Block Grade : Module 1: Teacher Guide - EL...

Additional Language and Literacy Block Grade 5: Module 1: Teacher Guide

Additional Language and Literacy Block 5M1: Unit 1: Overview

ADDITIONAL LANGUAGE AND LITERACY BLOCK 5M1: Unit 1:

Overview

© 2016 EL Education Inc. EL Education Curriculum • Additional Language and Literacy Block • G5: M1: U1 • June 2016 • 2

The Additional Language and Literacy block (ALL) is 1 hour of instruction per day. It is designed to work in concert with and in addition to the 1-hour Grades 3–5 ELA “module lessons.” Taken together, these 2 hours of instruction comprehensively address all the Common Core State Standards for English Language Arts. The ALL block is divided into five components: Additional Work with Complex Text; Reading and Speaking Fluency/GUM (Grammar, Usage, and Mechanics); Writing Practice; Word Study and Vocabulary; and Independent Reading.

Note: Students are introduced to the ALL block components gradually in Units 1 and 2, and do not work with all five components until Unit 3. In addition, throughout Units 1 and 2, there is whole class instruction along with teacher-led small groups, small student heterogeneous groups, and independent student work.

The ALL block for each unit contains the following: • ALL 5M1 Unit 1 Overview: This outlines the instruction and activities that will take place in each component of the Additional Language and Literacy time alongside

module 5M1 Unit 1.

• Teacher and student materials for each component including:

– Days At-a-Glance chart: This chart outlines what students will do in the 20-minute component on a given day. Because this is an introductory unit, studentscomplete one or two components each day. The component for which they receive teacher instruction and support is indicated with an *.

– Materials: This section contains Teacher Guides, Student Task Cards, and any new supporting materials needed for each day’s work, marked using the key below.Because this is an introductory unit, the teacher will focus on one specific component for an hour and will provide whole class instruction and/or work with threegroups in small increments of time. Each group experiences the same basic instruction, but sometimes with a different task card, a different text, or different materials,based on their needs. The Teacher Guides help teachers move each group through differentiated task cards. Thus, all students receive the specific instruction theyrequire to succeed in the module lessons and assessments. Answer keys are provided only where there are clear answers or examples.

Supporting English Language Learners Materials: Teacher Guides (written in italics) with specific instruction differentiated for English language learners are provided. Sometimes, differentiated Student Task Cards and/or supporting materials are included for ELLs, marked using the key below.

Key for ALL materials: Italics = English language learners. ELLs have specific language-focused instruction both with the teacher and sometimes when working independently. * = Where the teacher is situated that day. See detailed daily Teacher Guides at the end of this document, including specific instruction for ELLs. = Below-grade level = On-grade level = Above-grade level☐ = English language learners


Overview


ALL 5M1 Unit 1 Overview Component and CCSS Activities Reading and Speaking

Fluency/GUM • This component is introduced in Unit 2.

Additional Work with Complex Text

RI.5.4, L.5.4, SL.5.1,

RI.5.4, L.5.4, SL.5.1,

• All students closely read the ALL Independent Group Work protocol to gain a deep understanding of the process they willfollow when working in groups without teacher support.

• ELLs complete the same activities as other students.

Independent Reading RL.5.10, RI.5.2 RI.5.10, SL.5.1

RL.5.10, RI.5.2, RI.5.10, SL.5.1

• All students read both research texts (related to the topic of human rights) and free choice texts (on any topic of their interest),and practice completing Student Task Cards. They work with partners and in small groups to share new vocabulary andlearning from their texts.

• In Week 2, students begin to log their reading and respond to reading prompts in independent reading journals.


Writing Practice • This component is introduced in Unit 2.

Word Study and Vocabulary L.5.4

L.5.4

• Students sort academic and domain-specific vocabulary, and analyze the terms academic and domain-specific to betterunderstand where to record words in their vocabulary logs.


Additional Language and Literacy Block 5M1: Unit 1: Week 1: Introductory Lessons


Introductory Lessons


ALL 5M1 Unit 1, Week 1 Days At-a-Glance: Introductory Lessons

Day and CCSS

Daily Learning Targets Activities Text(s) (one per student)

Technology and Multimedia

Ongoing Assessment

Week 1, Day 1*

SL.5.1b

SL.5.1b

• I can explain the ALL blockand its purpose.

• I can explain the ALL blockand its purpose.

• With teacher guidance, students are introducedto the ALL block. They discuss its purpose andhow it relates to the work they are doing in themodule lessons. They also begin to discuss andpractice some of the routines used in the ALLblock.

• ELLs complete the same activities as otherstudents.

Week 1, Day 2*

RL.5.10/RI.5.4, SL.5.1

RL.5.10/RI.5.4, SL.5.1

• I can observe and critique aText Share conversation.

• I can listen carefully and askquestions of others about theirfree choice reading.

• I can identify the parts of aStudent Task Card.

• I can observe and critique aText Share conversation.


• I can identify the parts of aStudent Task Card.

• With teacher guidance, students are introducedto independent reading Student Task Cards andText Share conversations.


• Reading materialson any topic ofstudents’ freechoice (books,magazines,websites)

• Readingmaterials on anytopic of students’free choice(books,magazines,websites)

• Groups couldaudio recordtheir Text Shareto view later toidentify stars andsteps.

• Groups couldaudio recordtheir Text Shareto view later toidentify starsand steps.




Day and CCSS



Ongoing Assessment

Week 1, Day 3*

RI.5.4, SL.5.1, L.5.4

RI.5.4, SL.5.1, L.5.4

• I can generate norms foreffective collaboration with mypeers in the ALL block.

• I can find the gist of aninformational text.

• I can use a variety of strategiesto determine the meaning ofunknown words and phrases.

• I can generate norms foreffective collaboration withmy peers in the ALL block.

• I can find the gist of aninformational text.

• I can use a variety ofstrategies to determine themeaning of unknown wordsand phrases.

• With teacher guidance, students review whatthe ALL block is and its purpose. They developnorms for working with their peers during theALL block, specifically discussing what it meansto coach a peer and how to facilitate a smallgroup.

• With teacher guidance, students read the ALLIndependent Group Work protocol for the gistand work in pairs to determine the meaning ofunfamiliar vocabulary.


• ALL IndependentGroup Workprotocol


• IntroductoryLessons:Introduction toAdditional Workwith ComplexText: Week 1,Day 3: StudentTask Card

• IntroductoryLessons:Introduction toAdditional Workwith ComplexText: Week 1,Day 3: StudentTask Card




Day and CCSS



Ongoing Assessment

Week 1, Day 4*

(Research)

RI.5.1, RI.5.10

RI.5.1, RI.5.10

• I can draw an illustration usingdetails from the text.

• I can read my research readingtext independently for 10minutes.

• I can draw an illustrationusing details from the text.

• I can read my researchreading text independently for10 minutes.

• With teacher guidance, students work in a smallgroup to create a visual display showing thesteps of the ALL Independent Group Workprotocol.

• Those students not meeting with the teacherread their research reading texts independently.

• With teacher guidance, students work in asmall group to create a visual display showingthe steps of the ALL Independent Group Workprotocol.

• Those students not meeting with the teacherread their research reading textsindependently.

• The Week 1, Day 4: Student Task Cards aredifferentiated for ELLs.


• Research readingmaterials (books,magazines,websites onmodule topic. SeeK–5RecommendedText List.)


• Research readingmaterials (books,magazines,websites onmodule topic. SeeK–5RecommendedText List.)

• Students havethe option toread web pagesrelated to themodule topic.

• Students havethe option toread web pagesrelated to themodule topic.

• Additional Workwith ComplexText: Week 1,Day 4: StudentTask Card

• Illustration ofstep in ALLIndependentGroup Workprotocol

• Prompt responseon a piece ofpaper

• Additional Workwith ComplexText: Week 1,Day 4: StudentTask Card

• Illustration ofstep in ALLIndependentGroup Workprotocol

• Prompt responseon a piece ofpaper

ADDITIONAL LANGUAGE AND LITERACY BLOCK 5M1: Unit 1



Week 1, Day 1: Teacher Guide (☐) Introductory Lessons: Introduction to the Additional Language and Literacy Block*

Daily Learning Target

• I can explain the ALL block and its purpose. (SL.5.1b)

Teaching Notes

• In this lesson, students are introduced to the ALL block. They discuss its purpose and how it relates to thework they are doing in the module lessons. Students discuss and create signal cards for use duringindependent work and practice working independently by reading research texts (module-related) for 5minutes. If students are familiar with EL Education’s Grade 4 curriculum, consider how familiar students arewith the ALL block and re-=allocate class time spent introducing it as necessary.

• Because students are learning the routines and components of the ALL block, this lesson contains whole classinstruction only. In future ALL block lessons, the teacher will lead small group instruction in 20-minuteincrements and students will work through multiple components in one lesson. Students will experience atypical ALL block routine in Unit 3.

• To more effectively debrief students on the Poster Walk, be sure to thoroughly familiarize yourself with theALL block routine.

• This ALL block component assumes students have already chosen their independent research reading books,which happens in Unit 1, Lesson 2 of the module lessons.

• Differentiation: For students who require additional support, consider building independent readingstamina at a slower rate by requiring them to read for a shorter amount of time. Because much of this lessonis discussion-based, consider providing sentence stems for students to refer to during discussions, such as: “Ithink that this component of the ALL block is … because …” For students who struggle to verbalize theirthoughts, invite them to sketch. Point to the sketch and verbalize for them, inviting them to confirm and thenrepeat what you say.

• In advance:

– Strategically group students for the Poster Walk. Consider grouping ELLs according to their homelanguage.

– Prepare:

• Group Work in the ALL Block poster.

• Posters for Poster Walk. See the Preparation for Poster Walk teacher document.

– Review the Directions for the Poster Walk so you are familiar with what will be expected of students.

Materials • Group Work in the ALL Block poster (new; teacher-created; see supporting materials)

• Chart paper (one piece; used to co-create the ALL Block Criteria for Success anchor chart)

• ALL Block Criteria for Success anchor chart (new; co-created with students)

• ALL Block Symbols (one to display)

• Poster Walk posters (new; teacher-created; see supporting materials)

• Directions for Poster Walk (one to display)

• Markers (five colors; one different-colored marker per group)

• Sticky notes (10 per group)

• Signal card (one per student and one to display)

• Red and green markers (one of each color per student)




Instruction Whole Class Instruction: Introducing the ALL Block (60 minutes)

• Tell students that today they will begin an exciting new part of their literacy instruction: the Additional Language andLiteracy block, or the ALL block.

• Ask:

* “What do you know about the word literacy?”

• After providing some think time, select volunteers to share out.

• Tell students that in this block, they will practice skills from the module lessons, build their reading, writing, and speakingfluency, and independently read free choice books and books related to what they are learning about in the module lessons.

• Display the Group Work in the ALL Block poster.

• Ask:

* “What can you infer, or figure out from looking at these pictures, about who you will work with during the ALL block?”(small group with teacher, small groups on their own, in pairs, independently)

* “Why do you think many U.S. classrooms invite students to work together in groups or on your own without theteacher?” (Responses will vary, but may include: In real life outside of school there isn’t always a teacher, so it’s good topractice working through challenges independently with the help of others.)

* “What are some habits to keep in mind while you are working in small groups or on your own without teacherguidance?” (Refer to the list below for the ALL Block Criteria for Success anchor chart.)

* “What do you need from everyone else to do your best work?” (Responses will vary.)

* “How can we listen to and include everyone’s ideas in our group?” (Responses will vary.)

• Invite students to share their ideas with the class. As students share out, capture their ideas on the chart paper to createthe ALL Block Criteria for Success anchor chart. If students do not share these ideas on their own, include:

– Work quietly to avoid disturbing others.

– Work through challenges myself and ask for help from a peer when I have tried but find it too challenging.

– Use my strengths to help others overcome their challenges, and ask others to use their strengths to help me.

– Be respectful when working with others: Appreciate the abilities, qualities and achievements of others.

– Think about how others feel and show empathy.

– Make sure that when we’re working in a group, everyone’s voice is heard.

• Display ALL Block Symbols and tell students that during the ALL block, they will use materials that have these symbolson them. Explain that the materials may look a little different depending on the symbol, but the overall tasks and learningtargets are the same. Explain that they will be told which symbol they are going to work on. Emphasize that this isn’t fixed,and is likely to change depending on the component being worked on, based on their strengths and challenges.

• Point out the Poster Walk posters around the classroom. Explain that each poster shows the name of a component ofthe ALL block, a picture representing that component and a short explanation of the component.

• Display and briefly review the Directions for Poster Walk. Focus students on the question:

– “What can you infer about what you will be doing and/or learning during this part of the Additional Language andLiteracy block from the pictures and text on this poster?”

• Circle the word infer. Invite students to turn and talk with a partner:

* “What does it mean to infer something?” (to use what we already know about a topic, combined with the knowledge fromwhat we’re reading, to figure something out that the author doesn’t come right out and say)




Instruction (continued) • Provide an example if necessary: “If someone is crying, I might infer that he or she is sad.”

• Select a volunteer to put the question for the Poster Walk into his or her own words.

• Depending on how well the students inferred the information on the Group Work in the ALL Block poster, considermodeling the process with Poster 1.

• Move students into pre-determined groups and indicate where each group will start.

• Distribute markers and sticky notes and invite students to choose one recorder for their group.

• Remind students of the criteria on the ALL Block Criteria for Success anchor chart.

• Invite students to begin the Poster Walk.

• Circulate to support students as they work in groups, monitoring for text-based inferences. If necessary, gently pointparticipants to interesting comments and inferences. Use Goal 1 Conversation Cues to encourage students to expand theconversation about each poster:

* “Can you give an example?”

* “Can you say more about that?”

• Ask questions to help students identify evidence from the poster to support their inferences. Tell students you will givethem 30 seconds to think before they need to respond.

* “What makes you say that?”

• Every 3 minutes, signal for groups to rotate.

• At the end of 15 minutes, invite students to go back to the poster where they began. Tell them they are going to read all ofthe inferences and comments on their assigned poster to notice and wonder about what has been written.

• Invite each group to share out round-robin style:

* “What patterns or themes did you notice on your Poster Walk posters?” (Responses will vary based on each poster.)

• Use Goal 1 Conversation Cues to help students clarify the conversation about each component. Consider:

* “So do you mean …?” (Responses will vary.)

* “Can you give an example?” (Responses will vary.)

• As groups share, clarify the purpose and types of activities that will be completed for each component. To support ELLs,write and display the purpose and types of activity/material on each poster, and repeat and rephrase what you tell them.

• Invite students to turn and talk with a partner:

* “What were your challenges as you worked with your small group?”

* “What were your successes?”

* “Which of the criteria on the ALL Block Criteria for Success anchor chart did you use?”

• Give students specific, positive feedback on their small group work. (Example: “I noticed [group] collaborating by takingturns talking and making sure everyone in the group had a chance to share their ideas.”)

• Tell students that eventually, each week they will focus on three of the five components. Tell them they will slowly build upto this routine over the next two units.

• Point out the posters for Additional Work with Complex Text (Poster 1) and Independent Reading (Poster 5) and explainthat these will be the two components students will practice this week.




Instruction (continued) • Distribute and display the signal card and invite students to turn and talk:

* “What might we use these cards for?” (to signal when we need help)

• Distribute red and green markers and invite students to color each circle as labeled. Then invite students to fold thecard along the dotted middle line. Tell them that the green side signals that they do not need help, and the red side signalsthat they do need help. Tell students they should flip the card to whichever side applies as they work, and that you willcheck in with them as needed.




Week 1, Day 2: Teacher Guide (☐) Introductory Lessons: Independent Reading*


• I can observe and critique a Text Share conversation. (SL.5.1)

• I can listen carefully and ask questions of others about their free choice reading. (RL.5.10/RI.5.10, SL.5.1)

• I can identify the parts of a Student Task Card.

Teaching Notes

• In this lesson, students learn more about the independent reading component, are introduced to Student TaskCards, and critique a Text Share conversation.

• Because students are learning the routines and components of the ALL block, this lesson contains whole classinstruction only and focuses on one component. In future ALL block lessons, the teacher will lead small groupinstruction in 20-minute increments and students will work through multiple components in one lesson.Students will experience a typical ALL block routine in Unit 3.

• Note: The Student Task Cards are not differentiated in this lesson. All students work with the same task card.

• Differentiation: For students who may need additional support participating in conversations, post sentencestems (e.g., “We read independently because _____.” “I notice _____.” “I wonder _____.” “I observed that_____.”) For students who may need additional support with verbalizing their thoughts, invite them to sketch.Point to the sketch and verbalize for them, inviting them to confirm and then repeat what you say.

• In advance:

– Approach three students to see if they are comfortable modeling the Text Share conversation. Considerjoining the group and sharing information about your own free choice book.

– Review the Back-to-Back and Face-to-Face protocol. See Appendix.

Materials • Poster Walk Poster 5 (from Introductory Lessons: Week 1, Day 1)

• Introductory Lessons: Week 1, Day 2: Student Task Card (one per student and one to display)

• Group Work in the ALL Block poster (from Introductory Lessons: Week 1, Day 1)

• ALL Block Criteria for Success anchor chart (begun in Introductory Lessons: Week 1, Day 1)

Instruction Whole Class Instruction: Introducing Independent Reading and Student Task Cards (60 minutes)

• Review the Daily Learning Targets and discuss their meaning. Remind students that this week they are learning about whatthe ALL block is and practicing how to work effectively in the ALL block.

• Ask:

* “What kinds of tasks will you be working on in the ALL block?” (practicing skills from the module lessons, building reading,writing, and speaking fluency; and independently reading free choice books and books related to what we are learningabout in the module lessons)

• Direct students’ attention to Poster Walk Poster 5. Tell students that reading independently is an important part of theALL block and every day they will have time to read independently in class.

• Remind students that they are reading independently for homework every night. They are reading a book of their choice andreading a research book that will help them learn more about overcoming challenges in access to education, books, andreading.

• Tell students they are going to share what they already know about independent reading using the Back-to-Back and Face-to-Face protocol.

• Have students find a partner and stand back-to-back with each other, being respectful of space.




Instruction (continued) • Ask students the following question and give them 30 seconds to consider how they will respond. For heavier support of ELLs,

display, repeat, and rephrase the questions or write and think aloud sample responses or sentence frames on the board:

* “Why do you read a book independently? What is the purpose of independent reading?”

• Invite students to turn face-to-face to share their responses.

• Have students repeat this process with new partners for each of the following questions:

* “What should you be doing during your reading time at home?”

* “What are some challenges you encounter during independent reading time? How do you overcome those challenges?”

* “What should you do if you start a book and it isn’t the right book for you?”

• Circulate to listen in and take note of areas where students may need additional support.

• Ask students to return to their seats.

• Select volunteers to share their answers for the last question:

* “What should you do if you start a book and it isn’t the right book for you?”

• Ensure students understand that they may change books if the book is too hard for them to understand. However, if the bookis just not interesting, they should give the book a little more time because sometimes a book takes a little while to getinteresting.

• Distribute and display the Introductory Lessons: Week 1, Day 2: Student Task Card.

• Tell students this is a routine they will use in the ALL block each time they read independently. They will use the task card torespond to a prompt, add vocabulary to their vocabulary log, and sometimes share what they have learned with a small group.For heavier support of ELLs, jot down and sketch the routine on the board as you share it to provide written languagereinforcement.

• Invite students to look at the task card and silently consider the following:

* “What are two notices and two wonders you have about the task card?” For students who are unfamiliar with the notice andwonder routine, consider modeling one notice and one wonder. If students need more structure, consider asking studentsto annotate the task card with an “N” and “W.”

• Noticing and wondering can be cognitively and linguistically demanding. To ease the linguistic demands for ELLs, invitestudents to first notice and wonder in home language groups. Students who do not have a home language in common can begiven additional time to think or write in their home language. Given the initial time to reflect and discuss in their homelanguage, students can then discuss whole class in English.

• After 2 minutes, invite students to share their notices and wonders with an elbow partner.

• Select volunteers to share out. Ensure students have noticed the learning target, the ALL reading symbols, the materialsneeded, and the directions (which are different on each card).

• Explain to students that they will start their independent reading journals and their vocabulary logs later. Today they willpractice having a group conversation about their free choice reading text.

• Ask:

* “What is the learning target for this task card?” (“I can listen carefully and ask questions of others about their free choicereading.”)

