differentiated passages based on their reading levels.
There are many vocabulary terms in the passage that students might
not know. These words are bolded in the passage. First, they are to do
a dictionary race, guided by the CARE mentor, to find the word in the
dictionary. Once they find the word, they tell their group members,
and each person records the definition in the provided space.
Next, they must answer context clue multiple choice questions. To do
so, they must first go back in the text and highlight the sentence.
Then, a volunteer (or the CARE mentor) will read the sentence out
loud. Using the definitions from the dictionary and the context of the
sentence, students will discuss what the best definition for the word
used in the passage is. If students finish early, the CARE mentor is
prepared to ask right there and author and me questions about the
text.

Station at the Kidney table with Ms. C: Finding Evidence

Station
Standards: CCSS.ELA-LITERACY.RI.5.1
Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.RI.5.6
Analyze multiple accounts of the same event or topic, noting important
similarities and differences in the point of view they represent.
Materials: StoryWorks November/December magazine, developing
level article print-outs for green group, 3 different Find the Evidence
organizers to correspond with each groups abilities, highlighters
Procedure: (Context) This will be the fourth day that students are
exposed to the articles Happy Campers and Bald Heads Raise Big
Bucks found in StoryWorks. On day 1, the article was read out loud
either by me or student volunteers. Students took annotations during
this read. With remaining time in the center, students were able to ask
questions that they had about the text. On day 2, students shared
additional annotations (interesting/new facts, personal connections,
important information) and worked with me to determine the meaning
of many new vocabulary terms in this article. On day 3, students used
leveled graphic organizers to summarize the text.
First, I will start by asking the students to briefly summarize the
passage. Then, I will explain that today, we are going to practice
finding evidence in the text because good readers and writers always
support themselves with textual evidence to be credible. I will also
briefly discuss that sometimes, we can find more than one piece of
evidence. Question writers like to trick us sometimes by asking for
more than one answer!
When the organizer prompts students to refer to a specific part of the
passage or asks for them to produce text evidence, I will be guiding
them to scan the article and highlight the part that the question
inquired about so they can reference it later.