Unit 1 Packet & Review.pdf

(1)

1

NAME___________________

Benchmark

Literacy

Comprehension

Packet

Unit 1

Comprehension Strategy: Main Idea and Details

Metacognitive Strategy: Asking Questions

Learning Targets Unit 1

LT1 I can identify the main idea of a passage.

LT2 I can identify details that support the main idea.

LT3 I can ask questions while I read

(2)

2

Week 1/Day 1

Read aloud (10 min.)

Mini-Lessons (20 min.)

Introduce the Comprehension Strategy:

Identify Stated Main Idea and Supporting Details

Snow days are so much fun! Usually, school closes when it snows. I go

outside and build a snowman with my friends, and make snow angels. We

sled down a huge hill in my neighborhood. But the best part of the day is

when I come back home. My dad makes the best hot cocoa, with real

chocolate and huge marshmallows. Snow days are the best days!

What is the most important idea about snow days?

What details tell you more about the important idea?

(3)

3

Think Aloud and Use the Metacognitive Strategy:

Ask Questions

 Good readers ask questions before, during, and after they read. Asking questions helps readers understand better, clarify information, and stay interested in the text.

 I am going to show you how I ask questions about a text.

 The title of this passage makes me wonder what this article is about. I can ask a question about the title to ensure that I will understand what I'm reading. Let me show you how I ask questions about a text.



The main idea was:

Trace Fossils are the traces of living things captured in

rock.



The details that support the main idea are:

1.________________________________

2.________________________________

(4)

4

(5)

5

Greek and Latin Roots Practice (10 min.)

Introduce Greek and Latin Prefixes for Numbers quadr-/quar-,

quint-/pent-, oct-, dec-, cent-

Model

Quartet

is another way of saying “a group of four.”

Quintet

means “a group of five.”

Quar-

Quint-

Oct-

Deci-

Centi-

4

5 Words:

(6)

6

(7)

7

(8)

8

Week 1/Day 2

Read aloud (10 min.)

Mini-Lessons (20 min.)

Review the Metacognitive Strategy:

Ask Questions

Yesterday I read the passage about trace fossils and asked myself questions to help me understand the passage. Let's practice asking questions again today.

Paragraph 2 Paragraph 3 Paragraph 4

Use the Comprehension Strategy:

Identify Stated Main Idea and Supporting Details

(9)

9

Word Study Workshop (10 min.)

Review Greek and Latin Prefixes for Numbers (10 min.)

quadr-/quar- = _________

quint= _____________

pent= __________

oct=________

dec=___________

cent=___________

See if you can figure out what these words mean

(10)

10

(11)

11

(12)

12

Week 1/Day 3

Read-Aloud (10 min.)

Mini-Lessons (20 min.)

Extend the Comprehension Strategy:

Identify Unstated Main Idea and Supporting Details

Sometimes authors do not directly state a main idea in the text. To identify the main idea, readers identify the details, and use those details as clues to figure out the main idea. Today we're going to practice identifying an unstated main idea using details. Remember that we can ask ourselves questions to help us.



Did we find all the details? Let's compare lists.



What is the land in the ocean like? What are the three parts of

the ocean?



Using the details we identified, we can figure out the main idea

of this passage.



What do you think is the main idea?

(13)

13

(14)

14

(15)

15

(16)

16

(17)

17

Week 1/Day 4

Read-Aloud (10 min.)

Mini-Lessons (20 min.)

Read and Summarize

Answer Text-Dependent Comprehension Questions:

Identify Unstated Main Idea and Supporting Details (Level 3: Prove It!)

Sometimes you need to answer questions about a passage you've read. And some questions require you to identify an unstated main idea. Today we're going to read and answer questions about unstated main ideas.

 What is the question asking us to do? Is it asking us to identify a sequence of events? Is it asking us to compare? What strategy will we need to use?

(18)

18

Now we're ready to reread the paragraph to find the information we need. We need to find out what the details in the text tell us about soil, and what is in soil that plants need in order to grow. I see the words plants and soil in the first

paragraph. The text says that humus provides soil with nutrients. It also says that plants use nutrients to grow. These details help me understand that plants need soil because soil contains the nutrients plants need to grow. The exact answer was not in the text, but like a detective, I used evidence to figure out this unstated main idea. The answer makes sense. So I'll choose A

(19)

19

(20)

20

(21)

21

(22)

22

(23)

23

Week 1/Day 5

Read-Aloud- (10 Min.)