* “What materials do you need to complete this task card?” (free choice reading text)

* “What words in the directions are unfamiliar to you? Can someone explain what they mean?” (Be sure to discuss summary,review, justify, and allocate.)




Instruction (continued) • Point out the phrase ALL Independent Group Work protocol. Tell students they will learn more about this later in the week.

Today, students will observe a Text Share conversation. As they watch, they will take note of two things the model Text Sharegroup does well and one thing the group members could do to improve.

• Direct students’ attention to the Group Work in the ALL Block poster and explain that a Text Share conversation issomething they will do often in a small group without the teacher.

• Direct students’ attention to the ALL Block Criteria for Success anchor chart and explain that while they observe theText Share conversation, they may look for some of these habits or anything else that makes a group conversation work well.

• Arrange students modeling the Text Share in a triad in the front of the room.

– Ask the triad to choose a facilitator and timekeeper. Tell the timekeeper that each person in the group will have 2 minutesto share information about their text.

– Invite the facilitator to begin sharing.

– Invite group members to ask questions.

– After everyone in the triad has shared, thank them for participating and invite them to return to their seats.

• Ask students who observed the model Text Share group to turn and talk with an elbow partner. For heavier support, inviteELLs to talk first in home language groups if they desire, or invite them to begin by sketching their ideas.

* “What did you notice about the Text Share?” (Responses will vary, but may include: It’s important to stay on time, asummary should be brief but long enough that someone can ask a question, group members should listen respectfully, etc.)

• Invite volunteers to share out.

• If productive, use a Goal 1 Conversation Cue to encourage students to clarify the conversation about good habits in groupwork:

* “Could you say more about that?” (Responses will vary.)

• After providing think time and inviting responses, add student ideas to the ALL Block Criteria for Success anchor chart if theyare not already there.

• Ask:

* “What did we learn today about independent reading?”

• As students share out, capture their responses on the Poster Walk Poster 5.

• If productive, use a Goal 1 Conversation Cue to encourage students to clarify the summary:

* “So, do you mean _____?” (Responses will vary.)




Week 1, Day 3: Teacher Guide (☐) Introductory Lessons: Introduction to Additional Work with Complex Text*


• I can generate norms for effective collaboration with my peers in the ALL block. (SL.5.1)

• I can find the gist of an informational text.

• I can use a variety of strategies to determine the meaning of unknown words and phrases. (RI.5.4, L.5.4)

Teaching Notes

• In this lesson, students work with an Additional Work with Complex Text component. The complex text theywork with is the ALL Independent Group Work protocol. First, students review the ALL block and itspurpose. They develop norms for working with their peers during the ALL block, specifically discussing whatit means to coach a peer and how to facilitate a small group. Students continue to practice some of theroutines used in the ALL block. They then work in small groups to read the ALL Independent Group Workprotocol for gist and to determine the meaning of unfamiliar vocabulary.

• Because students are learning the routines and components of the ALL block, this lesson contains whole classinstruction only and focuses on one component. In future ALL block lessons, the teacher will lead only smallgroup instruction and students will work with multiple components in one lesson. Students will experience atypical ALL block routine in Unit 3.

• Note: Today’s Student Task Cards are not differentiated. All four levels work on the same task. Students whohave extra time can choose to do the More Challenge activity at the bottom of the task card.

• Differentiation: For students who may need additional support participating in conversations, postsentence stems (e.g., “We read independently because _____.” “I notice _____.” “I wonder _____.” “Iobserved that _____.”) For students who may need additional support verbalizing their thoughts, invitethem to sketch. Point to the sketch and verbalize for them, inviting them to confirm and then repeat what yousay.

• In advance:

– Strategically pair students.

Materials • Poster Walk posters (from Introductory Lessons: Week 1, Day 1)

• ALL Independent Group Work protocol (one per student)

• Introductory Lessons: Week 1, Day 3: Student Task Cards (one per student)



• Signal cards (from Introductory Lessons: Week 1, Day 1; one per student)

Instruction Whole Class Instruction: Introducing Additional Work with Complex Text and Group Norms (60 minutes)


• Ask:

* “What kinds of tasks will you be working on in the ALL block?” (practicing literacy skills from the module lessons;building reading, writing, and speaking fluency; independently reading free choice books and books related to what weare learning about in the module lessons)

* “What are the components of the ALL block?” (Additional Work with Complex Text, Word Study and Vocabulary,Writing Practice, Reading and Speaking Fluency/GUM, and Independent Reading. Review the Poster Walk postersas necessary.)




Instruction (continued) * “What did you learn about the Independent Reading component in the previous session?” (Responses will vary, but may

include: Sometimes we will discuss the texts we are reading.)

• Tell students that today, they will practice working in small groups as part of the Additional Work with Complex Textcomponent (Poster 1).

• Move students into pre-determined pairs.

• Distribute the ALL Independent Group Work protocol.

• Tell students this is a complex text that tells more about how they will complete group work during the ALL block. Invitestudents to follow along, reading silently in their heads as you read the protocol aloud.

• Invite students to turn and talk with an elbow partner:

* “What is the gist of the protocol, or what is it mostly about? (It is a set of directions explaining how to work through atask card in a group without the teacher.)

• Tell students that they will now use a task card to think more deeply about some of the vocabulary in this text.

• Distribute the Introductory Lessons: Week 1, Day 3: Student Task Cards.

• Briefly review the parts of the task card by asking students to put their finger on each part (i.e., the learning target, the ALLreading symbols, the materials needed, the directions, the suggested time).

• Direct students’ attention to the Group Work in the ALL Block poster and tell students that when they work in smallgroups without the teacher, they will be working without teacher guidance.

• Remind students of the criteria on the ALL Block Criteria for Success anchor chart from Day 1.

• Remind students that they all have different strengths and areas of challenge. Tell them that as a result they might findthemselves coaching, or helping or supporting, someone in their group.

• Invite students to Think-Pair-Share, ensuring both partners have time to think, each gets to ask the question aloud to theother, and both have an allocated time to share their responses with the whole group:

* “What might it look like or sound like when you are helping a peer? Getting help from a peer?” (Responses will vary, butmay include: The student coach isn’t doing the work for the peer; the student coaching is asking the peer questions tohelp instead of telling them exactly what to do, or the student receiving help is persevering even if the work is hard.)

• As students share out, capture their responses on the ALL Block Criteria for Success anchor chart.

• Tell students they will now practice following these criteria for success to work with their partner to complete the directionson their task card. Remind students to use their signal cards if they need help.

• Invite students to begin working with their partners.

• After 7 minutes, refocus whole group and debrief students on the answers to the task cards.

• Ask students to turn and talk with a different elbow partner:

* “What is one of the norms from the ALL Block Criteria for Success anchor chart that you followed today?” (Responseswill vary.)

• Ask a few student volunteers to sum up what the class learned today about the ALL block and group work. If productive,use a Goal 1 Conversation Cue to encourage students to clarify the summary:

* “Can you say more about that?” (Responses will vary.)




Week 1, Day 4: Teacher Guide (☐) Additional Work with Complex Text*


• I can draw an illustration using details from the text. (RI.5.1)

• I can read my research reading text independently for 10 minutes. (RI.5.10)

Teaching Notes

• In this lesson, students work in a small group with teacher guidance to do additional work with the complextext: ALL Independent Group Work protocol.

• Because students are learning the routines and components of the ALL block, this lesson contains 15 minutesof whole class instruction (10 minutes at the beginning and 5 minutes at the end). This means that the teachermeets with each small group for only 15 minutes.

• When students are not meeting with the teacher, they should read independently. In this lesson, reading timeends up being about 30 minutes. Preview the Independent Reading: Week 1, Day 4: Student Task Cards.Consider alternative activities if students are unlikely to stay focused for this amount of time.

• In a typical ALL block hour, there will be three 20-minute teacher-led sessions with three strategicallyorganized groups, while students complete one 20-minute session with the teacher and work on twocomponents independently, one of which is always independent reading. Students will experience a typicalALL block routine in Unit 3.

• To help manage materials, both the Additional Work with Complex: Text Student Task Card and theIndependent Reading: Student Task Card are printed following this Teacher Guide. In future ALL blockmaterials, the Student Task Cards for each component will be found in the document specific to eachcomponent. For example, in Week 2, you will prepare Student Tasks Cards from the Independent Readingdocument in addition to the Student Task Cards from the Word Study and Vocabulary document.

• After this lesson, assemble the student illustrations and create an anchor chart about what students should bedoing during each step of the ALL Independent Group Work protocol. Title this ALL Independent GroupWork Protocol anchor chart and post it for all future ALL block lessons.

• Differentiation: The task cards for Additional Work with Complex Text are differentiated. To prepare forthe week, use the ALL Block Component Student Groupings chart to assign students into three groups. Notethat, for this week, students in the and groups work on the same Student Task Cards. Students who haveextra time can choose to do the More Challenge activity at the bottom of the card. Consider placing ELLs whoneed lighter support with the or group.

• For students who require additional support, consider building reading stamina at a slower rate by requiringthem to read for a shorter amount of time.

• In advance:

– Intentionally group students for the small group instruction time for today. Use the ALL Block ComponentStudent Groupings to help you.

Materials • Poster Walk posters (from Introductory Lessons: Week 1, Day 1)



• Additional Work with Complex Text: Week 1, Day 4: Student Task Cards (one per student)

• ALL Independent Group Work protocol (from Introductory Lessons: Week 1, Day 3)

• Independent Reading: Week 1, Day 4: Student Task Cards (one per student)





Materials, continued

• Research reading text (one per student)

• Timer (one; used by the teacher to help keep students independently reading on task)

• Paper (blank; one piece per student)

• Crayons, markers, or colored pencils (class set; for students to use to make illustrations)

Instruction Whole Class Instruction: Reviewing ALL Block Routines and Group Norms (10 minutes)

• Remind students that this week they are learning about what the ALL block is and practicing how to work effectively in theALL block.

• Ask:

* “What kinds of tasks will you be working on in the ALL block?” (practicing literacy skills from the module lessons;building reading, writing, and speaking fluency; independently reading free choice books and books related to what weare learning in the module)

• Direct students’ attention to the Poster Walk posters and briefly review components.

• Tell students that today they will learn more about how time is split in the ALL block.

• Direct students’ attention to the Group Work in the ALL Block poster. Tell students they will work in small groupswith the teacher doing additional work with a complex text, practicing reading independently when they are not workingwith the teacher, and talking with a partner about their independent reading book.

• Direct students’ attention to the ALL Block Criteria for Success anchor chart and review it with students. Encouragestudents to keep these criteria in mind as they work with their classmates in small groups and pairs. Invite students tosilently commit to one criterion that they will work very hard to keep.

• Direct students’ attention to Poster 1 and focus students on the phrase:

– “Rereading and analyzing complex texts”


* “Why do we reread complex texts?” (to keep digging deeper to better understand the meaning of the text)

• If productive, use a Goal 1 Conversation Cue to encourage students to expand the conversation about the purpose ofrereading:


• Tell students that today they will be rereading the complex text they read on Day 3 (ALL Independent Group Workprotocol).

• Distribute Additional Work with Complex Text: Week 1, Day 4: Student Task Cards to each group and explainthat this is an example of the kind of task card they will be working with during the ALL block. Today they will work throughthe card with the teacher so they can learn more about how to use the task cards in a small group with the teacher.

• Call attention to the symbols (☐) at the top of the cards. Remind students that they may have different symbols at thetop of their task card. Explain that the materials may look a little different depending on the symbol, but the overall tasksand learning targets are the same for everyone in the class.

• Invite students to retrieve their ALL Independent Group Work protocol and direct them to place it under the taskcard. Explain that these are the materials they will be using when they are called to work with the teacher.

• Tell students that today, when not working with the teacher they will also practice working on their own and with a partner.




Instruction (continued) • Distribute the Independent Reading: Week 1, Day 4: Student Task Cards and briefly review the parts of the task

card by asking students to put their finger on each part (i.e., the target, the ALL reading symbols, the materials needed, thedirections). Chorally read the directions aloud. Clarify steps 1–3 and tell students they will have a chance to repeat thisprocess with two different partners while you meet with small groups. Explain that you will help them keep track of time bysetting a timer.

• Invite students to take out their signal cards and review how to use them.

• Invite students to retrieve their research reading texts.

• Ask students to begin reading, keeping in mind the ALL block norms as they work. Help students monitor their time bysetting a timer as they read and discuss. Remind students to repeat steps 1–3 with a new partner after approximately 15minutes.

Small Group Instruction: Additional Work with Complex Text (15 minutes, repeated three times)

• While students are independently reading, meet with one group at a time. Repeat the following sequence of instruction witheach small group.

• Call up the first group, inviting the members to bring their signal cards, Additional Work with Complex Text task cards, andALL Independent Group Work protocol handout with them.

• Focus students on the Daily Learning Target section at the top of the task card. Display and discuss the meaning of learningtargets for this lesson. Tell students they will work together to draw pictures of each step in the ALL Independent GroupWork protocol. Emphasize that these pictures will help the class remember the steps of the protocol.

• Focus students on the Materials section on their task card. Distribute paper and crayons, markers, or coloredpencils. Prompt students to check that they have all the materials listed in the box.

• Focus students on the Directions section on their task cards. Remind them that this is where they will find the directions forthe activities they need to complete. Point out that today you will support them in completing these activities.

• Task cards are differentiated. Review and discuss the directions on the appropriate Additional Work with Complex Text:Week 1, Day 4: Student Task Card.

• Give each student the number of a step in the ALL Independent Group Work protocol that he or she should illustrate. Inorder to ensure that all steps are covered, considering asking more capable students to illustrate more than one step andletting students who need more support work in pairs.

• Circulate, ensuring that students understand the step they are illustrating and produce a simple but clear illustration of thestep.

• Refocus small group and invite students to assemble their illustrations in order and then number them.

• Orally review the steps of the ALL Independent Group Work protocol.

• Collect the illustrations. Remember to tape these together to create an anchor chart (see Teaching Notes). This will serve asthe visual reminder of the steps in the protocol.

Whole Class Instruction: Celebrating Independent Group Work (5 minutes)

• Direct students’ attention to the ALL Block Criteria for Success anchor chart.

• Ask students to turn and talk with an elbow partner:

* “What is one criterion for success that you did well with today?” (Responses will vary.)

• Invite students to share out their successes.

• Give students specific, positive feedback regarding their group work today. (Example: “I noticed James take responsibilityfor his work and actions by asking questions when he didn’t understand.”)

Additional Language and Literacy Block 5M1: Unit 1: Independent Reading


Independent Reading


ALL 5M1 Unit 1, Weeks 1 and 2 Days At-a-Glance: Independent Reading

Day and CCSS



Ongoing Assessment

Week 1, Days 1–4

Note: Refer to the 5M1, Unit 1: Introductory Lessons for Independent Reading instruction for Week 1.

Week 2, Day 1

(Choice)

RL.5.10/ RI.5.10, SL.5.1

RL.5.10/ RI.5.10, SL.5.1

• I can read my free choicereading text independentlyfor 5 minutes.

• I can clearly explain mythinking to a partner.


• I can clearly explain mythinking to a partner.

• All students follow a task card to independentlyread free choice texts for 5 minutes, respond toa reading prompt, and share their responsewith a partner.


• Reading materials onany topic of students’free choice (books,magazines, websites)

• Reading materialson any topic ofstudents’ free choice(books, magazines,websites)

• Students have theoption to readweb pages.


• Promptresponse on apiece of paper

• Promptresponse on apiece of paper

Week 2, Day 2

(Choice)

RL.5.10/RI.5.0, SL.5.1

RL.5.10/RI.5.0, SL.5.1

• I can listen carefully and askquestions of others abouttheir free choice reading.

• I can listen carefully andask questions of othersabout their free choicereading.

• All students follow a task card to participate ina Text Share conversation. They practice usingthe ALL Independent Group Work protocol.







Independent Reading


Day and CCSS



Ongoing Assessment

Week 2, Day 3

(Choice)

RL.5.10/ RI.5.10, L.5.4

RL.5.10/ RI.5.10, L.5.4


• I can identify and define newvocabulary words in myvocabulary log.


• I can identify and definenew vocabulary words inmy vocabulary log.

• All students follow a task card to read for 5minutes and respond to a reading prompt, andshare their vocabulary logs. They practice usingthe ALL Independent Group Work protocol.






• Entry invocabulary log


Week 2, Day 4*

(Research)

RI.5.10

RI.5.10

• I can read an independentreading text with increasingstamina.

• I can track my learning inmy vocabulary log andindependent readingjournal.


• I can track my learning inmy vocabulary log andindependent readingjournal.

• With teacher guidance, all students continue toread with increasing stamina and work withStudent Task Cards. With teacher modeling,they log their log their reading in the front oftheir independent reading journals and addvocabulary to their vocabulary logs.


• Research readingmaterials (books,magazines, websiteson module topic. SeeK–5 RecommendedText List.)

• Research readingmaterials (books,magazines, websiteson module topic. SeeK–5 RecommendedText List)

• Students canchoose to readweb pages relatedto the moduletopic.


• Entry inindependentreading journal



Independent Reading




Independent Reading


Week 2, Day 4: Teacher Guide (☐) Independent Reading*


• I can read an independent reading text with increasing stamina. (RI.5.10)

• I can track my learning in my vocabulary log and independent reading journal.

Teaching Notes

• In this lesson, students are introduced to a repeating structure in the Student Task Cards for the independentreading component. Throughout the rest of the year, Student Task Cards prompt students to track theirindependent reading in their independent reading journals, collect new words in their vocabulary logs, andrespond to a reading prompt.

• Because students are learning the routines and components of the ALL block, this lesson contains whole classinstruction only. Recall that in future ALL block lessons, the teacher will lead small group instruction in 20-minute increments and students will work through multiple components in one lesson. Students will experiencea typical ALL block routine in Unit 3.

• Differentiation: For students who require additional support, consider building independent reading staminaat a slower rate by requiring them to read for a shorter amount of time. Because much of this lesson isdiscussion-based, consider providing sentence stems for students to refer to during discussions (e.g., “I focus by_____.” “The most challenging part is _____.” “The least challenging part is _____.”) For students who mayneed additional support verbalizing their thoughts, invite them to sketch. Point to the sketch and verbalize forthem, inviting them to confirm and then repeat what you say.

• In advance:

– Find a picture of a marathon runner.

– Review the Back-to-Back and Face-to-Face protocol. See Appendix.

Materials • Poster Walk Poster 5 (from Introductory Lessons: Week 1, Day 1; one to display)


• Online or paper translation dictionary (one per ELL in student’s home language)

• Picture of a marathon runner (one to display)


• Signal card (from Introductory Lessons: Week 1, Day 1)

• Chart paper (one piece; used by the teacher to capture focusing strategies)

• Independent Reading: Week 2, Day 4: Student Task Cards (one per student and one to display)

• Independent reading journal (from Unit 1, Lesson 2 module lesson; one per student)

• Vocabulary log (from Unit 1, Lesson 4 module lesson; one per student)

Instruction Whole Class Instruction: Increasing Reading Stamina and Working with Task Cards (60 minutes)

• Review the Daily Learning Targets and discuss their meaning. Remind students that this week they have practiced threecomponents of the ALL block: Additional Work with Complex Text, Word Study and Vocabulary, and Independent Reading.

• Direct students’ attention to Poster Walk Poster 5. Tell students that reading independently is an important part of theALL block and today the whole class will work together on this component.


* “What successes have you had during your independent reading time at home or in school?” (Responses will vary.)


Independent Reading


Instruction (continued) • Direct students’ attention to the ALL Block Criteria for Success anchor chart and ask:

* “Which of these criteria of success have helped you during your independent reading time?” (Responses will vary.)

• Tell students that today they will learn more about increasing their reading stamina.

• Invite students to turn and talk with an elbow partner and for ELLs to use their online or paper translation dictionary ifnecessary:

* “What do you know about the word stamina?” (Responses will vary.)

• Ask for volunteers to share out what they know about the word, but do not define stamina at this time.

• Display a picture of a marathon runner and tell students that marathon runners, like the one pictured here, run for verylong distances.

• Using a total participation technique, invite responses from the group (and for ELLs, display, repeat, and rephrase thequestion):

* “What do you think these marathon runners did to increase their stamina and prepare themselves to run this longdistance?” (practice running; each time they run, they run for a longer period of time)

• Explain that readers, just like runners, must build their stamina. Readers must exercise their reading muscles to practicereading for longer and longer times. The reading students do at home and in the ALL block will help build their readingstamina.

• Invite students to retrieve their research reading texts.

