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AchieveReading

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L.5

Instructional Intervention

AchieveReading Level 5 — Lesson 25Teacher Lesson Manual

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This document is for demonstration purposes only Š2013 Catapult Learning


Table of Contents Brief Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . X

Common Core General Information. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . X

Lessons Modification. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . X

Lesson Components and Word Analysis Instruction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . X

Lesson Scope & Sequence. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . X

Student Rubric Information/Group Skill Grid example. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . X

Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . X Phonics/Word Analysis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . X

Phonics/WA Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . X

Common Core Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . X

Phonics Lessons By Level Chart. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . X

Phonics Lessons. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . X Teacher Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . X

Quick Reference Guide. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . X

Graphic Organizers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . X

Group Skill Sheet Sample. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . X

Orientation Lesson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . X

Š2013 Catapult Learning

AchieveReading – Level 5

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LEVEL 5 — LESSON 25

AchieveReading

Focus Skill: Character Analysis CCSS Standard: RL.5.3 Teacher: Before the lesson begins, write down the Word Bank words on the board for easy reference.

3 min – Greeting 10 min – Word Analysis Skill Instruction Teacher: Refer to phonics lessons in the back of the binder.

5 min – GUIDED READING Review of Previous Book/Chapter 1. Say: “If you were the Swamp Fox, how would you justify your attacks on the British?” (Answers will vary.) 2. Say: “Why didn’t the other colonists reveal the hideout to the British?” (Answers will vary.)

5 min – Set Purpose/Scene for New Book or Chapter Book/Chapter Title: Content Reading-Social Science Level E: “Important Inventions” (p. 38) Teacher: Draw a K-W-L chart on the board and have students do the same in their composition books.

Say: “Today we are going to read the story, ‘Important Inventions,’ but before we read, who can tell us what an invention is?” (It is something someone creates.)

Say: “Three inventions we will learn about today are the cotton gin, the reaper, and the steamboat. What do you know about any of these things?” (Under the “K” column, write one student response for each item as students write their responses in their books.)

Say: “What would you like to know about these inventions? (Write student responses under the “W” column as students write in their books.) Teacher: Distribute books to students.

5 min – Preview Story, Chapter, titles, and/or Pictures Say: “Open your books to p. 38. Preview the picture and silently read the first two paragraphs. When you are done, write one sentence telling something you learned in the third column of your chart.”

Say: “Continue to read the next two paragraphs and add to your chart.” Say: “Remember to use your Good Reader Strategies to read the selection: see if the word fits, try to sound out words, or skip the very difficult words and read on.” Teacher: After checking the charts…

Say: “Whisper read to the end of the article. Look for new information so that you can finish your K-W-L chart.” Teacher: After reading, refer back to the KWL chart and fill in the “L” section with the students.

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5 min – Whisper Reading 1. Teacher discusses/reviews Good Reader Strategies. 2. C hildren whisper read the story to themselves. 3. Teacher begins over-the-shoulder monitoring as s/he moves from one student to the next; using teacher prompts for Good Reader Strategies, praising students’ attempts to use Good Reader Strategies & allowing students time to apply strategies. 4. Teacher points out examples of today’s phonics lesson in the text, where possible.

10 min – Core Comprehension Questions (return to text) Teacher: Ask students questions about the book. Allow adequate wait time. After students answer the question, ask them to cite evidence from the text that supports the answer. Encourage all text-based responses. Rephrase and individualize questioning as necessary. (Details) Say: “What did Robert Fulton invent?” (a practical steamboat) (Details) Say: “What did Eli Whitney invent?” (the cotton gin) “What was the need that caused these men to develop their inventions?” (Answers will vary.) (Main Idea) Say: “What is the main idea of the fourth paragraph?” (The invention of the reaper and opening a factory to build them helped Chicago to grow.) (Main Idea) Say: “Why was Whitney’s contribution to mass production important? Refer to the text to find the answer.” (He was the first one to make it work.) (Sequence) Say: “What did Robert Fulton make first?” (pencils, kitchen tools, and fireworks) (Sequence) Say: “How had our country changed by the middle of the 1800’s?” (It had become a major producer of grain, cotton, and other goods.) (Character Analysis) Say: “Would you describe Eli Whitney as an energetic person? Why or why not?” (Yes, by the time he was 12, he was already building things.) (Character Analysis) Say: “How do you think Robert Fulton felt when people referred to his steamboat as ‘Fulton’s Folly’? Provide evidence from the text for your response.” (angry, disappointed, discouraged, determined) (Drawing Conclusions) Say: “Why did the invention of the cotton gin require the use of more slaves?” (More cotton could be cleaned and sold, so more slaves were needed to do the picking.)

Say: “Was the invention then a help or did it create more problems for the slaves?” (Answers will vary.) AchieveReading

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LEVEL 5 — LESSON 25

AchieveReading

(Drawing Conclusions) Say: “Which invention do you think was most valuable to the growth of our country? Explain your answer.” (Answers will vary.)

Comprehension Skill/Vocabulary Skill Focus Skill: Character Analysis

Introduce and define the comprehension/vocabulary skill Say: “Today we are going to learn how to describe and analyze a character in a story. Most stories are about people, so writers like to describe the character so that the reader can ‘see’ the person. Sometimes authors use words like ‘kind’ or ‘scared’ to describe people in a story, and sometimes a reader must figure out what people are like from how they act or how others respond to them. In the sentence I’m going to read, the writer gives the reader clues. Listen for what the father looks like, his appearance. What words tell us how the father looks?” Teacher: Read aloud the following sentence: When he hugged my mother and me together, he could grasp his hands on his elbows, his arms were that big.

Say: “What did the father look like?” (big, huge, like a bear, etc.)

Say: “What does his action say to you about him?” (Perhaps he’s affectionate and playful, since he’s hugging both mom and child together.)

Say: “Writers develop their characters through talk or dialogue, actions, and insights into their thoughts and feelings, as well as through physical description. Looking for clues in the story will help you to better understand the character.” Comprehension/Vocabulary skill lesson Say: “We are now going to look for clues the writer has given us to help us better understand the three inventors we have just read about.” Teacher: Write the following names on the board and have students do the same in their composition books. Eli Whitney Cyrus Hall McCormick Robert Fulton

Say: “With a partner, find clues in the story that describe each person. Write down words the author used to describe each man and what they did.” (Example: Eli Whitney: great skill, first to make mass production work) Teacher: When students are done, review answers.

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LEVEL 5 — LESSON 25

AchieveReading

5 min – Word Bank – new & review words Students add new content words to the Word Bank section of their composition books. Group performs word bank activity. Content Words 

1) producer

2) muskets

3) invented

4) rapidly

Teacher: Have students explain the meaning of each content word.

7 min – Wrap-Up Teacher provides group with lesson closure. Teacher asks one of the following questions: • Tell me one thing you learned today. • Can anyone tell me what today’s story was about?

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LEVEL 5 — LESSON 25

AchieveReading

SALES SAMPLE AchieveReading

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©2013 Catapult Learning


AchieveReading Intervention