Mini-Lessons (20 Min.)

Constructed Written Response

 State a main idea on a subject they are very familiar with, such as a sport or hobby.

 Then list three details to support their main ideas.

 Write a paragraph based on your main idea and details. All the details should support the most important point of the paragraph to help readers identify main idea.

 Use one at least one metaphor and one simile in your paragraph.

______________________________________________________

___________________________________________

(24)

24

(25)

25

(26)

(27)

27

Week 2/Day 1

Read aloud (10 min.)

Mini-Lessons (20 min.)

Introduce the Comprehension Strategy:

Last week, we learned that strong readers ask questions as they read. We also learned that we can better understand a text when we focus on understanding the main ideas and their

(28)

28

Read and Analyze a Biography: “César Chávez”

Now we're going to read a short biography called “César Chávez.” As you read, I want you to pay attention to which genre features are present in this biography.

Day 2

Read aloud

Biography Feature

Yes or No

A Biography tells a person’s date and place of birth.

A Biography starts with a strong “hook”.

A Biography describes the person’s impact on the world.

A Biography quotes the person or people who knew

them.

A Biography describes the person’s personality or

characteristics.

(29)

29

Word Study Workshop (15-20 Min.)



(30)

30

Greek and Latin Roots Practice (10 min.)

Greek and Latin Elements for Amounts magni, min, poly, equ, omni

In this lesson, we're going to learn about Greek and Latin elements that express

amounts.



The Greek element

magni

means “great.” This helps me understand that the

word

magnify

literally means “to make great.” Today, we use the word to mean

“to make larger.”



The Greek element

min

means “small.” The word

minuscule

is an adjective

meaning “very small.”



The Greek element

poly

means “much” or “many.” I also recognize the

element

syllabic

. It has to do with syllables. So the word must mean “having

many syllables.”



The element

equ

means “equal.” The prefix

un-

means “not,” so the

word

unequal

means “not equal.”



The element

omni

means “all.” The element

potent

means “powerful,”

so

omnipotent

means “all-powerful.”

Root

Meaning

magni

min

poly

equ

omni

Review Greek and Latin Prefixes for Numbers

Focus Words:

quadrangle

pentagon

centipede

decimal

octopus

quintet

octave

Figurative Language (10 min.)

In the boxes below write as many metaphors and similes that you can come up with.

(31)

31

Independent Practice Day 1

Read the biography below. Highlight features of a biography that you find in the passage.

1

_{Christopher Columbus was born in Genoa, Italy in 1451. While spending}

most of his early years at sea, Columbus began to believe that he could find a

shortcut to the Indies by sailing west across the Atlantic Ocean. Unfortunately,

the King of Portugal refused to finance such a trip, and Columbus was forced to

present his idea to the King and Queen of Spain. In 1492, King Ferdinand and

Queen Isabella agreed to pay for his trip. They gave him a crew and three ships,

the Nina, Pinta and Santa Maria. Columbus sailed aboard the Santa Maria.

2

_{The trip was long and hard. Many sailors grew restless and wanted to turn}

around. After two months at sea, land was finally sighted. The ships docked on

the island of Hispaniola. Columbus named the native people he saw "Indians",

because he believed he had found the shortcut he was looking for. In actuality,

Columbus found North America, a brand new continent at that time. Columbus,

however, couldn't be convinced. He died with the belief he had found the

(32)

32



Week 2/Day 2

Read-Aloud (10 min.)

Mini Lesson (20 min.)

Read and Analyze a Biography: “

Marion Wright Edelman”

Today we are going to read a text about Marian Write Edelman. As we read

look for clues that help you understand the life of this biography subject.

p. 8 in Close Reading Book

Discuss

Reread paragraphs 1-3

(33)

33

Compare & Contrast Biographies

Day 2

Read Aloud

Word Work

Day 3

(34)

34

(35)

35

Greek and Latin Roots (10 min.)

(36)

36

Figurative Language (5 min.)

Write a metaphor and a simile about yourself.

Metaphor:_________________________________________________________

Simile:____________________________________________________________

Independent Practice Day 2

Read the passages and circle the correct answers.

1. Because erosion takes place all the time, the Grand Canyon may never stop changing. Year after year the canyon loses rock and soil to the mighty Colorado River. Even though the canyon is constantly changing, hikers and visitors may never see any changes.