• Tell students they will now work on building their own reading stamina by reading their research reading text. Remindstudents how to use their signal card to signal if they need help while they are reading.

• Invite students to begin reading.

• Circulate to support students as they read. Remind them to read for the entire 7 minutes, stopping students and restarting thetime as needed until the entire class has read for 7 consecutive minutes.

• After 7 consecutive minutes of independent reading, give students specific, positive feedback on their perseverance in buildingtheir reading stamina. (Example: “I saw you refocus yourself quickly after you were distracted.”)

• Explain that an important part of stamina is keeping focused. Marathon runners must focus on breathing and running a goodpace so they don’t run too fast in the beginning and have no strength left in the end. Reading stamina also takes focus.

• Using a total participation technique, invite responses from the group (and for ELLs, display, repeat, and rephrase thequestion):

* “What do you do to keep your thoughts focused on the book? Describe your strategies to maintain focus.” (Responses willvary, but may include: Reread when I don’t understand, picture the story in my mind, skip the word I don’t know then comeback to it, plug my ears to block out the noise, whisper read to myself, or tap my finger on my leg while I read.)

• Describing strategies can be cognitively and linguistically demanding. To ease the linguistic demands for ELLs, invite studentsto first discuss strategies in home language groups. Students who do not share a common home language can be givenadditional time to think or write in their home language. Given the initial time to reflect and discuss in their home language,students can then discuss whole class in English.

• Select volunteers to share with the group. As students share out, capture their ideas on chart paper.

• Tell students they will read silently again. Encourage students to use one of the strategies if they need help staying focused.For heavier support of ELLs, model and think aloud this process.

• Remind students of their signal cards and invite them to begin reading.


Independent Reading


Instruction (continued) • Circulate to support students as they read. Remind them to read for the entire 10 minutes, stopping students and restarting

the time as needed until the entire class has read for 10 consecutive minutes.

• After 10 consecutive minutes of independent reading, give students specific, positive feedback on their perseverance inbuilding their reading stamina. (Example: “I saw John plugging his ears to keep himself from getting distracted by noise.That’s a good strategy.”)


* “What strategies did you use to stay focused while you read?” (Responses will vary.)

• Refocus whole class. Tell students you are going to read the list of strategies on the chart paper. After you read each strategy,students should raise their hand if they used that strategy today.

• Begin reading the strategies, denoting next to each one the number of students who used it.

• Assure students that it is very normal for readers to lose focus once in a while—but the more they practice and improve theirfocus, the greater their reading stamina will be.

• Distribute the Independent Reading: Week 2, Day 4: Student Task Cards.

• Remind students that they have been working with task cards this week and that today’s task card describes a routine they willuse many times during their independent reading time.

• Post the following on the board:

– Record their reading in their independent reading journal

– Respond to a reading prompt in the back of their independent reading journal

– Add vocabulary to their vocabulary log

– Sometimes share what they have learned with a small group

• Briefly review the parts of the task card by asking students to put their finger on each part (i.e., the Daily Learning Target, theALL block reading symbols, the materials needed, the directions, etc.).

• Ask students to put their finger on the directions they have already completed (step 1).

• Invite students to retrieve their independent reading journals and walk students through completing each step on theStudent Task Card:

– Remind students that the independent reading journal is an important part of their independent reading time because thisis where they reflect on their learning and track their progress through the book.

– Briefly model how to log their reading in their independent reading journal, using the Independent Reading: Week 1, Day 4Student Task Card. Write down the date, book title, author, and pages read.

– Direct students to complete step 2 in the front of their independent reading journals (write down the date, book title,author, and pages read).

– Emphasize that they they should fill out this part of the log when they read their research reading texts at home as well.Remind students that they should record their free choice reading time in the back of the independent reading journals.

– Tell students that each task card will ask them to record any new vocabulary that they encounter as they read.

– Invite students to put their finger on the step that asks them to do this. (step 3)

– Direct students to retrieve their vocabulary logs.

– Add stamina to the Academic Word Wall and invite students to add this word to the front of their vocabulary logs. Considermodeling how to complete this entry as necessary.


Independent Reading


Instruction (continued) – Invite students to put their finger on the prompt on the Independent Reading: Week 1, Day 4: Student Task Card. Inform

them that sometimes they will record their responses in their independent reading journals and sometimes they will sharetheir responses orally.

– Answer clarifying questions and point out that the vocabulary word students add to their vocabulary log doesn’t have to beone they don’t know; it also can be a word they think is important to remember.

– Invite students to complete steps 3 and 4 on the task card.

– For heavier support of ELLs, invite students first to discuss the prompt in home language groups. Consider providing aparagraph frame for students to complete step 4 or inviting students to begin by sketching their ideas.

– Circulate to provide assistance.

• After 5 minutes, refocus whole class. Tell students they will now use the Back-to-Back and Face-to-Face protocol to share theirprocess for completing the task cards.

• Ask students to pair up and stand back-to-back, being respectful of space.

• Ask students the following questions and give them 30 seconds to consider how they will respond. For heavier support ofELLs, display, repeat, and rephrase the questions or write and think aloud sample responses or sentence frames on the board:

* “What step of this task card was the most challenging? Why?”

• Invite students to turn face-to-face to share their responses.

• Have students repeat steps 1–3 with a new partner for this question:

* “What step of this task card was the least challenging? Why?”

• Ask students to return to their seats.

• Ask for a volunteer to summarize in one sentence what the class learned today about independent reading and the ALL blockreading routine.

• If productive, use a Goal 1 Conversation Cue to encourage students to expand the conversation about what they learned aboutindependent reading:


• Give students specific, positive feedback on their perseverance with independent reading and learning the new routine ofStudent Task Cards. (Example: “You did a great job persevering today, even when it was hard, and the more your practice thisroutine, the easier it will get it.”)

Additional Language and Literacy Block 5M1: Unit 1: Word Study and Vocabulary


Word Study and Vocabulary


ALL 5M1 Unit 1, Week 2 Days At-a-Glance: Word Study and Vocabulary

Day and CCSS



Ongoing Assessment

Week 2, Day 1*

L.5.4

L.5.4

• I can explain the differencebetween academic anddomain-specific vocabularywords.

• I can sort academic anddomain-specific vocabularywords.

• I can explain the differencebetween academic anddomain-specificvocabulary words.

• I can sort academic anddomain-specificvocabulary words.

• With teacher guidance, students sort academicand domain-specific vocabulary words.


• Vocabulary WordSort

• Vocabulary WordSort

Week 2, Day 2*

L.5.4

L.5.4

• I can use my vocabulary logto analyze the meaning of avocabulary word.

• I can use my vocabularylog to analyze the meaningof a vocabulary word.

• With teacher guidance, students analyze themeaning of the vocabulary word academic in theirvocabulary logs.








Day and CCSS



Ongoing Assessment

Week 2, Day 3*

L.5.4

L.5.4

• I can use my vocabulary logto analyze the meaning of avocabulary word.

• I can use my vocabularylog to analyze the meaningof a vocabulary word.

• With teacher guidance, students analyze themeaning of the vocabulary word domain-specificin their vocabulary log.




Week 2, Day 4*

• Note: Refer to the 5M1 Unit 1: IndependentReading document for instruction for this day.




Week 2, Day 1: Teacher Guide (☐) Introduction to Word Study and Vocabulary*


• I can explain the difference between academic and domain-specific vocabulary words. (L.5.4)

• I can sort academic and domain-specific vocabulary words. (L.5.4)

Teaching Notes

• In this lesson, students review the difference between academic and domain-specific vocabulary words andsort them to demonstrate their understanding. This helps students determine where to record new words intheir vocabulary log (academic words in the front; domain-specific words in the back) and helps themcontinue to differentiate between words they will encounter across academic genres and words they willencounter within specific topics.

• Because students are still learning the routines and components of the ALL block, this lesson begins and endswith whole class instruction, cutting down the time spent with each group to 15 minutes instead of 20. Recallthat in future ALL block lessons, the teacher will lead small group instruction in 20-minute increments andstudents will work through multiple components in one lesson. Students will experience a typical ALL blockroutine in Unit 3.

• When students are not meeting with the teacher, they should work with their independent reading text. Inthis lesson, this time ends up being about 30 minutes. Preview the Independent Reading: Week 2, Day 1:Student Task Cards. Consider alternative activities if students are unlikely to stay focused for this amount oftime.

• Differentiation: Students will need varying degrees of support with this task. Some students may need towork with fewer words and complete the activity with teacher guidance throughout, while others may be ableto complete this task independently. Students who need lighter support could extend their learning by findingor writing “showing sentences” with the vocabulary words. See the Week 2, Day 1: Student Task Card forinstruction that has been differentiated for ELLs.

• In advance:

– Intentionally group students into three groups. Use the ALL Block Component Student Groupings chart, ifneeded (see Introductory Lessons, Week 1, Day 4). The Week 2, Day 1: Student Task Card (☐) has beendifferentiated for ELLs. Consider placing ELLs who need less support in one of the other student groups.

– Prepare:

• Vocabulary Word Sort by copying and cutting out the words for students to sort (see Differentiation forways to differentiate the materials).

• Independent Reading: Week 2, Day 1: Student Task Cards

Materials • Group Work in the ALL Block poster (from Introductory Lessons: Week 1, Day 1; one to display)


• Poster Walk Poster 2 (from Introductory Lessons: Week 1, Day 1; one to display)


• Independent Reading: Week 2, Day 1: Student Task Cards (from Independent Reading: Week 2, Day 1; oneper student)


• Free choice reading text (one per student)

• Word Study and Vocabulary: Week 2, Day 1: Student Task Cards (one per student)

• Vocabulary Word Sort (one set per student)




Instruction Whole Class Instruction: Introducing Word Study and Vocabulary (10 minutes)


• Tell students that today they will learn more about how time is split in an ALL block. Direct students’ attention to GroupWork in the ALL Block poster. Tell students that this week they will work in small groups with the teacher doing workwith vocabulary, practicing reading independently when they are not working with the teacher, and also talking with apartner about their independent reading book.

• Direct students’ attention to the ALL Block Criteria for Success anchor chart and select a volunteer to read the ALLblock group work norms. Tell students that today they must keep these norms in mind as they work with their classmatesin small groups and pairs. Invite students to silently commit to one that they will work very hard to keep.

• Using a total participation technique, invite responses from the group:

* “What kinds of tasks will you be working on in the ALL block?” (practicing literacy skills from the module lessons;building reading, writing, and speaking fluency; independently reading free choice books and books related to what weare learning in the module.)

• Direct students’ attention to Poster Walk Poster 2 and point out the phrase “working with academic vocabulary.”

• Tell students that today they will be working within the Word Study and Vocabulary component, and this week they willthink a lot about the phrase academic vocabulary.

• Invite students to turn and talk with an elbow partner and for ELLs to use their online or paper translationdictionary if necessary:

* “What do you know about the word academic?”

• Ask for volunteers to share out what they know about the word, but do not define academic at this time.

• Distribute the Independent Reading: Week 2, Day 1: Student Task Cards and orient students to the task card byasking them to put their finger on the targets, the materials, and the directions. Point out that this is very similar to the taskcard they completed last week. Chorally read the directions aloud. Clarify steps 1–3 and tell students they will have achance to repeat this process with two partners while the teacher meets with small groups.


• Invite students to retrieve their free choice reading texts.

• Invite students to begin reading, keeping in mind the ALL block norms as they work. Help students monitor their time bysetting a timer as they read and discuss and indicate when it is time to change partners.

Small Group Instruction: Introducing Word Study and Vocabulary (15 minutes, repeated three times)

• While students are independently reading, meet with one group at a time to complete the Word Study and Vocabulary:Week 2, Day 1: Student Task Cards. Repeat the following sequence of instruction with each small group.

• Call up the first group, inviting them to bring their signal cards with them. Distribute the Word Study and Vocabulary:Week 2, Day 1: Student Task Card.

• Distribute the Vocabulary Word Sort.

• Read the two definition labels and invite students to put those at the top of their table, like column headers, so they canorganize the rest of the words underneath.

• Explain that some of the words they have are academic words and some are domain-specific words.




Instruction (continued) • Invite volunteers to help you provide an example of each: tadpoles (domain-specific), and challenges (academic). Explain

that you would normally find tadpoles in a text on the topic of frogs, but you could find the word challenges in a text on anytopic.

• Invite students to begin sorting their words. Some students may need modifications to be successful with this activity:Consider reading each word and discussing what it means before students sort the words or giving students fewer words towork with (e.g., three or four words from each category). It may be helpful to ELLs to sketch the meaning of the words, usetheir online or paper translation dictionary, or begin by discussing the sorting activity with a partner who shares theirhome language.

• As students finish, invite them to practice using the words in a sentence.

• Once all students have finished, refocus small group and display the answer key. Invite students to check their sorting.


* “How did you figure out which word was academic and which word was domain-specific?” (Responses will vary, but mayinclude: I thought about words I hear a lot in school and decided those were academic.)

• Select volunteers to share with the group.

• If productive, use a Goal 1 Conversation Cue to encourage students to clarify the conversation about their process:

* “So, do you mean ___?” (Responses will vary.)

• Note: As students rotate groups, remind students working on the Independent Reading: Week 2, Day 1: Student Task Cardsto switch partners.

Whole Class Instruction: Reflecting on Learning (5 minutes)





• Give students specific, positive feedback regarding their group work today. (Example: “I noticed Sarah asking andanswering questions with her partner during the word sort activity.”)




Week 2, Day 2: Teacher Guide (☐) Word Study and Vocabulary*


• I can use my vocabulary log to analyze the meaning of a vocabulary word. (L.5.4)

Teaching Notes

• In this lesson, students focus on the word academic because they encounter it frequently through theirvocabulary work. They practice using the word and analyze it using their vocabulary log to gain a deeperunderstanding of it and how to use it.

• Because students are still learning the routines and components of the ALL block, this lesson begins and endswith whole class instruction, cutting down on the time spent with each group to 15 minutes instead of 20.Recall that in future ALL block lessons, the teacher will lead small group instruction in 20-minute incrementsand students will work through multiple components in one lesson. Students will experience a typical ALLblock routine in Unit 3.

• When students are not meeting with the teacher, they work with their independent reading text. In thisparticular lesson, this time is spent on a Text Share and it ends up being about 30 minutes. Preview theIndependent Reading: Week 2, Day 2: Student Task Cards. Consider alternative activities if students areunlikely to stay focused for this amount of time.

• Differentiation: Students who need heavier support can sketch the information required in theirvocabulary log. They can write in words or phrases when they find time later. Depending on how manystudents demonstrated understanding of the words academic and domain-specific in Day 1, consider revisingthe groups you created on the ALL Block Component Student Grouping chart. Students more familiar withthe words can spend more time using them in sentences and less time on the definition and pronunciation.

• In advance:

– Rearrange student groups formed for Week 2, Day 1 as needed.

– Prepare the Independent Reading: Week 2, Day 2: Student Task Cards.

– Post: ALL Independent Group Work Protocol anchor chart.

Materials • Poster Walk Posters 2 and 5 (from Introductory Lessons: Week 1, Day 1; one to display)

• Group Work in the ALL Block poster (from Introductory Lessons: Week 1, Day 1; one to display)


• Vocabulary logs (from Unit 1, Lesson 4 module lesson; one per student)

• Independent Reading: Week 2, Day 2: Student Task Cards (from Independent Reading: Week 2, Day 2: oneper student)

• ALL Independent Group Work Protocol anchor chart (begun in Introductory Lessons: Week 1, Day 4)

• Signal card (from Introductory Lessons: Week 1, Day 1; one per student)


• Chart paper (one piece; used by the teacher during small group instruction)

• Dictionary (one per pair)


• Lined paper (optional; one piece per student)




Instruction Whole Class Instruction: Introducing Learning Target and Tasks (10 minutes)

• Display and discuss the Daily Learning Target. Remind students that this week they are learning about what the ALL blockis and practicing how to work effectively in the ALL block.

• Direct students’ attention to Poster Walk Posters 2 and 5 and explain that today they will continue to work on theWord Study and Vocabulary and Independent Reading components of the ALL block. They will work in small groups withthe teacher, read independently, and share with a partner.

• Direct students’ attention to Group Work in the ALL Block poster and tell them their groupings for today.

• Direct students’ attention to the ALL Block Criteria for Success anchor chart and ask a student to read the ALLblock group work norms. Tell students they must keep these norms in mind today as they work with their classmates insmall groups and pairs. Invite students to silently commit to one that they will work very hard to keep.

• Invite students to retrieve their vocabulary logs.

• Distribute the Independent Reading: Week 2, Day 2: Student Task Cards and chorally read the directions aloud.Clarify that this time they will meet with their small group to complete the task card. Remind them they saw a Text Shareconversation modeled in Week 1. Tell students their shares may be interrupted because they will be meeting with theteacher in small groups, but they should still complete the share even if it is interrupted briefly.

• Direct students’ attention to the ALL Independent Group Work Protocol anchor chart and review with students.


• Invite students to retrieve their free choice reading texts and arrange themselves into their small groups.

Small Group Instruction: Defining Academic Vocabulary in Vocabulary Logs (15 minutes repeated three times)

• While students are independently reading, meet with one group at a time. Repeat the following sequence of instructionwith each small group.

• Call up the first group, inviting the members to bring their signal cards with them.

• Write the following on chart paper. Invite students to follow along, reading silently in their heads as you read thedefinition aloud:

– “Academic vocabulary: Words you might find in informational texts on many different topics.”

• Invite students to silently think about how they could restate this in their own words.

• Focus students on the underlined word, academic. Say the word aloud, then invite students to say it aloud with you.

• Break the word down into syllables and invite students to clap the syllables with you as you say each part. Then invitestudents to say and clap the syllables chorally without you. Indicate which syllable is stressed by saying it more loudly thanthe other syllables. This may be particularly supportive for ELLs, as their home language may follow stress patterns that aredifferent from those in English.

• Invite students to turn and talk with an elbow partner, using their dictionary or online or paper translationdictionary as necessary:

* “What does the word academic mean?” (relating to education)

* “Now that you know what academic means, what do you think academic vocabulary means? Where might youencounter academic vocabulary?” (Academic means having to do with education, so academic vocabulary means wordsused in educational settings. I may encounter academic vocabulary in informational texts because they are ofteneducational.)

• Write a definition of the word that students can understand on the chart paper: “about education.”




Instruction (continued) • Think aloud through each column in the front of the vocabulary log to record and analyze the word academic. Take time

with this, as it will model for students the thoughtful and careful way they should fill in their vocabulary logs.

• As time permits, invite students to work in pairs to use the word academic in sentences and to record their sentences onlined paper.

• As time permits, revisit the word sort from Day 1 and discuss the meaning of the words that the students identified asacademic words.

Whole Group Instruction: Reflecting on Learning (5 minutes)


* “Why are we completing vocabulary logs?” (to help us remember new words we’re learning)

• If productive, use a Goal 1 Conversation Cue to encourage students to expand the conversation about the goal of thisinstructional practice. Tell students that you will give them additional time to think and write or sketch before you cold call:






• Give students specific, positive feedback regarding their group work today. (Example: “I noticed James take responsibilityfor his work and actions by asking questions when he didn’t understand.”)




Week 2, Day 3: Teacher Guide (☐) Word Study and Vocabulary*


• I can use my vocabulary log to analyze the meaning of a vocabulary word. (L.5.4)

Teaching Notes

• In this lesson, students focus on the term domain-specific because they encounter it frequently through theirvocabulary work. They practice using the term and analyze it using their vocabulary log to gain a deeperunderstanding of it and how to use it.

• Because students are still learning the routines and components of the ALL block, this lesson begins and endswith whole class instruction, cutting down on the time spent with each group to 15 minutes instead of 20.Recall that in future ALL block lessons, the teacher will lead small group instruction in 20-minute incrementsand students will work through multiple components in one lesson. Students will experience a typical ALLblock routine in Unit 3.

• When students are not meeting with the teacher, they work with their independent reading text. In thislesson, this time ends up being about 30 minutes. Preview the Independent Reading: Week 2, Day 3: StudentTask Cards. Consider alternative activities if students are unlikely to stay focused for this amount of time.


• Differentiation: Students who need heavier support can sketch the information required in theirvocabulary log. They can write in words or phrases when they find time later.

