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MISD Literacy Block Units 3-5. Meet Common Core State Standards. Literacy Block Components. Read Aloud Shared Reading Guided Reading Independent Reading. Identify the unit activities that address two or more strands of CCSS: Reading, Writing, Language, and Speaking and Listening.

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MISD Literacy Block Units 3-5


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misd literacy block units 3 5

MISD Literacy BlockUnits 3-5

Meet Common Core State Standards

literacy block components
Literacy Block Components
  • Read Aloud
  • Shared Reading
  • Guided Reading
  • Independent Reading
slide3
Identify the unit activities that address two or more strands of CCSS: Reading, Writing, Language, and Speaking and Listening
  • Read Aloud
  • Shared Reading
  • Guided Reading
  • Independent Reading
  • Strategies That Work
  • GHR for Summary, Multiple-Choice, Craft
  • Writing: Thematic Prompts/Quick Writes
  • Focus Questions
  • Vocabulary in Context
  • Fluency
  • Research
units meet common core
Units Meet Common Core

Reading Anchor Standards

  • Read Aloud correlates with Standards 2, 3, 4, 5, 6, 8, and 9.
  • Shared Reading correlates with Standards 2, 3, 4, 5, 6, 7, 8, and 9.
  • Guided Reading correlates with Standards 1, 2, 3, 4, 5, 6, 7, 8, and 9.
  • Independent Reading correlates Standards 1, 2, 3, 4, 5, 6, 7, 8, 9, and 10.
  • Strategies That Work correlates with Standards 1, 2, 3, 4, 5, 6, 7, 8, 9, and 10.
  • GHR for Summary/Multiple-Choice/Craft correlates with Standards 1, 2, 3, 4, 5, and 6.
  • Writing: Thematic Prompts/Quick Writes correlate with Standards 1, 2, 3, 4, 5, 6, 7, 9, 10.
  • Focus Questions correlate with Standards 1, 2, 3, 4, 6, 8, and 10.
  • Vocabulary in Context correlates with Standards 4 and 10.
  • Fluency correlates with Standards 4 and 10.
  • Research correlates with Standards 7 and 10.
the great books you have asked us to keep
The great books you have asked us to keep…
  • 3rdThe Hit-Away Kid with The

Detroit Tigersand Oil Spill!

            • 4thSadako and the Thousand

Paper Cranes and Poppy

  • 5thThe Sign of the Beaver

and The Fighting Ground

reading
Reading

Literature balanced

with related

Informational Text

plus short snappy articles
Plus Short, Snappy Articles
  • “Saving Big Cats: and “Vanishing Frogs”
                  • “Moose on the Move”

and “6.5 and Counting”

  • “Penobscot Indians” and “Hessian Soldiers”

for Guided Highlighted Reading

guided highlighted reading
Guided Highlighted Reading
  • Prompts
  • Multiple-Choice
  • Summary

From Guided Highlighted Reading: A Close-Reading Strategy for Navigating Complex Text,

Weber, Nelson, and Schofield, 2011, Maupin House.

preparing for reading
Preparing for Reading
  • Vocabulary
  • Focus for Reading/Listening
  • “Walk Through” Book Features
  • Genre Defined
discussion and review
Discussion and Review
  • Focus for Reading

(parenthesis)

  • Guided Reading

(notes)

  • Focus Questions
research opportunities
Research Opportunities
  • 3rdOil Spill!

Deepwater Horizon

                • 4thPoppy

character names

                • 5th The Fighting Ground

American Revolution

writing
Writing
  • Common Core Genres
  • Reading/Writing Thematic Prompts
  • Focus Questions
  • Quick Writes
common core writing
Common Core Writing
  • Opinion (Argument)
  • Informational/Explanatory
  • Narrative
reading writing thematic prompts
Reading/WritingThematic Prompts

3rdOil Spill!

  • “Taking Care of Animals”
  • “To the Rescue of Birds in Oil Spill:

A Fifth Grader”

  • Prompt: “Each individual is an important part of society”
writing prompts
Writing Prompts
  • Explanations and ideas
  • Checklist (CCSS)
  • Writing Process
  • Graphic Organizer
  • Peer Editing Questions
focus questions
Focus Questions
  • Prompt
  • Answer Plan
  • Possible Answer
speaking and listening
Speaking and Listening
  • Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
  • Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
  • Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
  • Explaintheir own ideas and understanding in light of the discussion.
fluency
Fluency
  • Reader’s Theater
  • Choral Reading
  • Story Theater
thank you
Thank You!

Original Authors

  • Clare Baxter 3rd Roseville
  • Diana Ronayne 3rd Mount Clemens
  • Linda Pelloni 3rd Lakeview
  • Sue Francek 3rd Roseville
  • Marcia Powell 4th Van Dyke
  • Mary Dombro 4th Anchor Bay
  • Renee Fiema 4th L’Anse Creuse
  • Sandy Hudkins 4th Van Dyke
  • Cathy Walle 5thConsultant
  • Dave Figurski 5th Warren
  • Debbie Parrish 5th Fraser
  • Jackie Rybinski 5th Warren

Advisory Team

  • Clare Baxter, Consultant
  • Diane Berg, Consultant
  • Virginia Daniels, Fraser
  • Betsy Facione, Utica
  • Mary Kate Fitzpatrick, Fraser
  • Theresa Hasenauer, Utica
  • Melissa Labadie, Utica
  • Stephanie La Belle, Van Dyke
  • Kathy Ming, Consultant
  • Debbie Parrish, Consultant
  • Sharon Rice, Van Dyke
  • Elaine Weber, MISD
thank you1
Thank You!

MISD for encouragement and support

breakout sessions
Breakout Sessions
  • Grade 3: Room 203
  • Grade 4: Room 100B
  • Grade 5: Room 201