What question would you ask based on this passage?

a. What Canyon is being talked about? b. Where does the Colorado River start? c. What kind of rocks are in the Grand Canyon?

d. Why hikers and visitors won’t see any changes to the canyon?

2. There was not much interest in the Grand Canyon until 1869, when Major John Wesley Powell explored it. His report led other to want to see this natural wonder. Powell was the first to call it the “Grand Canyon”.

What question might you ask based on this passage?

a. Why wasn’t there much interest in the Grand Canyon before Major Powell? b. What are some other natural wonders in America?

c. Where was Major John Wesley Powell born? d. What year did Powell die?

3. In 1903, President Theodore Roosevelt visited the Grand Canyon. He wanted to preserve its beauty for years to come. In 1919, part of the Grand Canyon became a national park.

What question might you ask based on this passage?

a. What year did Theodore Roosevelt become president? b. Why is called the Grand Canyon?

c. What part of the Grand Canyon became a national park? d. How old was Teddy Roosevelt in 1919?

4. The Havasupai live in the Havasu Canyon, a part of the Grand Canyon. There are no roads to their reservation, only hiking and mule trails. Even so, tourist hike or ride in to see the beautiful blue-green pools along Havasu Creek.

What question would you ask based on this passage?

a. Is the Havasu Canyon cold in the winter?

(37)

37

Week 2/Day 3

Read-Aloud (10 min.)

Mini-Lessons

(40 MINUTES)

Read and Summarize a Longer Biography:

“Squanto”

Today's reading is a longer biography. As you read, pay attention to the key events that happen. After reading, we will identify the main idea together to make sure we understand the text.

1. What does the word fluent mean in paragraph 2?__________________________________________

2. In paragraph 2 what does the word negotiations mean?_______________________________________

3. What is the main idea in paragraph 4? a. Squanto was a Native American. b. Squanto liked the Pilgrims.

c. Squanto helped the Pilgrims survive at Plymouth Colony. d. Squanto set up trades.

(38)

38

1. In Paragraph 7 which biography feature is used?____________________________________

2.What is the main idea of paragraph 8? a. The Patuxet were a strong people.

b. The Patuxet were farmers in present day Massachusetts. c. Squanto didn’t like the Patuxet.

d. Squanto was part of the Patuxet Tribe.

3. In paragraph 10 what does the word colleagues mean?_______________________________________

4. In paragraph 11 what does the word novelty mean?__________________________________________

5. In paragraph 14 what might be a question you would ask? a. Why did they kidnap Squanto?

(39)

39

(40)

40

Greek and Latin Roots (10 min.)

Two Syllables, Three Syllables, Four Syllables, Five or More Syllables

Polymer

The Greek element poly, makes two syllables. The remaining letters, mer, are a Greek root meaning “part.” Mer forms one closed syllable. I say the word aloud, slowly, to hear how many syllables it has and whether it sounds right:pol/y/mer: polymer. I'll color this word green.

Color all Two Syllables words- red, Three Syllables words- green, Four Syllables words- yellow, Five or

(41)

41

Week 2/Day 4

Read-Aloud (10 min.)

Mini-Lessons

(40 Min.)

Reread and Analyze the Biography:

“Squanto”

1. After reading paragraph 15 what question might you ask? a. Why do they speak Spanish in Spain?

b. Why did the monks set Squanto free? c. Why did Squanto return to Alaska? d. Why did Squanto return to Canada?

2. In paragraph 16 what does the word merchant mean?_______________________________________

3. What is the main idea of paragraph 18?__________________________________________________

(42)

42

1. In paragraph 22 what does the word abundance mean? _____________________________

2. What is the main idea of paragraph 22? _________________________________________________

3. What did Squanto do in paragraph 23 that showed he was selfish?

_____________________________________________________________

4. After reading paragraph 25 what question might you have? a. Why did Squanto feel good about his decision?

b. Why is William Bradford a Governor?

c. Why did Squanto want to stay with the Wampanoag?

d. Did other colonists agree with Bradford’s decision to keep Squanto?

(43)

43

(44)

44

(45)

45

Week 2/Day 5

Read-Aloud (10 min.)

Mini-Lessons (20 min.)

Reflect on Genre Knowledge:

Biography

Turn to a neighbor. Tell him or her one feature of the genre you did not know before and that you found interesting. When we come back together, I am going to ask some of you to report on what your partner told you.