• In advance:

– Prepare the Independent Reading: Week 2, Day 3: Student Task Cards

– Post: ALL Independent Group Work Protocol anchor chart

Materials • Poster Walk Posters 2 and 5 (from Independent Reading: Week 1, Day 1; one to display)




• ALL Independent Group Work Protocol anchor chart (begun in Introductory Lessons: Week 1, Day 4)


• Free choice reading texts (one per student)

• Chart paper (one piece; used by the teacher during small group instruction)

• Dictionary (one per pair)


• Lined paper (optional; one piece per student)





• Review the Daily Learning Target and discuss its meaning. Remind students that this week they are learning about whatthe ALL block is and practicing how to work effectively in the ALL block.

• Direct students’ attention to the Poster Walk Posters 2 and 5 and explain that today they will continue to work on theWord Study and Vocabulary and Independent Reading components of the ALL block. They will work in small groups withthe teacher, read independently, and share with a partner.

• Direct students’ attention to Group Work in the ALL Block poster and tell them their groupings for today.

• Distribute the Independent Reading: Week 2, Day 3: Student Task Cards and chorally read the directions aloud.Clarify that this time they will meet with their small group to complete the task card. Tell students their group conversationmay be interrupted because they will be meeting with the teacher in a small group but explain that they will have time toread, write in their vocabulary log, and share words with their group. Point out that step 5 on the card gives them optionsif they have extra time.

• Direct students’ attention to the posted ALL Independent Group Work Protocol anchor chart. Explain to studentsthat their small group should allocate a timekeeper to help them keep on time and a facilitator to help them keep on task.


• Invite students to retrieve their free choice reading texts and arrange themselves into their small groups.

Small Group Instruction: Defining Domain-specific Vocabulary in Vocabulary Logs (15 minutes repeated three times)

• While students are independently reading, meet with one group at a time. Repeat the following sequence of instructionwith each small group.

• Call up the first group, inviting the members to bring their signal cards with them.

• Write the following on chart paper. Invite students to follow along, reading silently in their heads as you read thedefinition aloud:

– “Domain-specific vocabulary: Words about a particular topic.”

• Invite students to silently think about how they could restate this in their own words.

• Focus students on the underlined term domain-specific. Say the term aloud, then invite students to say it aloud with you.

• Break the term down into syllables and invite students to clap the syllables with you as you say each part. Then invitestudents to say and clap the syllables chorally without you. This may be particularly supportive for ELLs, as their homelanguage may follow stress patterns that are different from those in English.

• Invite students to turn and talk with an elbow partner, using their dictionary or online or paper translationdictionary as necessary:

* “What does domain-specific mean? (about a specific topic)

* “Now that you know what domain-specific means, what do you think domain-specific vocabulary might mean?”(Domain-specific means about a specific topic, so domain-specific vocabulary means words used about a specific topic.I may encounter domain-specific words in a research text about a particular topic.)

• Write a definition of the term that students can understand on the chart paper: “about a particular subject.”


* “Is domain-specific an academic or a domain-specific vocabulary word?” (academic; It may confuse some students toknow that it is an academic word because the word domain-specific can be used about any topic.)




Instruction (continued) * “What are some examples of domain-specific words you already know? Consider sports, hobbies, or other activities you

engage in that may have specific vocabulary words that describe them.” (Responses will vary.)

• Select volunteers to share. As they share out, capture their responses on the chart paper.

• If productive, use a Goal 1 Conversation Cue to encourage students to expand on the conversation about the term domain-specific:


• Think aloud through each column in the front of the vocabulary log to record and analyze the term domain-specific. Taketime with this, as it will model for students the thoughtful and careful way they should fill in their vocabulary logs. Remindstudents that even though they’re talking about the term domain-specific and that domain-specific vocabulary goes in theback of their reading logs, they are recording domain-specific in the front because it is an academic vocabulary work.

• As time permits, invite students to work in pairs to brainstorm other domain-specific words and to record the words onlined paper. If helpful, use the domain-specific words from the word sort in Day 1 to help stimulate student thinking.


• Direct students’ attention to the ALL Independent Group Work Protocol anchor chart.


* “Referring to the ALL Independent Group Work Protocol anchor chart, what did your group have success with today?”(Responses will vary.)

• Select volunteers to share out.

• Reassure students that they will continue to work with this protocol, and they will get better at using it over time.


* “What is one thing you find challenging about independent reading?” (Responses will vary.)

• Select volunteers to share out.

• If productive, use a Goal 1 Conversation Cue to encourage students to expand on the conversation about challenges toindependent reading:

* “Could you say more about …?” (Responses will vary.)

• If not already named as a challenge, ask students to turn and talk with an elbow partner:

* “What should you do if you start a book and it isn’t the right book for you?” (Responses will vary, but may include: Ask aclassmate or the teacher for help; choose a new text.)

• As students share out, guide them to understand that they may change books if the book is too hard for them tounderstand. However, if the book is just not interesting, they should give the book a little more time because sometimes abook takes a little while to get interesting.

• As time permits, discuss other areas of concern. Follow up individually with students who express serious frustration orconcern.


Overview



Note: Students are introduced to the ALL block components gradually in Units 1 and 2, and do not work with all five components until Unit 3. In addition, throughout Units 1 and 2, there is whole class instruction along with teacher-led small groups, small student heterogeneous groups, and independent student work.


module 5M1 Unit 2.



– Materials: This section contains Teacher Guides, Student Task Cards, and any new supporting materials needed for each day’s work, marked using the key below.Because this is an introductory unit, the teacher will focus on one specific component for an hour and will either provide whole class instruction and/or work withthree groups in small increments of time. Each group experiences the same basic instruction, but sometimes with a different task card, a different text, or differentmaterials, based on their needs. The Teacher Guides help teachers move each group through differentiated task cards. Thus, all students receive the specificinstruction they require to succeed in the module lessons and assessments. Answers keys are provided only where there are clear answers or examples.

Supporting English Language Learners Materials: Teacher Guides (written in italics) with specific instruction differentiated for English language learners are provided. Sometimes, differentiated Student Task Cards and/or supporting materials are included for English Language Learners, marked using the key below.



Overview



Fluency/GUM RF.5.4b, RF.5.4c, L5.4

RF.5.4b, RF.5.4c, L5.4

• Students are allocated a fluency passage for the week. They practice reading it, with a focus on self-correcting.

• ELLs are allocated a fluency excerpt for the week. They participate in Language Dive conversations to focus on the meaningof the text and the language structures that the reader uses to read aloud fluently. They practice reading the excerpt, with afocus on self-correcting.


• Students do not work on this component in this unit.

Independent Reading R.L.5.1, RL.5.10, RI.5.1, RI.5.10,

SL.5.1

R.L.5.1, RL.5.10, RI.5.1, RI.5.10,SL.5.1

• All students read both research texts (related to the topic of human rights) and free choice texts (on any topic of their interest).They log their reading and respond to reading prompts in independent reading journals, record new vocabulary words in theirvocabulary logs, and share their learning from reading in a group discussion.


Writing Practice W.5.2, W.5.4, W.5.10, L.5.1

W.5.2, W.5.4, W.5.10, L.5.1

• All students are introduced to writing fluency and stamina. They discuss and practice strategies for ways to write continuously.


Word Study and Vocabulary • Students do not work on this component in this unit.

Additional Language and Literacy Block 5M1: Unit 2: Reading and Speaking Fluency/GUM


Reading and Speaking Fluency/GUM


ALL 5M1 Unit 2, Week 1 Days At-a-Glance: Reading and Speaking Fluency/GUM

Day and CCSS



Ongoing Assessment

Week 1, Day 1*

RF.5.4 L5.4

RF.5.4 L5.4

• I can read a text aloudfluently and accurately.

• I can define the wordsfluently and accuratelyin my vocabulary log.

• I can read a text aloudfluently and accurately.

• I can define the wordsfluently and accurately inmy vocabulary log.

• With teacher guidance, all students are introducedto fluency texts and practice reading aloud,including in specific voices.

• With teacher guidance, ELLs are introduced to afluency passage from the module lessons andpractice reading aloud, including in specific voices.They participate in a Language Dive to betterunderstand the meaning of the passage.

• See the Week 1, Day 1: Teacher Guide forinstruction that has been differentiated for ELLs.

• Esperanza Rising


• Provide audiorecordings of thefluency passagesread fluently.


Week 1, Day 2*

• Note: Refer to the 5M1 Unit 2: Independent Readingdocument for instruction for this day.

Week 1, Day 3*

RF.5.4b RF.5.4c

RF.5.4b RF.5.4c

• I can read a text aloudfluently and accurately,and use the context toself-correct when I makemistakes.

• I can read a text aloudfluently and accurately,and use the context toself-correct when I makemistakes.

• With teacher guidance, students practice how toself-correct when they make a mistake when readingaloud.

• Students also read a paragraph from their researchreading text to a partner to build fluency.

• With teacher guidance, ELLs continue with thesame fluency passage and practice how to self-correct when they make a mistake reading aloud.They participate in a Language Dive to betterunderstand the feelings of Esperanza as she enterscamp.











Day and CCSS



Ongoing Assessment

Week 1, Day 4*

RF.5.4b, RF.5.4c

RF5.4b, RF.5.4c

• I can read a text aloudfluently and accuratelyand use the context toself-correct when I makemistakes.

• I can read a text aloudfluently and accuratelyand use the context toself-correct when I makemistakes.

• With teacher guidance, all students extend thefluency passage being read aloud, including inspecific voices.


• With teacher guidance, ELLs reread the fluencypassage they are reading aloud, including inspecific voices. They participate in a Language Diveto better understand the feelings of Esperanza asshe enters camp.










Week 1, Day 1: Teacher Guide () Reading and Speaking Fluency/GUM*


• I can read a text aloud fluently and accurately. (RF.5.4)

• I can define the words fluently and accurately in my vocabulary log. (L.5.4)

Teaching Notes

• In this lesson, students read from Esperanza for fluency. Ensure students have read “Los Cebollas” so thatthey have already read and determined the gist of the passage.

• Students also follow an independent task card and add the words fluently and accurately (two importantterms for reading fluency) to their vocabulary logs. In future ALL block lessons, students will not complete ateacher-led and independent task card on the same component.

• Note: Today’s independent Student Task Cards are not differentiated. All four levels work on the same task.Students who have extra time can choose to do the More Challenge activity at the bottom of the task card.

• When students are not meeting with the teacher, they work independently. In this lesson, they readindependently and practice adding words to their vocabulary logs. Consider alternative activities if studentsare unlikely to stay focused for these activities.

• Because students are learning the routines and components of the ALL block, this lesson contains 15 minutesof whole class instruction, resulting in only 15 minutes of small group instruction with each of the threegroups. To make the time to appropriately introduce each component gradually, this ALL block sessionfocuses on only two components: Independent Reading, and Reading and Speaking Fluency/GUM.


• In this component, students work with the teacher in differentiated groups. Preview the Student Task Cardsfor Week 1, Days 1, 3, and 4, consider student needs, and form groups accordingly for the week. Considerplacing ELLs who need less support in one of the other student groups.

• Recall that in future ALL block lessons, students will continue to be arranged into three small groups to workwith the teacher. Groups are flexible and should change depending on the component and the task card.

• Differentiation: Students will read different amounts of the text depending on their ability, as described inthe directions. See the Week 1, Day 1: Teacher Guide for Working with English Language Learners forinstruction that has been differentiated for ELLs.

• In advance:

– Post Poster Walk Posters 4 and 5 in strategic places around the room. Place Reading and SpeakingFluency/GUM: Week 1, Day 1 and Independent Reading: Week 1, Day 1: Student Task Cards by theappropriate poster.

– Intentionally group students into three groups. Refer to the ALL Block Component Student Groupingschart as necessary (see Introductory Lessons, Unit 1, Week 1).

Materials • Poster Walk Posters 4 and 5 (from Introductory Lessons: Week 1, Day 1; to display)







• Reading and Speaking Fluency/GUM: Week 1, Day 1: Student Task Cards (one per student)


• Esperanza Rising (from the module lessons; one per student)

• Sticky notes (two per student)

Instruction Whole Class Instruction: Introducing Reading and Speaking Fluency (15 minutes)

• Review the Daily Learning Targets and discuss their meaning. Remind students that this week they are continuing to learnabout the ALL block, its purpose, and how it works.


* “What kinds of tasks will you be working on in the ALL block?” (practicing literacy skills from the module lessons; buildingreading, writing, and speaking fluency; independently reading free choice books and books related to what we are learningin the module)

• Direct students’ attention to Poster Walk Poster 4.

• Point out the phrase “reading aloud smoothly, with expression.” Tell students this is a good definition of the word fluently.

• Point out the phrase “without making mistakes” and tell students this is a good definition of the word accurately.


* “What will you be working on today in the fluency portion of the ALL block?” (reading fluently and accurately)

• Direct students’ attention to Group Work in the ALL Block poster. Tell students they will work in small groups with theteacher to practice reading and speaking fluently. They will also read independently.

• Direct students’ attention to Poster Walk Posters 4 and 5. Tell students that they will practice a new part of the ALL blockroutine. Instead of being given the task cards this week, students will move to a particular area of the classroom and find thetask card that they will work on. Tell students that when they move around the room, they should do so quickly and quietly.

• Arrange students into three pre-determined groups. Invite one group to go and stand by Poster 5 (Independent Reading) andto put their fingers on the stack of Independent Reading: Week 1, Day 1: Student Task Cards. Invite one group to goand stand by Poster 4 and put their fingers on the stack of Reading and Speaking Fluency/GUM: Week 1, Day 1:Student Task Cards. Invite the third group to stand by the teacher.

• Tell students they will now practice transitioning smoothly and quietly from place to place. Give the signal for the studentgroups to move. Practice moving from place to place until students can do so quickly and quietly.

• Invite students to return to their seats.

• Answer clarifying questions.

• Direct students’ attention to the ALL Block Criteria for Success anchor chart and select a volunteer to read the ALLblock group work norms. Tell students they must keep these norms in mind today as they work with their classmates in smallgroups. Invite students to silently commit to one that they will work very hard to keep.

• Invite students to go to the area they will be working in first and begin.




Instruction (continued) Small Class Instruction: Introducing Reading and Speaking Fluency (15 minutes, repeated three times)

• Distribute the sticky notes.

• Invite students to open up their copies of Esperanza Rising and use sticky notes to mark the passage they will use to workon reading fluency.

– Starting on the top of page 100 and continuing to page 103: “We don’t even have a room to call our own.”

– Starting on the top of page 100 and continuing to page 105: “We will not be here for long.”

• Remind students they read this chapter in the module lessons. Invite students to follow along, reading silently in their headsas you read the text aloud.


* “What do you think is the gist of this passage?” (Responses will vary, but may include that Esperanza is reacting to seeingthe migrant laborer camp for the first time.)

* “What emotions does Esperanza have in this passage? What words or phrases help you understand her emotion?”(Responses will vary, but may include that Esperanza is feeling angry, disappointed, frustrated, etc.)

* “How can you reflect Esperanza’s emotion in your voice?” (Responses will vary, but students should understand that theyshould match the emotion of the characters in their voice, especially in the dialogue. Also, they should emphasize the wordsor phrases that express the emotion clearly.)

• Tell students they will get a chance to try reading the passage with a voice full of emotion and with a voice with no emotion—like a robot. They should be able to really hear the difference between the two.

• Invite students to practice reading their passage to themselves and to ask questions about any words they don’t recognize orcan’t figure out how to pronounce.

• Invite students to partner up and label themselves A and B.

– Invite partner A to whisper read his or her passage to partner B.

– Switch roles.

– Invite partner A to read his or her passage to partner B like a robot. Model this for students before they begin. Tell studentsthat reading like a robot should feel “wrong” because there is a lot of emotion in this piece of writing.

– Invite partner B to read his or her passage to partner A with a voice full of emotion. Model this for students before theybegin.

– As time permits, invite A and B to switch roles.




Week 1, Day 1: Teacher Guide (☐) (For Work with English Language Learners) Reading and Speaking Fluency/GUM*


• I can read a text aloud fluently and accurately. (RF.5.4)

• I can define the words fluently and accurately in my vocabulary log. (RL.5.4, L.5.4)

Teaching Notes

• This guide is to support ELLs during Small Class Instruction: Introducing Reading and Speaking Fluency.ELLs will still need to participate in the whole class instruction at the beginning of the session. See theWeek 1, Day 1: Teacher Guide ().

• Be aware that human right threats and the events of Esperanza Rising may be sensitive for students.Provide reflection time to give students an opportunity to process connections they make. Be aware theseconnections may be personal, and students are not required to share them.

• After asking questions, provide students up to 1 minute of think time to reflect, depending on thecomplexity of the question. Alternatively, invite partners to discuss, allocating time for each student. Whenstudents are ready, use a total participation technique, such as equity sticks, to invite students to shareresponses with the whole group. Monitor and guide conversation with total participation techniques andConversation Cues to promote productive and equitable conversation.

• Levels of support: For heavier support, draw visual representations of the language during theLanguage Dive (e.g., sketch a cabin, a horse stall, etc.). Focus students on a shorter passage with anemphasis on the meaning of the passage rather than on perfect fluency, and omit the robot and bearvariations. For lighter support, help students understand and read the entire passage instead of theshorter version selected for ELLs.

Materials • Esperanza Rising (from module lesson; one per student)

• Sticky notes (two per student)

• Chart paper or other display (one piece; used by the teacher during the Language Dive)



• Paint chip samples (four different samples in one shade)

Instruction Small Group Instruction: Working on Reading Fluency (15 minutes)

• Ask students to retrieve their copies of Esperanza Rising and open to page 100.

• Tell students they will read a passage from this chapter that describes the migrant laborer camp in which Esperanza lives.Remind students that they read this chapter in the module lessons.

• Invite students to mark the start and finish of their passage by placing a sticky note in the beginning of the chapter onpage 100 and another sticky note on page 103 right after the sentence “We don’t even have a room to call our own.”

• Invite students to read their passage aloud chorally.

• Mini Language Dive:

– Record and display student responses next to or underneath the target language for visual reference. Invite students toadd new vocabulary to their vocabulary logs.




Instruction (continued) – Encourage productive and equitable conversation among students about the meaning of the passage. Monitor and guide

conversation with questions such as:

* “What is the gist of the passage?” (Esperanza has arrived in the migrant laborer camp, and it is crowded and theliving arrangements are much worse than she is used to.)

* How does Esperanza feel about being in camp? What, in the passage, makes you think so?” Tell students you will givethem time to think and discuss with their partner. (She feels angry. The text says she felt “anger crawling up herthroat.” Students may also say she also misses her father when she sees the other families.)

– Tell students they are going to think more about what Esperanza feels when she arrives in the camp.

* Turn and talk with an elbow partner about what you picture in your mind when you read this passage. What wordsor phrases in the passage help you picture it?” (Responses will vary, but students should identify that the camp iscrowded and the living accommodations are crude. They may identify words and phrases like: “they weren’t as niceas the servants’ cabins,” “surrounded by fields,” “tiny cot,” “mattress on the floor,” “we can’t possibly all fit,” and “weare living like horses.”)

– Discuss unfamiliar key words and phrases with students as necessary. Say:

* “There are some words and phrases in this passage you might not know: horse stalls, wooden cabin, bunkhouse, andwooden building. Can anyone figure out what these have in common or how they are similar?” (They are words thatdescribe a type of building.)

– Write the words horse stalls, cabin, bunkhouse, and wooden building, each one on a different shade of paint chipsample. Place them on the wall and discuss how they each name a different category of building. For heavier support,provide a picture of each type of building.

– Ask:

* “Which kind of building does Esperanza live in in the camp?” (a cabin)

* “Why do the cabins remind Esperanza of horse stalls? (Because she is not used to living in cabins, the cabins remindher of the horse stalls at the ranch and make her feel like the people at the camp are living like animals.)

* “How does your conversation about this passage add to your understanding of why Esperanza is angry?” Tellstudents you will give them time to think and discuss with their partner. (Responses will vary, but may include:Because this is not the way Esperanza is used to living, she is angry. She thinks the camp is more fit for animals thanfor people.)

* If productive, cue students to expand the conversation about how the words for the buildings add to ourunderstanding of Esperanza’s feelings: “So do you mean _____?” (Responses will vary.)

• Display the sentence frame:

– As Esperanza looks around the camp, she feels angry because ________.

* Who can use this sentence to talk about the camp?” Invite students to turn to an elbow partner and share theirsentence. After inviting volunteers to share sentences, ask the group to confirm that the sentences are good or tocorrect them. (Responses will vary; ensure students understand the camp is crowded and the living arrangements arecrude.)

• Model reading aloud the passage.

• Invite students to continue practicing reading their passage aloud:

• Invite students to read their passages aloud chorally.

– Tell students to turn to an elbow partner and to label themselves A and B.

– Partner A whisper reads his or her passage to partner B. Repeat with B whisper reading to A.




Instruction (continued) – Partner A reads his or her passage to partner B like a robot. Model this for students before they begin.

– Partner B reads his or her passage to partner A with a voice full of emotion. Model this for students before they begin.

– Switch so partner B gets to read like a robot and A gets to read with a voice full of emotion.

• To ensure that the general purpose of reading in funny voices is transparent, cue students to problem-solve using:

* “Can you feel a difference in your voice when you try to fill your voice with emotion and when you try to take all theemotion out like a robot? Which helps you understand the text better?” (Responses will vary, but may include: It’s easierto understand the text when we fill our voice with emotion.)

• Guide students through a Think-Pair-Share:

* “Which words were easy to read, and which were difficult? What would make it easier to read the difficult words nexttime?” (Responses will vary.)






• I can read a text aloud fluently and accurately, and use the context to self-correct when I make mistakes.(RF.5.4b, RF.5.4c)

Teaching Notes

• In this lesson, students continue to read the passage from Esperanza Rising for fluency. They focusspecifically on self-correcting when they make a mistake.

• Students also follow an independent task card and work on reading a paragraph from their research readingtext fluently. In future ALL block lessons, students will not complete a teacher-led and independent task cardon the same component.

• Note: Today’s independent Student Task Cards are not differentiated. All four levels work on the same task.Students who have extra time can choose to do the More Challenge activity at the bottom of the task card.

• Because students are still learning the routines and components of the ALL block, this lesson begins andends with whole class instruction, cutting down on the time spent with each group to 15 minutes instead of20. Recall that in future ALL block lessons, the teacher will lead small group instruction in 20-minuteincrements and students will work through multiple components in one lesson. Students will experience atypical ALL block routine in Unit 3.

• When students are not meeting with the teacher, they work independently with their independent readingbook. In this lesson, the time that students work with their independent reading books ends up being about30 minutes. Consider alternative activities if students are unlikely to stay focused for this amount of time.

• Differentiation: Students will read different amounts of the text depending on their ability, as described inthe directions. See the Week 1, Day 3: Teacher Guide for Working with English Language Learners for smallgroup instruction that has been differentiated for ELLs.

• In advance:

– Post Poster Walk Posters 4 and 5 in strategic places around the room. Place Reading and SpeakingFluency/GUM: Week 1, Days 3 and 4 and Independent Reading: Week 1, Day 3: Student Task Cards by theappropriate poster.

– Prepare a few sets of the informational prompt bookmarks for each group.

Materials • Vocabulary log (from Unit 1, Lesson 4 module lesson; one per student)


• Poster Walk Posters 4 and 5 (from Introductory Lessons: Week 1, Day 1; to display)



• Informational reading prompt bookmarks (from Independent Reading: Week 1, Day 2; two or three sets pergroup)

• Reading and Speaking Fluency/GUM: Week 1, Days 3 and 4: Student Task Cards (one per student)

• Esperanza Rising (from module lesson; one per student)

• Working to Become Ethical People anchor chart (begun in Unit 1, Lesson 2 module lesson)






• Review the Daily Learning Target and discuss its meaning. Remind students that this week they are learning about what theALL block is and practicing how to work effectively in the ALL block.

• Review the meaning of fluently and accurately. Select volunteers to share how they defined these words in their vocabularylogs on Week 1, Day 1.


* “What does it mean to self-correct?” (to realize a mistake and correct it yourself)

• If productive, use a Goal 1 Conversation Cue to encourage students to expand on the conversation about the idea of self-correcting:

* “Can you give an example of when you might self-correct inside or outside of school?” (Responses will vary.)

• Direct students’ attention to Group Work in the ALL Block poster. Tell students that similar to Week 1, Day 1, they willwork in small groups with the teacher to practice reading and speaking fluently. They will also work independently on readingfluency and independent reading.

• Follow the same routine as on Week 1, Day 1 for familiarizing students with the task cards and different areas of the room inwhich they will be working:

– Direct students’ attention to Poster Walk Posters 4 and 5. Tell students they will practice a new part of the ALL blockroutine. Instead of the teacher distributing the task cards this week, students will move to a particular area of the classroomand find the task card that they will work on. Tell students that when they move around the room, they should do so quicklyand quietly.

– Arrange students into three pre-determined groups. Invite one group to go stand by Poster 5 (Independent Reading) and toput their fingers on the stacks of Independent Reading: Week 1, Day 3: Student Task Cards and theinformational reading prompts bookmarks. Invite another group to go stand by Poster 4 and put their fingers on thestack of Reading and Speaking Fluency/GUM: Week 1, Days 3 and 4: Student Task Cards. Point out to studentsthey will need their research reading text to complete the task card. Invite the third group to come and stand by theteacher.

– Tell students they will now practice transitioning smoothly and quietly from place to place. Give the signal for the studentgroups to move. Practice moving from place to place until students can do so quickly and quietly.

– Invite students to return to their seats.

– Answer clarifying questions.

• Invite students to go to the area where they will be working first and begin.

Small Group Instruction: Working on Reading Fluency (15 minutes, repeated three times)

• Ask students to open to the fluency passage from Esperanza Rising.

• Invite students to read their passage aloud chorally.

• Read page 101 again aloud. This time, make the following deliberate mistakes:

– Leave out a word in the second paragraph. Consider thinking aloud: “Does it make sense? No, because _____.” Once it isclear from the context that this doesn’t make sense, go back to read it correctly. Consider thinking aloud: “Does it makesense? Yes, because _____.”

– Misread a word in sixth paragraph, perhaps reading thinking instead of thankful. Consider thinking aloud: “Does it makesense? No, because _____.” Once it is clear from the context that this doesn’t make sense, go back to read it correctly.Consider thinking aloud: “Does it make sense? Yes, because _____.”




Instruction (continued) • Invite students to partner up and guide them through an intentional Think-Pair-Share: Ask and provide time for students to

think, and allocate time for each to respond before cold calling a student to share what his or her partner suggested with thewhole group:

* “What did you notice about what I did when I read that passage aloud? How did I react?” (made mistakes like leaving out aword and misreading a word; went back and reread when it was clear this didn’t make sense)

• Tell students that you were able to self-correct because you knew that it didn’t sound right and that it didn’t make sense whenyou continued to read.

• Tell students that making mistakes when reading aloud happens to even the strongest of readers, and the best way to handle itis to go back and self-correct when you realize that what you just read doesn’t make sense. Explain to students that it isimportant to think about the content of what they are reading, as well as the words, so that they are thinking about what thetext means and can recognize when it doesn’t make sense.

• Group students into triads and invite them to label themselves A, B, and C.

• Explain that students are going to whisper read their passage to their triad. Tell them this means they need to practice beingcareful listeners. Remind them also of the Working to Become Ethical People anchor chart, specifically the habits ofrespect and compassion.

– Invite partner A to whisper read his or her passage to the triad, self-correcting after making a mistake. Repeat with partnersB and C.

– Invite partner A to read his or her passage to the triad like a robot, self-correcting after making a mistake. Model this forstudents before they begin.

– Invite partner B to read his or her passage to the triad as if Esperanza is very angry to be in the labor camp, self-correctingafter making a mistake. Model this for students before they begin.

– Invite partner C to read his or her passage to the triad as if Esperanza is very sad to be in the labor camp, self-correctingafter making a mistake. Model this for students before they begin.

– As times permits, switch roles so each partner has the chance to read his or her passage in each voice.

• Remind students that reading in a specific voice can help them help them think about tone and expression, and change theirfocus from worrying about reading each word perfectly.


• Refocus whole class.

• Give students specific, positive feedback relating to the ALL block norms. (Example: “I noticed Henry collaborating effectivelywith his triad during the small group work.”)


* “What is one challenge you encountered during your work in the ALL block today?” (Responses will vary.)

• Invite students to share out. If productive, cue students to expand on the conversation about the challenges:


• Invite students to silently brainstorm ways they can overcome the challenges.

• If productive, direct students’ attention to the ALL Block Criteria for Success anchor chart and note the norms that willhelp students be successful in the ALL block.

• Give students specific, positive feedback on their continued ability to learn new routines. Tell them they will get moresuccessful at each component in the ALL block the more they do it.






• I can read a text aloud fluently and accurately, and self-correct when I make mistakes. (RF.5.4b, RF.5.4c)

Teaching Notes

• This guide is to support ELLs during Small Class Instruction: Working on Reading Fluency. ELLs will stillneed to participate in the whole class instruction at the beginning of the session. See Week 1, Day 3:Teacher Guide ().

• In this lesson, students continue to read the passage they are reading from Esperanza Rising for fluencyand participate in a Language Dive to better understand the meaning of the extended passage.

• Be aware that human right threats and the events of Esperanza Rising may be sensitive for students.Provide reflection time to give students an opportunity to process connections they make. Be aware theseconnections may be personal, and students are not required to share them.


• Levels of support: For heavier support, discuss the meaning and usage of the adverb suddenly. Focusstudents on a shorter passage with an emphasis on the meaning of the passage rather than on perfectfluency, and omit the reading in exaggerated voice variations. For lighter support, discuss with studentshow they can use commas and a series of actions in their own writing.





Instruction • Ask students to open to the fluency passage from Esperanza Rising.

• Read the passage aloud and invite students to follow along in their copy.


– Record and display student responses next to or underneath the target language for visual reference. Invite students toadd new vocabulary to their vocabulary logs.

– Tell students they will continue to think about how Esperanza feels when she arrives to the migrant laborer camp.

– Display the sentence Esperanza looked down at her, swallowed, and nodded, suddenly thankful for something. Encourageproductive and equitable conversation among students about the meaning of the sentence. Examples—

• Say:

* “There are some words in that sentence you might not know: looked down, swallowed, and nodded.” Can anyone actout one of those three actions? (Responses will vary. Encourage students to do all three actions and repeat the verbafter they do each one.)




Instruction (continued) * “Let’s talk about the collocations, or words that we often say, with looked, such as looked down. Can we say looked

up? What are some other words that go with looked?” (Yes, we can say looked up, looked around, looked over, lookedback, looked ahead, etc. Looked down is a good collocation to remember.)

* Display the sentence frame:

- “The teacher looked ______, ______, and ________.”

– Pantomime three actions in a row (i.e., look up; clap your hands; and say, “Yeah!”) Invite students to complete the postedsentence frame.

– If productive, repeat the pantomime with three more actions or allow students to pantomime actions for each other or thegroup.

* Say: “Place your finger on the phrase suddenly thankful for something. When Esperanza looked down, swallowed,and nodded, how was she feeling? Why was she feeling this way? What, in the passage, makes you think so?” Tellstudents you will give them time to think and discuss with a partner. (She felt thankful because she didn’t have to go tothe bathroom in a ditch.) If needed, reread the sentence in context.

* Ask: “How does your understanding of this sentence change your understanding of how Esperanza felt when shecame to camp?” (Although she was disappointed and angry, she knew it could be worse.)

* If productive, cue students to clarify the conversation by confirming what they mean: “So, do you mean _____?”(Responses will vary.)

* Tell students they will return to this sentence on Day 4 and learn more about how Esperanza was feeling.

• Read page 101 again aloud. This time, make the following deliberate mistakes:

– Leave out a word in the second paragraph. Consider thinking aloud: “Does it make sense? No, because _____.” Once it isclear from the context that this doesn’t make sense, go back to read it correctly. Consider thinking aloud: “Does it makesense? Yes, because _____.”

– Misread a word in sixth paragraph, perhaps reading thinking instead of thankful. Consider thinking aloud: “Does it makesense? No, because _____.” Once it is clear from the context that this doesn’t make sense, go back to read it correctly.Consider thinking aloud: “Does it make sense? Yes, because _____.”

• Group students into a pair and invite them to label themselves A and B.

• Guide students through an intentional Think-Triad-Share: Ask and provide time for students to think, and allocate time foreach to respond before cold calling a student to share what his or her partners suggested with the whole group:

* “What did you notice about what I did when I read that passage aloud? How did I react?” (made mistakes like leaving outa word and misreading a word; went back and reread when it was clear this didn’t make sense)

• Explain that you were able to self-correct because you knew it didn’t sound right and that it didn’t make sense when youcarried on reading.

• Tell students that making mistakes when reading aloud happens to even the strongest of readers, and the best way tohandle it is to go back and self-correct when you realize that what you just read doesn’t make sense. Explain to students thatit is important to think about the content of what they are reading, as well as the words, so that they are thinking aboutwhat the text means and can recognize when it doesn’t make sense. They can ask themselves, “Does it make sense? Why?”

• Explain that students are going to whisper read their passage to the triad. Tell them that this means they need to practicebeing careful listeners. Remind them also of the Working to Become Ethical People anchor chart, specifically thehabits of respect and compassion.

– Invite partner A to whisper read the passage to the triad, self-correcting after making a mistake. Repeat with partner B.




Instruction (continued) – Invite partner A to read his or her passage to the triad like a robot, self-correcting after making a mistake. Model this for

students before they begin.

– Invite partner B to read his or her passage to the triad as if Esperanza is very angry to be in the camp, self-correctingafter making a mistake. Model this for students before they begin.

• Remind students that reading in a specific voice can help them help them think about tone and expression, and change theirfocus from worrying about reading each word perfectly.


* “What mistakes did you make while reading? How did you figure out that you made a mistake?” (Responses will vary.)






• I can read a text aloud fluently and accurately and use the context to self-correct when I make mistakes.(RF.5.4b, RF.5.4c)

Teaching Notes

• In this lesson, students extend the passage they are reading from Esperanza Rising for fluency.

• Students also follow an independent task card and work on reading a paragraph from their research readingtext fluently. In future ALL block lessons, students will not complete a teacher-led and independent task cardon the same component.

• Because students are still learning the routines and components of the ALL block, this lesson begins andends with whole class instruction, cutting down on time spent with each group to just under 20 minutes.Recall that in future ALL block lessons, the teacher will lead small group instruction in 20-minuteincrements and students will work through multiple components in one lesson. Students will experience atypical ALL block routine in Unit 3.

• When students are not meeting with the teacher, they work independently. In this lesson, the time thatstudents work with their independent reading books (working on fluency and participating in a ResearchShare conversation) ends up being about 30 minutes. Consider alternative activities if students are unlikelyto stay focused for this amount of time.

• Differentiation: Students will read different amounts of the text depending on their ability, as described inthe directions. See the Week 1, Day 4: Teacher Guide for Working with English Language Learners for smallgroup instruction that has been differentiated for ELLs.

• In advance:

– Post:

• Poster Walk Posters 4 and 5 in strategic places around the room. Place Reading and SpeakingFluency/GUM: Week 1, Days 3 and 4: Student Task Cards and Independent Reading: Week 1, Day 4:Student Task Cards by the appropriate poster. Note that students use the same task card from Week 1,Day 3 of Reading and Speaking Fluency/Gum today.

• ALL Independent Group Work Protocol anchor chart.


• Independent Reading: Week 1, Day 4: Student Task Cards (from Independent Reading: Week 1, Day 4)

• ALL Independent Group Work Protocol anchor chart (from Introductory Lessons: Week 1, Day 3; one todisplay)

• Poster Walk Poster 4 (from Introductory Lessons: Week 1, Day 1; one to display)

• Reading and Speaking Fluency/GUM: Week 1, Days 3 and 4 Student Task Cards (from Reading andSpeaking Fluency/GUM: Week 1, Day 3)


• Esperanza Rising (from module lesson; one per student)




Instruction Whole Group Instruction: Reviewing the Learning Target and Tasks (5 minutes)

• Review the Daily Learning Target and discuss its meaning. Tell students that they will work on Independent Reading andReading Fluency again in the ALL block today.

• Point to Poster Walk Poster 5 and the Independent Reading: Week 1, Day 4 Student Task Cards. Direct studentattention to the ALL Independent Group Work Protocol anchor chart and tell students that during their independentreading time they will use the ALL Independent Group Work protocol to participate in a Text Share conversation in smallgroups. Focus students on the protocol and review as necessary. Tell students that because time is a little short, they shouldget into slightly smaller groups for the Research Share.

• Point to Poster Walk Poster 4 and tell students that during Reading and Speaking Fluency/GUM, they will use their taskthe same task cards from Week 1, Day 3 (Reading and Speaking Fluency/GUM: Week 1, Days 3 and 4: Student TaskCards) to whisper read with a new partner and help each other self-correct. Emphasize that this requires careful listening.Remind students of the Working to Become Ethical People anchor chart, specifically the habits of respect andcompassion.

• Finally, tell students that when they work with the teacher, they will work on reading a passage from Esperanza Risingfluently.


* “What will you be doing today in the ALL block?” (participating in a Text Share, practicing reading fluently and self-correcting)

Small Group Instruction: Working on Reading Fluency (just under 20 minutes, repeated three times)

• Ask students to open to the fluency passage from Esperanza Rising.

• Explain to students that in this lesson, they are going to extend the passage they are reading aloud. Invite students to mark thestart and finish by moving the sticky notes in their book.

– Starting on the top of page 100 and continuing to page 105: “We will not be here for long.”

– Starting on the top of page 100 and continuing to the section break on page 106

• Model reading aloud the passage students will read aloud.

• Invite students to practice reading their passage to themselves and to ask questions about any words they don’t recognize orcan’t figure out how to pronounce.

• Guide students through an intentional Think-Pair-Share: Ask and provide time for students to think, and allocate time foreach to respond before cold calling a student to share what their partner suggested with the whole group.

* “How will you know if you have made a mistake when you are reading?” (Listening to the words you are saying andthinking about what the text means will help you recognize if you make a mistake because it won’t make sense.)

* “What should you do when you make a mistake when you are reading?” (go back and reread it so it does make sense)

• Invite students to partner up and label themselves A and B. Remind students they don’t need to pair up with someone who isreading the same passage.

– Invite Partner A to whisper read his or her passage to partner B.

– Switch roles.

– Invite partner A to read his or her passage to partner B as if Esperanza is excited and happy to be in camp. Model this forstudents before they begin.




Instruction (continued) – Invite partner B to read his or her passage to partner A as if Esperanza is confused. Model this for students before they

begin.

– As time permits, switch voices so each partner gets to try each emotion.

• Refocus whole group.

• Invite students to turn and talk with their partner:

* “How does it feel to read the passage like Esperanza is excited and happy?” (Responses will vary, but it should feel “wrong”because it doesn’t match the content of the passage.)

* “How does rereading the passage several times help you read more fluently?” (each time I’m more familiar with thevocabulary)

• Invite students to share out. If productive, use cue students to expand the conversation about the connection betweenrereading and fluency and accuracy.







• I can read a text aloud fluently and accurately and use the context to self-correct when I make mistakes.

(RF.5.4b, RF.5.4c)

Teaching Notes

• This guide is to support ELLs during the Small Class Instruction: Working on Reading Fluency. ELLs willstill need to participate in the whole class instruction at the beginning of the session. See the Week 1, Day 4:Teacher Guide ().

• In this component, students continue to read passage they are reading from Esperanza Rising for fluency.


• Levels of support: For heavier support, draw visual representations of the language during theLanguage Dive (e.g., draw a visual for each step in the formula of the sentence frame—seeing a spider + anopen mouth of surprise = a scared face). Focus students on a shorter passage with an emphasis on themeaning of the passage rather than on perfect fluency, and omit the reading in exaggerated voicevariations. For lighter support, ask students to create their own sentence frames from the originalsentence.




Instruction Small Class Instruction: Working on Reading Fluency (15 minutes)

• Invite students to open to the fluency passage from Esperanza Rising.


– On chart paper, record and display student responses next to or underneath the target language for visual reference.Invite students to add new vocabulary to their vocabulary logs.

– Tell students they will continue reading the passage from Esperanza Rising that they began reading fluently on Day 1.

– Read the passage aloud, and invite students to follow along on their copy.

– Encourage productive and equitable conversation among students about the sentence describing how Esperanza reacts tothe camp.

* “Close your eyes and imagine you are Esperanza and you are arriving at the migrant laborer camp. How would youfeel? Why?” Tell students that you will give them time to think and write or sketch before you cold call. Call on one ortwo students and write their ideas on chart paper. (Responses will vary, but may include: angry, sad, disappointed,scared, thankful.)

* Post the sentence on chart paper:

- Esperanza looked down at her, swallowed, and nodded, suddenly thankful for something.

– Remind students they worked with this sentence in Day 3.