This week we read about three people who made a difference in others' lives. Select two of these characters and write a short fantasy or science fiction narrative in which they somehow meet and introduce themselves to each other. Use biographical information you learned in the texts within your narrative.

(46)

46

(47)

(48)

48

Week 3/Day1

Read-Aloud (10 min.)

Mini Lesson (20 min.)

PRACTICE READERS THEATER

Build Comprehension: Evaluate Author’s Purpose

Today let’s think about why the author of Eleanor Roosevelt and Marian Anderson wrote about these events and characters. Understanding the author’s purpose will help you interpret the script more effectively.

 Have you ever been discriminated against?

 How can your own experience help you understand the purpose of this script?

 How does it help you connect with the characters?

Role Rehearsal: Eleanor Roosevelt and Marian Anderson

 Break into groups and assign parts.

As you practice the script, think about what the author wants people to experience through the script. Use what you have learned about fluent reading to help you express her purpose.

(49)

49

Greek and Latin Roots (10 min.)

Review Greek and Latin Elements for Amounts

Underline and write the meaning of the root for each word.

diminish _______________________________________________

equator ________________________________________________

magnitude ______________________________________________

omnipotent _____________________________________________

(50)

50

Independent Practice Day 1

Read the short biography about Benjamin Franklin and answer the

questions below.

1

_{Benjamin Franklin was one of the most important Americans in}

history. In the early part of his life, Franklin was a business person and

inventor. He was said to have the memory of an elephant. He ran the

Pennsylvania Gazette (newspaper) and also published Poor Richard's

Almanac. Poor Richard's Almanac was very popular because it made

predictions about the future and had wise sayings. Ben Franklin also

invented the Franklin stove, lightning rod, bifocals (eyeglasses), and

started America's first library. He is probably best known for his kite

experiment which proved electricity could be harnessed from lightning.

2

_{In the later part of his life, Franklin became interested in politics. He}

spent many years in England before coming back to America. In 1776,

Franklin helped Thomas Jefferson write the Declaration of Independence.

Two years later, he went to France and convinced the French to help

America in the war against England. After the war, Franklin joined the

Continental Congress and signed the Constitution. He died in 1790.

Today, Ben Franklin is honored on the $100 dollar bill. His name is

honored on highways, schools, and businesses across America.

1. What is the main idea of paragraph 1?

__________________________________________________

2. Write a detail that would support your main idea from

paragraph 1

__________________________________________________

3. What is the main idea of paragraph 2?

_________________________________________________

4. Write down the example of a metaphor from paragraph 1.

(51)

51

Week 3/Day2

Read-Aloud (10 min.)

Mini Lesson (30 min.)

Practice Reader Theaters Parts

Perform Play

Word Study Practice (10 min.)

(52)

52

(53)

53

Week 3/Day3

(54)

(55)

(56)

(57)

57

(58)

58

(59)

59

Week 3/Day4

(60)

60

(61)

61

Word Study (10 min.)

(62)

62

Comprehension Strategy Assessment

(63)

63

6. Based on these two passages, how were Roanoke and Pixar the same?

A Both were making cartoons. B Both were new ideas.

(64)

64

Week 3/Day5

(65)

65

(66)

66

2. Which sentence states the main idea of the passage?

A The photographer Mathew Brady became famous by photographing the Civil War. B Mathew Brady was born in 1823 in Warren County, New York.

C Brady became a skilled photographer in 1849.

D The Civil War project left Mathew Brady in financial ruin.

3. This question has two parts. Answer part A first. Then answer part B.

PART A Which sentence states the main idea from paragraph 5?

A It gave him a lasting reputation but also ruined his life. B Brady decided to photograph the war.

C By selling the pictures, he thought he could not only make money but also leave his imprint on history. D The start of the Civil War in 1861 marked a turning point for Brady.

PART B Which Sentence from the passage supports the main idea in Part A?

A It gave him a lasting reputation but also ruined his life.

B Brady also collected and shared hundreds of portraits by other photographers. C Brady quickly became known for his skillful portraits.

D Millions of people have seen them in Ken Burns’s 1990 film The Civil War.

4. Which detail from the passage supports the inference that Mathew Brady had a strong interest in history?

A The lasting importance of Brady’s Civil War pictures cannot be measured.

B By selling his pictures, he thought, he not only could make money but also leave his imprint on history. C The Civil War project left Brady in financial ruin.