Instruction (continued) – Invite a student volunteer to read the sentence aloud and give specific, positive feedback on pronunciation and/or

fluency.

– Then say:

* “We already discussed that Esperanza felt angry. But this sentence says she felt grateful, too. What made Esperanzafeel grateful? What, in the story, tells you so?” Tell students you will give them time to think and discuss with theirpartner. (She felt grateful that she had a toilet and not a ditch.)

* Post the sentence frame:

- The student ______________, suddenly feeling _____________.

* Say: “Can you use this frame to talk with your partner about something in your life?” (Responses will vary, but mayinclude: The student smiled, suddenly feeling excited; or The student looked down, suddenly feeling shy.)

* Add an additional clause before the sentence frame to help clarify the scenario:

- “When the student saw _________, the student ________, suddenly feeling __________.”

(Responses will vary, but may include: When the student saw her friend, the student smiled, suddenly feeling excited.)

* Tell students they will now practice using the sentence frame with what they know about Esperanza. Post the sentenceframes:

- “When Esperanza heard that in other camps they had to go to bathroom outside, she __________,suddenly feeling _____.”

- “When Esperanza walked into the cabin, she ________, suddenly feeling ________.”

- “When Esperanza saw children running to their fathers, she______, suddenly feeling _____.”

- “When Esperanza heard her mother singing, she __________, suddenly feeling _______.”

* Invite students to complete the sentence frame, using what happened in the passage. Tell students you will give themtime to think and discuss with their partner. Call on one or two students and write their ideas on chart paper.(Responses will vary.)

* If productive, cue students to clarify the conversation by confirming what they mean: “So, do you mean _____?”(Responses will vary.)

* “How can you show the emotion that Esperanza is feeling while you read aloud?” (Responses will vary, but shouldinclude: changing the tone of your voice to reflect the emotion.)

• Invite students to turn to an elbow partner and to label themselves A and B.


* “How will you know if you have made a mistake when you are reading?” (Listening to the words you are saying andthinking about what the text means will help you recognize if you make a mistake because it won’t make sense.)

* “What should you do when you make a mistake when you are reading?” (go back and reread it so it does make sense)

– Invite partner A to whisper read his or her passage to partner B. Repeat with partner B whisper reading to partner A.

– Invite partner A to read his or her passage to partner B as if angry, like Esperanza. Model this for students before theybegin.

– Invite partner B to read his or her passage to partner A as if sad, like Esperanza. Model this for students before theybegin.

– As time permits, switch so partner B gets to read as if angry and partner A gets to read like as if sad.




Instruction (continued) • Guide students through a Think-Pair-Share:

* “Which parts were easy to read, and which were difficult? What would make it easier to read the difficult parts nexttime?” (Responses will vary.)


Independent Reading


ALL 5M1 Unit 2, Week 1 Days At-a-Glance: Independent Reading

Day and CCSS



Ongoing Assessment

Week 1, Day 1 (Research)

RI.5.10

RI.5.10



• All students follow a task card toindependently read research texts (module-related) for 7 minutes and log their readingin the front of their independent readingjournals.


• Research readingmaterials (books,magazines, websiteson module topic). SeeK–5 RecommendedText List.


• Students canchoose to readweb pagesrelated to themodule topic.




Week 1, Day 2*

(Research)

RI.5.10, RI.5.1

RI.5.10, RI.5.1


• I can choose and respond to anappropriate reading prompt.

• I can accurately quote the textto explain my thinking.




• Students use the Jigsaw protocol tofamiliarize themselves with theinformational reading prompt bookmarks.

• With little teacher guidance, all studentsfollow a task card to independently readresearch texts for 10 minutes, log theirreading in the front of their independentreading journals, and choose and respondto an appropriate prompt for their text.







• Prompt responsein independentreading journal

• Entry and promptresponse inindependentreading journal



Independent Reading


Day and CCSS



Ongoing Assessment

Week 1, Day 3

(Research)

RI.5.1, RI.5.10

RI.5.1, RI.5.10





• I can choose and respond toan appropriate readingprompt.


• All students follow a task card to read for 5minutes and then choose and respond to aprompt in the front of their independentreading journals.








• Entry and promptresponse inindependentreading journal


Week 1, Day 4

(Research)

RI.5.10, SL.5.1

RI.5.10, SL.5.1

• I can listen carefully and askquestions of others about theirresearch reading.

• I can listen carefully and askquestions of others about theirresearch reading.

• All students follow a task card to participatein a Research Share with the whole group.All students share the text they are reading,one thing they have learned from it relevantto the module topic, and two newvocabulary words (and their meanings) thatthey have learned from their researchreading. They listen carefully in order to askquestions of one another.




• Groups couldaudio recordtheir ResearchShare.

• Groups couldaudio recordtheir ResearchShare.

• Research Sharequestion

• Research Sharequestion


Independent Reading


Day and CCSS



Ongoing Assessment

Week 2, Day 1

(Choice)

RL.5.10/ RI.5.10, SL.5.1

RL.5.10/ RI.5.10, SL.5.1

• I can read my free choicereading text independently for7 minutes.

• I can respond to a promptabout my choice reading text.

• I can explain my thinking to apartner.




• All students follow a task card toindependently read free choice texts for 7minutes, log their reading in the back oftheir independent reading journals, andrespond to a prompt in the back of theirindependent reading journals. They debriefthe steps with a partner.




• Students havethe option toread web pages.

• Students havethe option toread webpages.





Week 2, Day 2

(Choice)

RL.5.1, RL.5.10

RI.5.1, RI.5.10, SL.5.1

RL.5.1, RL.5.10

RI.5.1, RI.5.10, SL.5.1







• All students follow a task card toindependently read free choice texts for 7minutes, log their reading in the back oftheir independent reading journals, andrespond to a prompt in the back of theirindependent reading journals. They debriefthe steps with a partner.




• Students havethe option toread web pages.

• Students havethe option toread webpages.






Independent Reading


Day and CCSS



Ongoing Assessment

Week 2, Day 3*

(Choice)

RL.5.1, RL.5.10

RI.5.1, RI.5.10,

RL.5.1, RL.5.10

RI.5.1, RI.5.10,





• I can choose and respond toan appropriate readingprompt.


• Students use the Jigsaw protocol tofamiliarize themselves with the literaryreading prompts bookmark.

• With little teacher guidance, all studentsfollow a task card to independently readfree choice texts for 10 minutes, log theirreading in the back of their independentreading journals, and choose and respondto an appropriate prompt for their text.


• Research readingmaterials (books,magazines, websiteson module topic).


• Students havethe option toread web pagesor websites torespond to asthey choose.

• Groups couldaudio recordtheir TextShare.





Week 2, Day 4

(Choice)

RL.5.10/ RI.5.10, SL.5.1

RL.5.10/ RI.5.10, SL.5.1



• All students follow a task card to participatein a Text Share with a small group. Theyeach share the text they are reading, asummary of what they have read so far, anda short review of the reading material. Theylisten carefully in order to ask questions ofone another.







Independent Reading




Independent Reading




• I can read my research reading text independently for 10 minutes. (RI.5.10)

• I can choose and respond to an appropriate reading prompt. (RI.5.10)

• I can accurately quote the text to explain my thinking. (R.I 5.1)

Teaching Notes

• In this lesson, students complete an independent reading Student Task Card with some teacher support.Students use the Jigsaw protocol to familiarize themselves with the informational reading prompt bookmarks.Note: In Week 2, Day 3 students use the Jigsaw protocol to familiarize themselves with the literary readingprompts bookmarks. Together these bookmarks are referred to as the independent reading prompt bookmarks.Students will work with the full set of bookmarks in Writing Practice: Week 2, Day 4, in Unit 3 and throughoutfuture modules.

• Because students are learning the routines and components of the ALL block, this lesson contains whole classinstruction. In future ALL block lessons, the teacher will lead only small group instruction and students willwork with multiple components in one lesson. Students will experience a typical ALL block routine in Unit 3.

• Differentiation: Consider working with a few students who need additional support during the Jigsawprotocol. For ELLs who need heavier support, repeat and rephrase the bookmarks. Or strategically pair ELLsand allow students to work in pairs for the jigsaw activity. Additionally, some students may benefit from havingmore or fewer bookmarks to be individually responsible for during the Jigsaw protocol.

• In advance:

– Strategically group students into groups of six for the Jigsaw protocol.

– Prepare the informational reading prompt bookmarks by creating two per student (see supporting materials).In a group of six, each student should have two bookmarks and none should be repeated.

– Review the Jigsaw protocol. See Appendix.


• Independent Reading: Week 1, Day 2: Student Task Card (one per student)

• Research reading texts (one per student)




• Informational reading prompt bookmarks (two per student; see Teaching Notes)

• Directions for Introducing the Independent Reading Prompt Bookmark (one to display)

Instruction • Direct students’ attention to Poster Walk Poster 5. Tell students that reading independently is an important part of the

ALL block and every week they will have time to read independently in class. Today they will learn about some of the differentprompts they might respond to based on their reading.

• Distribute and display the Independent Reading: Week 1, Day 2: Student Task Card.

• Inform students that this is a routine they will use in the ALL block each time they work independently on a component suchas Independent Reading. They will use the task card to respond to a prompt, add vocabulary to their vocabulary log, andsometimes share what they have learned with a small group. For heavier support of ELLs, jot down and sketch the routine onthe board as you share it to provide written language reinforcement.


Independent Reading


Instruction (continued) • Briefly review the parts of the task card by asking students to put their finger on each part (the target, the ALL reading

symbols, the materials needed, and the directions)

• Invite students to retrieve the following:

– Research reading text

– Independent reading journal

– Vocabulary log

– Signal card

• Select a volunteer to read step 1 on the Student Task Card. Assure students they have been building their reading stamina byreading at home and reading in class and you are confident they will be able to quietly read for 10 minutes.


* “What strategies will you use to stay focused while you read today?” (Responses will vary.)

• Remind students how to use their signal cards and invite them to begin reading their research reading texts.

• Circulate to support students as they read. Remind them to read for the entire 10 minutes, stopping students and restartingthe time as needed until the entire class has read for 10 consecutive minutes.


• Give students specific, positive praise on their perseverance in building their reading stamina. (Example: “I saw you refocusyourself after you got distracted.”)

• Remind students that their independent reading journal is an important part of their independent reading time. This is wherethey reflect on their learning and track their progress through the book.

• Remind students how to log their reading in the front of their independent reading journals and model as necessary.

• Direct students to complete step 2 on their task card (record the date, book title, author, and pages read).

• Remind students to put academic vocabulary in the front of their vocabulary log and domain-specific vocabulary in the back oftheir vocabulary logs. Direct students to complete step 3 and add a vocabulary word to their vocabulary logs. Circulate toprovide assistance.

• After a few minutes, select a volunteer to read step 4 aloud. Explain that the reading prompt bookmarks are tools the studentswill use to reflect on their independent reading.

• Distribute the informational reading prompt bookmarks. Tell students they will now use the Jigsaw protocol tofamiliarize themselves with these bookmarks.

• Briefly introduce the Jigsaw protocol. Explain that in a Jigsaw protocol, they will work in a small group to read andunderstand a longer text. Each member of the group will be responsible for reading and explaining one part of the text to therest of the group. Refer to the Appendix for the full version of the protocol.

• Move students into pre-determined groups of six.

• Direct students’ attention to the Directions for Introducing the Independent Reading Prompt Bookmarks. Invitestudents to follow along, reading silently in their heads as you read the directions aloud.

• Before students begin the protocol, select a volunteer to explain the difference between literary and informational texts. Use aGoal 1 Conversation Cue to ensure student understanding:

* “Can you give an example of an informational text? Of a literary text?” (Ensure students understand that their researchreading text is an informational text.)


Independent Reading


Instruction (continued) • Answer clarifying questions. Ensure students understand that these are prompts they will use when reading informational

texts, and focus them on the RI to show this. Explain that this means reading informational text.

• Invite students to begin the protocol.

• After 10 minutes, refocus whole group. Point out to students that they have focused on bookmarks for informational textstoday and next week they will focus on bookmarks for literary texts.

• Read step 4 on the task card aloud. Point out that students will need to choose their prompt carefully. For example, they won’tbe able to choose an illustration if there aren’t any in the book they are reading.

• Remind students that it’s important include specific details and/or quotes from the text they are reading to support theirthinking on the prompt. Post the following sentence frame. Consider posting the sentence frame in a permanent place andencourage students to use it as they respond to prompts throughout the year.

– “For example, the text says ________________, and this shows that ________________.”

• Invite students to complete step 4 on their task card.

• Circulate to provide assistance or work with a small group of students who need more direct support. For heavier support ofELLs, invite students first to discuss step 4 in home language groups if they desire. Consider helping students select a promptand discuss the meaning of the prompt. Invite them to begin responding by sketching their ideas.

• After 5 minutes, refocus whole group. Select a few volunteers to share the prompt they chose and their response with thegroup.


* “What did we learn today about independent reading?” (the importance of informational reading prompt bookmarks andhow to use them)

• If productive, cue students to expand on the conversation about the Independent Reading component.


• Give students specific, positive feedback on their perseverance in continuing to learn new routines. Tell students they will geta chance to practice this routine again tomorrow in small groups.


Independent Reading




• I can read an independent reading text with increasing stamina. (RI.5.10/RL.5.10)

• I can choose and respond to an appropriate reading prompt. (RI.5.10/RL.5.10)

• I can accurately quote the text to explain my thinking. (R.I 5.1 / R.L. 5.1)

Teaching Notes

• In this lesson, students complete an independent reading Student Task Card with some teacher support. Similarto Week 1, Day 2, students use the Jigsaw protocol to familiarize themselves with the literary reading promptbookmarks.

• Because students are learning the routines and components of the ALL block, this lesson contains whole classinstruction. In future ALL block lessons, the teacher will lead only small group instruction and students willwork with multiple components in one lesson. Students will experience a typical ALL block routine in Unit 3.

• In advance: Group students strategically into groups of six for the reading prompt bookmarks jigsaw activity;post steps for the Jigsaw protocol.

• Differentiation: Consider working with a few students who need additional support during the Jigsawprotocol. For ELLs who need heavier support, repeat and rephrase the bookmarks. Or strategically pair ELLsand allow students to work in pairs for the jigsaw activity. Additionally, some students may benefit from havingmore or fewer bookmarks to be individually responsible for during the Jigsaw protocol.

• In advance:

– Strategically group students into groups of six for the jigsaw.

– Prepare the literary reading prompt bookmarks by creating two per student. In a group of six, each studentshould have two bookmarks and none should be repeated.

– Review the Jigsaw protocol. See Appendix.


• Independent Reading: Week 2, Day 3 Student Task Card (one per student)

• Free choice reading texts (one per student)




• Literary reading prompt bookmarks (two per student; see Teaching Notes)

• Directions for Introducing the Independent Reading Prompt Bookmarks (from Independent Reading: Week 1,Day 2; one to display)


Instruction • Direct students’ attention to Poster Walk Poster 5. Remind students that reading independently is an important part of the

ALL block and every week they will have time to read independently in class. Today they will learn about some of the differentprompts they might respond to based on their reading.

• Distribute and display the Independent Reading: Week 2, Day 3: Student Task Card.


Independent Reading


Instruction (continued) • Remind students this is a routine they will use in the ALL block each time they work independently on a component such as

Independent Reading. They will use the task card to respond to a prompt, add vocabulary to their vocabulary log, andsometimes share what they have learned with a small group. For heavier support of ELLs, jot down and sketch the routine onthe board as you share it to provide written language reinforcement.

• Briefly review the parts of the task card by asking students to put their finger on each part (the target, the ALL readingsymbols, the materials needed, and the directions)

• Invite students to retrieve the following:

– Free choice reading text

– Vocabulary log

– Signal card

– Independent reading journal

• Select a volunteer to read step 1 on the Student Task Card. Assure students they have been building their reading stamina byreading at home and reading in class and you are confident they will be able to quietly read for 10 minutes.


* “What strategies will you use to stay focused while you read today?” (Responses will vary.)

• Remind students how to use their signal cards and invite them to begin reading their research reading texts.

• Circulate to support students as they read. Remind them to read for the entire 10 minutes, stopping students and restartingthe time as needed until the entire class has read for 10 consecutive minutes.


• Give students specific, positive praise on their perseverance in building their reading stamina. (Example: “I saw you look backin your book to remind yourself what happened before.”)

• Remind students that their independent reading journal is an important part of their independent reading time. This is wherethey reflect on their learning and track their progress through the book.

• Remind students how to log their reading in the front of their independent reading journals and model as necessary.

• Direct students to complete step 2 on their task card (record the date, book title, author, and pages read).

• Remind students to put academic vocabulary in the front of their vocabulary log and domain-specific vocabulary in the back oftheir vocabulary logs. Direct students to complete step 3 and add a vocabulary word to their vocabulary logs. Circulate toprovide assistance.

• After a few minutes, select a volunteer to read step 4 aloud. Remind students that the independent reading prompt bookmarksare tools they will use to reflect on their independent reading.

• Distribute the literary reading prompt bookmarks. Tell students that similar to Week 1, Day 2, they will now use theJigsaw protocol to familiarize themselves with the bookmarks.

• Remind students of the difference between literary and informational texts.

• Briefly introduce the Jigsaw protocol. Explain to students that in a Jigsaw protocol, they will work in a small group to read andunderstand a longer text. Each member of the group will be responsible for reading and explaining one part of the text to therest of the group. Refer to the Appendix for the full version of the protocol.

• Move students into predetermined groups of six.

• Direct students’ attention to the Directions for Introducing the Independent Reading Prompt Bookmarks. Invitestudents to follow along, reading silently in their heads as you read the directions aloud.


Independent Reading


Instruction (continued) • Focus students on the RL codes on the bookmarks. Remind students that RI means reading informational texts, and tell them

that RL means literary texts, so these codes can help them determine which bookmarks to choose depending on the type oftext they are reading. Answer clarifying questions.

• Invite students to begin the protocol.

• After 10 minutes, refocus whole group. Invite groups to put all their bookmarks in the middle in two groups: RI and RL.

• Read aloud step 4 on the task card. Point out that students will need to choose their prompt carefully. For example, they won’tbe able to choose an illustration if there aren’t any in the book they are reading.

• Remind students that, just as they did with informational texts, it’s important to include specific details and/or quotes fromthe text they are reading to support their thinking. Refer them to the following sentence frame if needed.

– “For example, the text says ________________, and this shows that ________________.”

• Invite students to complete step 4 on their task card.

• Circulate to provide assistance or work with a small group of students who need more direct support. For heavier support ofELLs, invite students first to discuss step 4 in home language groups if they desire. Consider helping students select a promptand discuss the meaning of the prompt. Invite them to begin responding by sketching their ideas.

• After 5 minutes, refocus whole group. Select a few volunteers to share the prompt they chose and their response with thegroup.


* “What did we learn today about independent reading?” (the importance of literary reading prompt bookmarks and how touse them)

• If productive, cue students to expand on the conversation about the Independent Reading component.


• Give students specific, positive feedback on their ability to collaborate in small groups to learn about the literary readingprompt bookmarks today. (Example: “I heard you asking questions to make sure you understood.”)

Additional Language and Literacy Block 5M1: Unit 2: Writing Practice


Writing Practice


ALL 5M1 Unit 2, Week 2 Days At-a-Glance: Writing Practice

Day and CCSS



Ongoing Assessment

Week 2, Day 1*

W.5.2, W.5.4,W.5.10

W.5.2, W.5.4,W.5.10

• I can write fluently for 5minutes.


• With teacher guidance, all students areintroduced to what it means to write fluentlyand begin to build up their writing stamina.They choose from several prompts related totheir independent reading as they writecontinuously for 5 minutes.


• Research or freechoice reading texts


• Students couldrecord theirresponse as audioor draft theirresponse on aword-processingdocument.


• WritingPractice: Week2, Day 1:Student TaskCard


Week 2, Day 2*

W.5.2, W.5.4,W.5.10

W.5.2, W.5.4,W.5.10



• With teacher guidance, all students revisit whatit means to write fluently. They discussstrategies to use when they are not sure what towrite about.

• To continue building their writing stamina,students choose from several prompts related totheir independent reading as they writecontinuously for 5 minutes. They also practiceusing the ALL Block Group Work protocol.









Writing Practice



Component and CCSS



Ongoing Assessment

Week 2, Day 3*

Note: Refer to the 5M1 Unit 2: Independent Reading document for instruction for this day.

Week 2, Day 4*

W.5.2, W.5.4,W.5.10, L.5.1

W.5.2, W.5.4,W.5.10, L.5.1


• I can write completesentences with a subjectand a predicate.


• I can write completesentences with a subjectand a predicate.

• With teacher guidance, all students work onwriting complete sentences with a subject and apredicate.

Students also follow a task card to continuebuilding their writing stamina. They choosefrom several prompts related to theirindependent reading as they write continuouslyfor 7 minutes.


• The Week 2, Day 4: Student Task Cards B aredifferentiated for ELLs.








Writing Practice


Week 2, Day 1: Teacher Guide (☐) Writing Practice*


• I can write fluently for 5 minutes. (W.5.2, W.5.4, W.5.10)

Teaching Notes

• In this lesson, students are introduced to what it means to write fluently. They choose a prompt from theirinformational reading prompt bookmarks and practice writing continuously for 5 minutes.

• Students can choose their research reading text or free choice reading text (if it is informational) to completethe task card. Note: Today’s Student Task Cards are not differentiated. All four levels work on the same task.

• Because students are learning the routines and components of the ALL block, this lesson contains 15 minutesof whole class instruction, resulting in 15 minutes of small group instruction with each of the three groups. Tomake the time to appropriately introduce each component gradually, this ALL block session focuses on onlytwo components: Independent Reading and Writing Practice.


• In this lesson, students work with the teacher in differentiated groups. Preview the Student Task Cards forWeek 2, Days 1, 2, and 4, consider student needs, and form groups accordingly for the week. Consider placingELLs who need less support in one of the other student groups.

• Recall that in future ALL block lessons, students will continue to be arranged in three small groups to workwith the teacher. Groups are flexible and should change depending on the component and the task card.

• When students are not meeting with the teacher, they work with their independent reading text. In thislesson, this time ends up being about 30 minutes. Preview the Independent Reading: Week 2, Days 1 and 2:Student Task Card and consider alternative activities if students are unlikely to stay focused for this amountof time.

• Differentiation: For students who may need additional support, consider building writing stamina at aslower rate by requiring them to write for a shorter amount of time. Consider allowing students to orallyrespond to the prompt before writing their response, or providing sentence frames such as: “These twoparagraphs are describing.… They are connected because …” or to copy prepared responses to their selected prompt. Consider inviting students to begin writing in their home language.

• In advance:

– Intentionally group students into three groups. Refer to the ALL Block Component Student Groupingschart as necessary (see Introductory Lessons, Unit 1, Week 1).

– Prepare: Independent Reading: Week 2, Days 1 and 2: Student Task Card

Materials • Poster Walk posters (from Introductory Lessons: Week 1, Day 1; to display)


• Independent Reading: Week 2, Days 1 and 2: Student Task Card (from Independent Reading: Week 2, Days 1and 2 one per student)

• Writing Practice: Week 2, Day 1: Student Task Cards (one per student)

• Sticky notes (several per student)

• Chart paper (one to display; used to model writing fluently)


Writing Practice



• Example response (for teacher reference)

• Informational reading prompt bookmarks (from Independent Reading: Week 1, Day 1; one set per student)

• Research reading texts (one per student)

Instruction Whole Class Instruction: Introducing Writing Practice (15 minutes)

• Remind students that this week they are continuing to learn about what the ALL block is and practicing how to workeffectively in the ALL block.


* “What kinds of tasks will you be working on in the ALL block?” (practicing literacy skills from the module lessons;building reading, writing, and speaking fluency; independently reading free choice books and books related to what weare learning in the module)

* “To what components have you already been introduced?” (Independent Reading; Word Study and Vocabulary; Readingand Speaking Fluency/GUM; and Additional Work with Complex Text)

• Use the Poster Walk posters to briefly review components, as needed.

• Direct students’ attention to Group Work in the ALL Block poster. Tell students they will work in small groups withthe teacher working on their writing. They will also practice reading independently when they are not working with theteacher.

• Distribute the Independent Reading: Week 2, Days 1 and 2: Student Task Card. Chorally read the directions aloud.Tell students you will ask them to switch to Part 2 on the task card. Assure students that even though they may getinterrupted by small group instruction, they will have time to complete the task card.

• Direct students’ attention to Poster Walk Poster 3. Tell students that the component they will be introduced to today iscalled Writing Practice, and in it, they will practice writing skills related to what they are learning in the module lessons anddevelop their ability to write fluently.

• Arrange students into three pre-determined groups.

• Invite students to read their task cards and begin working.

Small Group Instruction: Practicing Writing Fluency (15 minutes, repeated three times)

• Distribute Writing Practice: Week 2, Day 1: Student Task Cards and read aloud the learning target. Point out thatthis week, they will be focusing on writing fluently and this is the card they will use when they work with the teacher.

• Point out the word fluently in the learning target and discuss how the meaning of writing fluently is different from themeaning of reading fluently. Explain that writing fluently means being able to write easily or naturally.


* “How is reading fluently the same as or different from writing fluently?” (Reading fluently refers to reading aloud andwriting fluently refers to the way a person writes ideas down.)

• Focus students on the definition of writing fluency at the top of their task cards:

– “to write continuously about a topic, showing understanding about the topic with clearly presented and easily understoodideas that are appropriate for the task and purpose”

• Break down each part of the definition as follows, clarifying by inviting students to paraphrase each part:

– to write continuously about a topic—writing about something without stopping

– showing understanding about the topic—showing what you know about something

– with clearly presented and easily understood ideas—ideas that are easy for someone else to understand


Writing Practice


Instruction (continued) – that are appropriate for the task and purpose—the writing is right for the prompt or question to answer, and the reason

for writing

• Display the following writing prompt and select a volunteer to read it for the class:

– “Determine the main idea and support the main idea with key details from the text.”

• Distribute sticky notes and tell students that in a moment, they will watch as you respond to the prompt. While theywatch, they should record what they notice about how you respond on the sticky notes.

• Model responding to the prompt on chart paper, showing the characteristics of fluent writing from the definition ofwriting fluency: writing without stopping, showing what you know about the topic, writing clearly presented and easilyunderstood ideas, and writing that is appropriate for the task and purpose. Refer to the example response (for teacherreference) as needed.

• Using a total participation technique, invite responses from the group. For heavier support, consider displaying thesequestions and recording student responses next to each question.

* “Based on the definition of writing fluency, what did you notice about how I responded to the prompt?” (Responses willvary, but may include: You showed what you understood about the topic; your ideas were easy to understand because yougave examples; etc.)

* “What can you do if you do not know what to write about or run out of ideas while you’re writing?” (Responses will vary,but may include: Write a list of words related to the topic; draw and label a picture related to the topic.)

• For heavier support, model responding to the prompt again, this time pointing to each part of the definition of writingfluency and stopping for students to explain how you are demonstrating that part. Think aloud and model not knowing whatto write about or running out of ideas, then pointing to and using strategies such as writing a list of words to continuewriting.

• Direct students’ attention to the prompts on the informational reading prompt bookmarks. Model selecting a promptand thinking aloud about how to respond to it.

• Invite students to reread the prompts on the bookmarks to themselves and put their finger by the prompt they will respondto today.

• Invite students to turn to an elbow partner and share which prompt they selected and their ideas for how to respond to theprompt. Consider inviting home language use to ease the linguistic demands for ELLs.

– Say: “Figuring out how to respond to the prompt may be difficult. To make it easier, you can take 2 minutes to talk aboutthis with a partner who shares your home language. Then we can share in English. _____ (student’s name), because youare the only student who is able to speak in wonderful _____ (e.g., Syrian), feel free to think quietly or write in _____(e.g., Syrian).

• Explain to students that because they are focusing on building their writing stamina, you will be observing them as theywrite to ensure they are writing continuously for the entire time.

• Give students 5 minutes to respond to their chosen prompt. Tell them they should try to write for the entire 5 minutes, andthat they can refer to their research reading texts as they write.

• Observe students as they work, restarting the time as needed to ensure all students write for 5 consecutive minutes. Notethat this may require starting and stopping the time several times. Consider inviting students to begin by writing in theirhome language.



Writing Practice


Instruction (continued) • Give students specific, positive feedback on their writing stamina. (Example: “I noticed your eyes were focused and your

pencils were moving the entire time.”)

• As time permits, invite volunteers to read their responses aloud for the whole group.


* “What were your challenges as you wrote today?” (Responses will vary.)

* “What were your successes?” (Responses will vary.)

• If productive, cue students to expand the conversation about the writing process.



Writing Practice





Teaching Notes

• In this lesson, students follow a task card and continue to build writing stamina. They choose from severalprompts related to their independent reading texts and write continuously for 5 minutes. They practice usingthe ALL Independent Group Work protocol. Later in the module and in future modules, students will beexpected to work completely on Writing Practice and other components independently in their groups withno teacher support. Because of that, the teacher’s role in today’s component is to monitor and providesupport to groups in this independent work.

• Note: Today’s Student Task Cards are not differentiated. All four levels work on the same task. Considerregrouping students based on their writing in Week 2, Day 1.

• Because students are learning the routines and components of the ALL block, this lesson contains 15 minutesof whole class instruction, resulting in 15 minutes of small group instruction with each of the three groups. Tomake the time to appropriately introduce each component gradually, this ALL block session focuses on onlytwo components: Independent Reading and Writing Practice.


• When students are not meeting with the teacher, they should read independently. In this lesson, reading timeends up being about 30 minutes. Consider alternative activities if students are unlikely to stay focused for thisamount of time.


• Differentiation: For students who may need additional support, consider building writing stamina at aslower rate by requiring them to write for a shorter amount of time. Consider allowing students to orallyrespond to the prompt before writing their response, draw and label a picture related to the prompt, or usesentence frames (e.g., “The setting of my text is_____. The author describes it as _______.” “One question Ihave is ______ because _______.”) Consider inviting students to begin by writing in their home language.

• In advance:

– Choose a prompt from the informational reading prompt bookmarks (from Independent Reading: Week 1,Day 2) that you will use in a think-aloud as you model how to select and think how to respond to theprompt before writing.

– Prepare: Independent Reading: Week 2, Days 1 and 2: Student Task Card.

Materials • Group Work in the ALL Block poster (from Introductory Lessons: Week 1, Day 1; one to display)

• ALL Independent Group Work Protocol anchor chart (begun in Introductory Lessons: Week 1, Day 4; one todisplay)

• Chart paper (one piece; used to co-create the Ways to Write Continuously anchor chart)

• Ways to Write Continuously anchor chart (new; co-created with students)

• One prompt from the informational reading prompt bookmarks (from Independent Reading: Week 1, Day 2;to display; see Teaching Notes)


Writing Practice



• Independent Reading: Week 2, Days 1 and 2: Student Task Card (from Independent Reading: Week 1, Day 1;one per student)


• Writing Practice: Week 2, Day 2: Student Task Card (one per student)

Instruction Whole Class Instruction: Reviewing ALL Independent Group Work Protocol (15 minutes)

• Direct students’ attention to Group Work in the ALL Block poster. Tell students they will work on writing fluency insmall groups today with some teacher support. Point out that in future Writing Practice lessons in the ALL block, they willwork together in small groups without teacher support. Today, the teacher will be there only to support them, not tofacilitate the group discussion.

• Direct students’ attention to the ALL Independent Group Work Protocol anchor chart and use the illustrations toreview as necessary.


* “What success have you had in using the ALL Independent Group Work protocol? What has been one of the challenges?”

• Select volunteers to share out. If productive, use a Goal 1 Conversation Cue to encourage students to expand theconversation about group work.


• Remind students that they will use the ALL Independent Group Work protocol many times throughout the year and assurethem they will get better at it.

• Remind students that the ALL block component they are focusing on this week is Writing Practice and ask:

* What are some strategies you can use when you are writing and get stuck and do not know what to write?”

• As students share out, capture their responses on chart paper to create the Ways to Write Continuously anchorchart. Consider including the following if students do not name them themselves:

– Reread texts or notes to find details or evidence related to the topic.

– Sketch a picture related to the topic.

– Reread the response to check that it is appropriate for the purpose and audience.

– Make a list of as many words as you can related to the topic.

– Begin by writing in your home language.

– Create a mind map or web of your ideas about the topic.

– Don’t focus on spelling or conventions; instead, focus on getting your ideas out.

• Post the Ways to Write Continuously anchor chart.

• Direct students’ attention to the writing prompts on one prompt from the informational reading promptbookmarks. Model selecting the prompt and thinking about how to respond to the prompt, using some of the strategies onthe Ways to Write Continuously anchor chart.

• Distribute the Independent Reading: Week 2, Days 1 and 2: Student Task Cards. Tell students when they are notworking on the Writing Practice component, they will have a chance to work on the Independent Reading component. Tellthem you will tell them to switch to Part 2 on the Student Task Card. Assure students that even though they may getinterrupted by small group instruction, they will have time to complete the task card.


Writing Practice


Instruction (continued) • Invite students to retrieve their free choice reading text because they will use it when they are not working with the

teacher.

• Arrange students into three pre-determined groups.

• Invite the students to read their task cards and begin working.

Small Group Instruction: Writing Fluently in a Small Group (15 minutes, repeated three times)

• Distribute the Writing Practice: Week 2, Day 2: Student Task Cards and remind students that in future ALL blockWriting Practice lessons, they will work together in small groups without teacher support.

• Invite students to read their task cards and follow the ALL Independent Group Work protocol to begin working.

• Circulate to support students as they work, observing and monitoring students in following the ALL Independent GroupWork protocol and redirecting students as needed.

• When ELLs come to step 2 on the task card, consider inviting home language use to ease the linguistic demands.

• After 15 minutes, ask students to rate how well their group did on the ALL Independent Group Work protocol. Invite themto hold up one finger if they think they need more teacher-led practice, two fingers if they think they used the protocoleffectively, and three fingers if they think their group excelled at using the protocol.

• Note: Because the small group instructional time is shortened today, students may not complete the full ALL IndependentGroup Work protocol. Assure students they will have time in future lessons to complete step 10 and that sharing what theylearned and how it connects to the module is an important part of the protocol.


Writing Practice





• I can write complete sentences with a subject and a predicate. (L.5.1)

Teaching Notes

• With teacher guidance, students work on forming complete sentences with a subject and a predicate.

• Students also follow an independent task card and continue to build up stamina in writing fluency. Theychoose from several prompts related to their independent reading as they write continuously for 7 minutes.Note: Today’s independent Student Task Cards are not differentiated. All four levels work on the same task.In future ALL block lessons, students will not complete a teacher-led and independent task card on the samecomponent.

• Because students are learning the routines and components of the ALL block, this lesson contains 10 minutesof whole class instruction, resulting in just under 20 minutes of small group instruction with each of the threegroups. To make the time to appropriately introduce each component gradually, this ALL block sessionfocuses on only two components: Independent Reading and Writing Practice.


• When students are not meeting with the teacher, they will do two independent activities. They practicewriting fluently using the informational or literary prompt bookmark and participate in a Text Shareconversation. Consider alternative activities if students are unlikely to stay focused on these tasks.


• Differentiation: For students who may need additional support, consider building writing stamina at aslower rate by requiring them to write for a shorter amount of time. Consider allowing students to orallyrespond to the prompt before writing their response, draw and label a picture related to the prompt, or usesentence frames such as: “My text takes place in …” with a list of suitable adjectives to select from, or “Myfavorite character is …” with a list of suitable adjectives to select from. To provide lighter support duringsubject/predicate work, consider inviting partners to create their own sentence strips and share them withother students to match. To provide heavier support, use simpler versions of each sentence strip and discusswhy each phrase is either a subject or a predicate.

• In advance:

– Review the Unit 1 Lesson 5 module lesson where students review (or are introduced to) subject andpredicate.

– Post the Poster Walk Posters 3 and 5 in strategic places around the room. Place Writing Practice: Week 2,Day 4: Student Task Cards B and Independent Reading: Week 2, Day 4: Student Task Cards by theappropriate poster.

– Intentionally group students for the small group instruction time. Consider intentionally grouping studentsfor the independent reading and writing practice tasks as well. Refer to the ALL Block Component StudentGroupings chart as necessary (see Introductory Lessons, Unit 1, Week 1).

– Assemble multiple full sets of independent reading prompt bookmarks. Place bookmark sets by Poster 5.


Writing Practice


Materials • Poster Walk Posters 3 and 5 (from Introductory Lessons: Week 1, Day 1; to display)

• Independent Reading: Week 2, Day 4: Student Task Cards (one per student)

• Independent reading prompt bookmarks (from Independent Reading: Week 1, Day 2 and Week 2, Day 3; oneset per pair of students)

• Writing Practice: Week 2, Day 4: Student Task Cards A (one per student)

• Writing Practice: Week 2, Day 4: Student Task Cards B (one per student)

• Subject/Predicate sentence strips (one set per student)

• Chart paper (three pieces; used by the teacher to chart student sentences)

Instruction Whole Group Instruction: Identifying Subject and Predicate (10 minutes)

• Give students specific, positive praise on building their writing fluency. (Example: “I’ve seen you spend some time thinkingbefore you write so you can write your ideas continuously.”)

• Explain that another part of the Writing Practice component is working on some of the writing skills they are learning inthe module. Today they will work on forming complete sentences with a subject and a predicate.

• Display and discuss the Daily Learning Targets. Remind students that a subject is the noun or noun phrase or pronoun orpronoun phrase that performs the action or that the sentence is about. Remind students that a predicate is a verb or verbphrase that tells what action the subject is performing or that tells more about the subject.

• Remind students that most complete, correct sentences in English must have a subject and a predicate.

• Write a sample sentence on the board. (Example: “The students eat their lunch outside when it is sunny.”)


* “What is the subject and predicate in this sentence?” (Responses will vary. In the example above, the subject is studentsand the predicate is eat their lunch.)

• Select volunteers to share out, encouraging them to explain how they identified the subject and the predicate in thesentence. If productive, cue students to clarify the conversation about ways to identify the subject and predicate.

* “So, do you mean ___?” (Responses will vary.)

• Direct students’ attention to the Poster Walk Posters 3 and 5 posted around the room. Tell students that instead of theteacher distributing the task cards today, students will move to a particular area of the classroom and find the task cardthat they will work on—either the Independent Reading: Week 2, Day 4: Student Task Cards and theindependent reading prompt bookmarks or Writing Practice: Week 2, Day 4: Student Task Cards A. Theteacher will let them know when it is time to move to a new place and work on a new task card.

• Arrange students into three pre-determined groups. Invite one group to go stand by Poster 5 and find the Student TaskCards. Invite another group to go stand by Poster 3 and find the appropriate task cards.

• Invite the students to read their task cards and begin working.

Small Group Instruction: Practicing Subject and Predicate (15 minutes, repeated three times)

• Distribute the Writing Practice: Week 2, Day 4: Student Task Cards B and the Subject/Predicate sentencestrips.

• Invite students to begin step 1 on the task card. For heavier support of ELLs, allow students to work in pairs and discuss thesentence strips in their home language.

• After a few minutes, refocus whole group. Using chart paper, capture the sentences as students share out. Discuss andcompare the sentences.


Writing Practice


Instruction (continued) • If productive, invite students to rearrange their strips as needed. Ask students to explain the changes they make to their

sentences.

* “Can you explain why you changed those?” (Responses will vary.)

• Ask students to sort the Subject/Predicate sentence strips into two piles—one pile for subject and one pile for predicates.Review the definition of subject and predicate as needed, reminding students that most complete sentences in English needto have a subject with a predicate.

• Invite students to work individually or in pairs on steps 3–5. Circulate to support students as they work, providing supportas needed.

• As time allows, ask students to share out the sentences they wrote for step 5. Ask other group members to identify thesubject and the predicate.


• Give students specific, positive feedback about their individual work with the ALL block norms. (Example: “I noticedElizabeth take responsibility for her work and actions by writing quietly during the independent writing time.”)


* “What have you learned about writing fluency?” (Responses will vary, but may include: “I’ve learned some strategies tohelp me think about what to write.”)

• Select volunteers to share out. If productive, use a Goal 1 Conversation Cue to encourage students to expand theconversation about the challenges


• Tell students they have now been introduced to all the ALL block components and next week they will start working on thenormal ALL block schedule. Similar to today, they will work on three components in one day. Each day they will have sometime to work with the teacher in a small group, and some time for small groups to work independently. Express yourconfidence that they will be successful in this new routine. To provide heavier support for ELLs, jot down and sketch theroutine on the board as you share it to provide written language reinforcement.


Overview




module 5M1 Unit 3.