D In 1862, photographer Mathew Brady opened a shocking exhibit in his New York gallery.

5.Which detail from the passage supports the inference that Mathew Brady never became rich?

A The lasting importance of Brady’s Civil War pictures cannot be measured. B The start of the Civil War marked a turning point for Brady.

C Brady died in poverty in 1896.

(67)

67

6.In “Photographing History” what is the meaning of financial in paragraph 7 mean?

A history; war B bad; difficult C injured; hurt D money; wealth

7.What is the purpose of this passage?

(68)

68

A Dorthea Lange became an important photographer from the 1920’s to the 1960’s

B Dorthea Lange was a photographer who documented parts of the War Relocation of Japanese. C Lange was born in Hoboken, New Jersey in 1895.

D Her photographs were taken during World War I and the Vietnam War.

A Sometimes she wandered around with her camera.

B If someone asked her not to take a picture, she did not take it.

C Sometimes she would get permission to take photos and then wait until the people went back to what they were doing.

(69)

69

A Sometimes she would get permission to take photos and then wait until the people went back to what they were doing.

B Millions lost their jobs and their homes.

C Lange was born in Hoboken, New Jersey in 1895.

D Lange moved to San Francisco and opened up her own studio.

11. Which detail from the passage supports the inference that Dorthea Lange’s childhood was difficult?

A Millions lost their jobs and their homes.

B Lange was born in Hoboken, New Jersey in 1895.

C When she was seven she contracted polio and later her father deserted the family. D Lange moved to San Francisco and opened up her own studio.

12. In “Portraits of Hard Times” what is the meaning of economic in paragraph 4 mean?

A money B food C rain; water D health

13.How can you tell this passage is a biography?

A It gives dates for when things happened. B It tells about Dorthea Lange’s life. C It describes Lange’s photos. D It includes real places.

14.Think about the two passages you have read. What is one way that Matthew Brady and Dorthea Lange were alike.

A Both were born in the same year.

B Both were photographers whose pictures showed hardships and difficulties. C Both had diseases that left them with a limp.

D Both photographed the Civil War.

15. In what way are Mathew Brady and Dorthea Lange’s photographs similar?

A Their photographs showed how the Civil War hurt America. B Their photographs were taken to show how difficult like can be. D Their photographs were taken showing people with disabilities.

C Their photographs were taken of the Presidents who were elected to office.

16.Based on these two passages, how were Mathew Brady and Dorthea Lange different?

A Brady was born in the 1800’s and Lange was born in the 1700’s.

B Brady photographed war, while Lange photographed only Japanese events.

(70)

70

Answers:

1. Answers will vary: Examples: Why did Mathew Brady want to take pictures of the Civil War? Why don’t we know much about him before he was 16 years old?

A The photographer Mathew Brady became famous by photographing the Civil War.

D The start of the Civil War in 1861 marked a turning point for Brady.

A It gave him a lasting reputation but also ruined his life.

4. Which detail from the passage supports the inference that Mathew Brady had a strong interest in history?

B By selling his pictures, he thought, he not only could make money but also leave his imprint on history.

5.Which detail from the passage supports the inference that Mathew Brady never became rich?

C Brady died in poverty in 1896.

6.In “Photographing History” what is the meaning of financial in paragraph 7 mean?

D money; wealth

7.What is the purpose of this passage?

B To give information about Mathew Brady’s life.

8. Answers will vary. Example: Why did Dorthea Lange leave her wealthy clients to take pictures poor people? Why did her father leave the family?

A Dorthea Lange became an important photographer from the 1920’s to the 1960’s

D To get photos that were natural instead of posed, Lange would try to make people forget she was there.

A Sometimes she would get permission to take photos and then wait until the people went back to what they were doing.

11. Which detail from the passage supports the inference that Dorthea Lange’s childhood was difficult?

.C When she was seven she contracted polio and later her father deserted the family.

12. In “Portraits of Hard Times” what is the meaning of economic in paragraph 4 mean?

A money

13.How can you tell this passage is a biography?

B It tells about Dorthea Lange’s life.

14.Think about the two passages you have read. What is one way that Matthew Brady and Dorthea Lange were alike.

B Both were photographers whose pictures showed hardships and difficulties.

15. In what way are Mathew Brady and Dorthea Lange’s photographs similar?

B Their photographs were taken to show how difficult life can be.

16.Based on these two passages, how were Mathew Brady and Dorthea Lange different?