– Materials: This section contains Teacher Guides, Student Task Cards, and any new supporting materials needed for each day’s work, marked using the key below.Because this is an introductory unit, the teacher will focus on one specific component for an hour and will provide whole class instruction and/or work with threegroups in small increments of time. Each group experiences the same basic instruction, but sometimes with a different task card, a different text, or different materials,based on their needs. The Teacher Guides help teachers move each group through differentiated task cards. Thus, all students receive the specific instruction theyrequire to succeed in the module lessons and assessments. Answer keys are provided only where there are clear answers or examples.

Supporting English Language Learners Materials: Teacher Guides (written in italics) with specific instruction differentiated for English language learners are provided. Sometimes, differentiated Student Task Cards and/or supporting materials are included for ELLs, marked using the key below.



Overview



Fluency/GUM RF.5.4b

RF.5.4b, L5.1b,

• Students are allocated a fluency passage for the week. They self-assess their fluency, and practice reading it, with a focus onvolume, pace, tone, and expression.

ELLs are allocated a fluency passage for the week. They participate in a Language Dive and learn how understanding themeaning of a text affects reading fluency. They self-assess their fluency, set goals, and practice reading it.


RL.5.2, RL.5.3, RL.5.4, L.5.5a

RL.5.2, RL.5.3, RL.5.4, L.5.5a

• Students read a passage from Esperanza Rising and analyze central metaphors in the text.

• ELLs read a passage from Esperanza Rising and analyze central metaphors in the text. Through a Language Dive, studentsdeepen their understanding of a particular metaphor and practice working with past perfect verb tense.

Independent Reading RL.5.10, RI.5.10, SL.5.1

RL.5.10, RI.5.10, SL.5.1

• All students read both research texts (related to the topic of learning challenges) and free choice texts (on any topic of theirinterest). They log their reading and respond to reading prompts in independent reading journals, and share their learningfrom reading in a group discussion.


Writing Practice W.5.2, W.5.4, W.5.10

W.5.2, W.5.4, W.5.10

• Students respond to prompts to build writing fluency. They discuss and practice strategies for ways to write continuously.


Word Study and Vocabulary RI.5.4, RF.5.3a, L.5.4b, L.5.6

RI.5.4, RF.5.3a, L.5.4b, L.5.6

• Students analyze two academic vocabulary words and their affixes (using Vocabulary Squares) and practice using the words incontext.

• ELLs participate in a Language Dive to discuss two words and their affixes in the context of sentences from the complex textof the module lessons. They use a Vocabulary Grid to analyze the words and then practice using the words in context. Theyalso practice using present perfect verb tense.

Additional Language and Literacy Block 5M1: Unit 3: Reading and Speaking Fluency/GUM




ALL 5M1 Unit 3, Week 1 Days At-a-Glance: Reading and Speaking Fluency/GUM

Day and CCSS



Ongoing Assessment

Week 1, Day 1*

RF.5.4b,

RF.5.4b, L.5.1b

• I can evaluate my ownfluency strengths and set afluency goal.

• I can evaluate my ownfluency strengths and set afluency goal.

• I can recognize and use thepast perfect verb tense(L5.1b)

• With teacher guidance, all students areintroduced to fluency texts and use the fluencychecklist for self-assessment. They identifystrengths and set goals.

• With teacher guidance, ELLs do a LanguageDive to understand the meaning behind acomplex sentence in the text. Then students areintroduced to fluency texts and continue to usethe fluency checklist for self-assessment. Theyidentify strengths and set goals.

• See the Week 1, Day 1: Teacher Guide forinstruction that has been differentiated forELLs.

• Miguel’s Monologue(from Unit 3,Lesson 1 modulelesson)


• Provide fluentaudio recordingsof the fluencypassages.

• Provide fluentaudio recordingsof the fluencypassages.

• Fluency self-assessment goalson checklist

• Fluency self-assessment goalson checklist

Week 1, Day 2

RF.5.4b

RF.5.4b

• I can critique my partner’sfluency and provide kind,helpful, and specificfeedback based on his orher fluency goals.

• I can critique my partner’sfluency and provide kind,helpful, and specificfeedback based on his orher fluency goals.

• All students follow a task card to practicereading their fluency passage to themselves andto partners. They provide feedback to partnersbased on the goals set in Day 1.




• Provide audiorecordings of thefluency passagesread fluently

• Provide audiorecordings of thefluency passagesread fluently

• Stars and Stepspeer feedback onReading andSpeakingFluency/GUM:Week 1, Day 2:Student TaskCard

• Stars and Stepspeer feedback onReading andSpeakingFluency/ GUM:Week 1, Day 2:Student TaskCard




Day and CCSS



Ongoing Assessment

Week 1, Day 3*

RF.5.4b

RF.5.4b, L5.1b

• I can read a text aloudfluently.

• I can read a text aloudfluently.

• I can recognize and use thepast perfect verb tense

• With teacher guidance, all students learn how toconsider paragraph breaks and punctuation,including quotation marks, when reading aloud.They then apply this skill to read their fluencypassage fluently.

• With teacher guidance, ELLs do a LanguageDive to gain a deeper understanding of thecomplex sentence from Day 1. Then studentsare introduced to fluency texts and continue touse the fluency checklist for self-assessment.They identify strengths and set goals.

• See the Week 1, Day 1: Teacher Guide forinstruction that has been differentiated forELLs.





• Highlighted andannotatedfluency passage

• Highlightedand annotatedfluency passage

Week 1, Day 4

RF.5.4b

RF.5.4b

• I can read a passage aloudfluently.

• I can read a passage aloudfluently.

• All students follow a task card to read/performtheir fluency passages aloud to the whole group,one by one. Then they self-assess and revisittheir fluency goals to determine progress.




• Students couldrecord themselvesreading fluencypassages in orderto listen back toand self-assesstheir reading.

• Students couldrecord themselvesreading fluencypassages in orderto listen back toand self-assesstheir reading.

• Fluency self-assessment onchecklist

• Fluency self-assessment onchecklist






• I can evaluate my own fluency strengths and set a fluency goal. (RF.5.4b)

Teaching Notes

• In this lesson, students are introduced to the text they are to practice reading fluently for the rest of theweek. This sets up the students to work independently with the texts.

• In Units 1 and 2, students learned the routines and components of the ALL block using a slightly differentstructure. In this unit, they experience a typical ALL block routine. Today, students gather in small groupsfor teacher-led instruction in 20-minute increments. When not meeting with the teacher, students workindependently to complete task cards for Independent Reading and Additional Work with Complex Text.

• In this component, students work with the teacher in differentiated groups. Preview the Student Task Cardsfor Week 1, Days 1 and 3, consider student needs, and form groups accordingly for the week.

• Differentiation: For students who need additional support, consider having students read excerpts fromthe monologue instead of the monologue in its entirety. See the Week 1, Day 1: Teacher Guide for Workingwith English Language Learners for instruction that has been differentiated for ELLs.

• In advance:

– Intentionally group students into three groups. Refer to the ALL Block Component Student Groupingschart as necessary (see Introductory Lessons, Unit 1, Week 1). Consider placing ELLs who need lightersupport with the group.

Materials • Fluency passage: Miguel’s Monologue (from Unit 3, Lesson 1 module lesson; one per student)

• Reading and Speaking Fluency/GUM: Week 1, Day 1: Student Task Card (one per student)

• Fluency Self-Assessment Checklist (one per student)

• Highlighters (one per student)

• Fluent Readers Do These Things anchor chart (begun in Unit 3, Lesson 8 module lesson)

Instruction • Display and review the Daily Learning Target and discuss its meaning.

• Distribute the fluency passage: Miguel’s Monologue to the group.

• Read the monologue aloud once and invite students to follow along on their own copy of the text.

• Tell students that this monologue is centered on an event in the story. Ask students to talk with the person next to them aboutwhat event the monologue is about. Choose students to share out to the whole group. Invite students to ask questions aboutanything they don’t understand in the text.

• Ask students to talk with the person next to them about the difference between reading this text aloud and reading a narrativetext or informational text aloud. Ensure students understand that because this is a monologue, it requires a more expressivetone.

• Demonstrate reading the excerpt aloud with an informative tone and invite students to share out why that doesn’t work forthis text.

• Distribute the Reading and Speaking Fluency/GUM: Week 1, Day 1: Student Task Card and the Fluency Self-Assessment Checklist and read each criterion aloud, clarifying anything students don’t understand.

• If students require it, invite them to draw symbols next to the criteria to help them remember what they mean. For example,they might draw a smiling face next to the facial expression criterion.




Instruction (continued) • Invite students to use highlighters to highlight the following criteria and explain that these will be the criteria students will

focus on this week:

– I can correct myself and reread when what I read was wrong or didn’t make sense.

– I can read my text at a speed that is appropriate for the piece.

– I can read smoothly without many breaks.

– I can notice and read punctuation.

• Read the first two paragraphs of the monologue three times aloud as indicated below. After each read, ask students to reviewthe highlighted criteria on their checklist to determine if each read seemed “fluent” to them:

– First read: quickly, making and ignoring mistakes and not attending to punctuation or line breaks.

– Second read: slowly, word by word, sounding out every fifth word or so, again ignoring mistakes and not attending topunctuation.

– Third read: at an “appropriate rate.” Make a mistake or two, but show how fluent readers would self-correct. Match yourfacial expression and body language to the piece. Change your rate, volume pitch, and tone to reflect an understanding ofthe author’s intended message.

• As students share out, remind them of the Fluent Readers Do These Things anchor chart from the module lessons.

• Invite students to read the passage aloud chorally.

• Guide students through self-assessing their fluency on the highlighted criteria on the checklist (placing check marks in theappropriate column) and setting a goal.




Week 1, Day 1: Teacher Guide (☐) Reading and Speaking Fluency/GUM*


• I can evaluate my own fluency strengths and set a fluency goal. (RF.5.4)

• I can recognize and use the past perfect verb tense (L5.1b)

Teaching Notes

• In this lesson, students are introduced to the passages they are to practice reading fluently for the rest ofthe week. This sets up the students to work independently with the texts.


• Levels of support: For lighter support, encourage students to make sentences in the present perfect tenseas well (i.e., “She has/hasn’t ______.” or “They haven’t/have______.”) Note: All students will work withthe present perfect tense in Word Study and Vocabulary: Week 2, Day 2. Remove visual support. Forheavier support, draw visual representations of the language during the Language Dive. Focus students ona shorter excerpt, emphasizing the meaning of the excerpt rather than perfect fluency. Select only onereading fluency criterion that will help them noticeably increase the comprehensibility of their reading.

• In advance:

– Post sentence frames for the Language Dive.

Materials • Fluency passage: Miguel’s Monologue (from Unit 3, Lesson 1 module lesson; one per student)




• Fluency Self-Assessment Checklist (one per student)




Instruction • Display and review the Daily Learning Targets and discuss their meaning.

• Distribute the fluency passage: Miguel’s Monologue.

• Read the entire monologue aloud once and invite students to follow along on their own copy of the text.



– Ask students to find and underline this sentence in the second to last paragraph:

• Apparently my shirt was on fire, but I hadn’t felt anything because I had been fueled by the adrenaline.

– Encourage productive and equitable conversation among students about the meaning of the sentence. The followingbullets provide an example:

* “What is the gist of this sentence? What, in the monologue, makes you think so?” Tell students it is okay if they don’tcompletely understand the sentence because they will discuss it today and come back to it on Day 3. (Responses willvary. Students should name that Miguel’s shirt is on fire but he can’t feel it.)




Instruction (continued) – If necessary, follow a process similar to the one below for each key word in the first half of the sentence that is unfamiliar

to students.

– Say:

* “There is a word in the first half of this sentence that you might not know: hadn’t.

* “Place your finger on hadn’t. Can you figure out why the author wrote hadn’t?” (Hadn’t is a contraction, or two wordsput together. Those two words are had and not. So, this has a negative meaning; it’s the opposite of had. In English,you can sometimes put small words together—like is, not, have, am—with other words. When you do, you use anapostrophe in the second word.)

* “Place your finger on the apostrophe. When we combine the words had and not and add the apostrophe, what did wedrop? What other contractions do you know?” Display the words had and not and show how you combine them anddrop the “o.” (We dropped the “o” from not. Responses will vary.)

* “Now let’s look at how the first half of this sentence is written: Apparently my shirt was on fire, but I hadn’t feltanything

* “What does this chunk tell us?” (Miguel’s shirt was on fire but he didn’t feel anything.)

* “Who is I in this chunk? How do you know?” (Miguel. This is told in his voice and from his perspective.)

* “Place your finger on hadn’t felt. What verb tense is this?” (The verb phrase hadn’t felt is written in the past perfecttense. That means there is a helping verb—hadn’t—followed by the past participle felt.) To provide visualreinforcement, write the formula: hadn’t + past participle = past perfect tense.

* “What does this tell us about when Miguel hadn’t felt anything?” (It happened in the past.)

* “How could we change the verb so that it is in the past simple tense?” (felt)

– Display sentence frames:

• He hadn’t (heard/hear) the car when he crossed the street.

• She hadn’t (ate/eaten) breakfast before coming to school.

• They hadn’t (saw/seen) the movie yet, so they were excited to get tickets.

• I hadn’t ____________.

– Say:

* “Now it’s your turn to try. Use the sentence frames to say a sentence in the past perfect tense.” Display studentsentences for the last sentence frame.

– Say:

* “You can also the helping verb had. Practice using the sentence frames but use the word had instead of hadn’t. Howdoes that change the meaning of the sentence?” Tell students you will give them time to think and discuss with theirpartner. Invite students to share responses. Display student sentences for the last sentence frame. Responses will varybut students should realize using had instead of hadn’t makes the sentence positive)

* If productive, cue students to listen carefully: “Who can repeat what your classmate said?” (Responses will vary.)


• Esperanza had _______________ after escaping the fire.

• Esperanza hadn’t _______________.

• Miguel had ____________.

• Miguel hadn’t ______________.




Instruction (continued) – Say:

* “Now you are going to practice using the past perfect tense to talk about the characters in the story. Who can use thesesentence frames to talk about the story?” Tell students you will give them time to think and discuss with their partner.Accept all reasonable responses and display student sentences.

* “How has your understanding of this sentence changed after your discussion?” Remind students they will come backto this sentence on Day 3, in particular to focus on the second half of the sentence. (Responses will vary.)

• Read the excerpt aloud again as students follow along.

• Distribute the Reading and Speaking Fluency/GUM: Week 1, Day 1: Student Task Card and the Fluency Self-Assessment Checklist and read each criterion aloud, clarifying anything students don’t understand. Remind studentsthat they saw this checklist in Module 1, so they should be familiar with it now.

• If students require it, invite them to draw symbols next to the criteria to help them remember what they mean. Example:Students might draw a smiling face next to the facial expression criterion.

• Invite students to use a highlighter to highlight the following criteria and explain that these will be the criteria studentsfocus on this week:

– I can correct myself and reread when what I read was wrong or didn’t make sense.

– I can read my text at a speed that is appropriate for the piece.

– I can read smoothly without many breaks.

• Read the excerpt three times aloud as indicated below. After each read, ask students to review the highlighted criteria ontheir checklist to determine if the read seemed “fluent” to them:

– First read: quickly, making and ignoring mistakes and punctuation and line breaks.

– Second read: slowly, word by word, sounding out every fifth word or so, again ignoring mistakes.

– Third read: Read at an appropriate pace. Read smoothly. Make a mistake or two, but show how fluent readers wouldself-correct. Attend to punctuation. Match your facial expression and body language to the piece. Change your rate,volume pitch, and tone to reflect an understanding of the author’s intended message.

• As students share out, remind them of the Fluent Readers Do These Things anchor chart from the module lessons.

• Invite students to read the passage aloud chorally.

• Guide students through self-assessing their fluency on the highlighted criteria on the checklist (placing check marks in theappropriate column) and discussing, then writing, a goal. For heavier support, invite students to sketch a goal as aplaceholder and reminder.

• Prepare students for the next day’s independent activity: Display the Reading and Speaking Fluency/GUM: Week 1,Day 2: Student Task Card and walk through the tasks, providing models where helpful.




Week 1, Day 3: Teacher Guide ()Reading and Speaking Fluency/GUM*


• I can read a text aloud fluently. (RF.5.4b)

Teaching Notes

• In this lesson, students review how to read punctuation through teacher modeling. Students then apply thisto improve their reading fluency of the monologue

• Differentiation: For students who need additional support, consider having students read excerpts fromthe monologue instead of the monologue in its entirety. See the Week 1, Day 1: Teacher Guide for Workingwith English Language Learners and for instruction that has been differentiated for ELLs.

Materials • Fluent Readers Do These Things anchor chart (begun in Unit 3, Lesson 8 module lesson)

• Fluency passage: Miguel’s Monologue (from Unit 3, Lesson 1 module lesson; one per student)


Instruction • Remind students of the Fluent Readers Do These Things anchor chart from the module lessons.

• Read the group fluency passage: Miguel’s Monologue and emphasize how the punctuation adds pauses and changesthe tone of voice you might use.

• Invite students to use a highlighter to highlight or underline any punctuation in the monologue that might add a pause orbe a reason to change the tone with which they speak. Students may also wish to annotate and add notes to help themremember the tone they would like to use.

• Ask students to explain points in a monologue when they should pause. (at the end of paragraphs and with punctuationmarks)

• Ask students to name the punctuation they find. Be sure students notice commas, periods, and quotation marks.

• Focus students on the tone of the monologue. Ask:

* “This is a monologue, so it is told from the perspective of a character. Who is the character?” (Miguel)

* “What emotion does Miguel seem to have in this monologue? What phrases or words in the text help you know?”(Responses will vary. Miguel is worried and impatient to help. He is also determined to find Abuela.)

• Invite students to practice reading their passages aloud, adding pauses and changing the tone of voice they use according tothe punctuation and the emotion of the piece.




Week 1, Day 3: Teacher Guide (☐) Reading and Speaking Fluency/GUM*


• I can read a text aloud fluently. (RF.5.4)

• I can recognize and use the past perfect verb tense (L5.1b)

Teaching Notes

• In this lesson, students review how to read punctuation through teacher modeling. Students then apply thisto improve their reading fluency.

• After asking questions, provide students up to 1 minute of think time to reflect, depending on the complexityof the question. Alternatively, invite partners to discuss, allocating time for each student. When students areready, use a total participation technique, such as equity sticks, to invite students to share responses withthe whole group. Monitor and guide conversation with total participation techniques and ConversationCues to promote productive and equitable conversation.

• Levels of support: For lighter support, encourage students to make sentences in the present perfect tense(i.e., “She has/hasn’t been ______.” or “They haven’t/have been______.”). For heavier support, focusstudents on fewer types of punctuation. Consider giving students the function of the punctuation andinviting them to identify which mark fulfills that function.

Materials • Chart paper or other display (one piece; used by teacher during the Language Dive)


• Fluency passage: Miguel’s Monologue (from Unit 3, Lesson 1 module lesson; one per student)


• Highlighter (one per student)


Instruction • Display and review the Daily Learning Targets and discuss their meaning.

• Tell students they will continue to work on reading the excerpt fluently, but first they will discuss the meaning of thesentence they studied on Day 2.



– Display and read aloud these lines from the second to last paragraph of Miguel’s Monologue. Remind students thatthey began discussing this sentence on Day 2.

• Apparently my shirt was on fire, but I hadn’t felt anything because I had been fueled by the adrenaline.

– Continue to encourage productive and equitable conversation among students about the sentence, focusing on thesecond half. Monitor and guide conversation with questions, such as the example below. If necessary, follow a processsimilar to the one below for each key word in the first half of the sentence that is unfamiliar to students.

– Say:

* “There are some words in the second half of this sentence that you might not know: fueled, adrenaline.”

* “Where have you heard the word to fuel or fueled before?” Give students time to turn and talk with an elbowpartner and then share out. (Responses will vary.)

* “What fuels a car? What fuels a person? What fueled Miguel?” (Responses will vary. Students should understandthat car is fueled differently from a person. Miguel was fueled by adrenaline. Clarify what adrenaline is as needed—it’s a chemical in your body that gives you energy in dangerous or intense situations.)




Instruction (continued) * “I wonder why fueled ends in -ed. Who can tell me?” (It is a verb that has been turned into an adjective to describe

Miguel.)

– Underline the phrase hadn’t felt. Remind students the verb phrase hadn’t felt is written in the past perfect tense. Thatmeans there is a helping verb—hadn’t—followed by the past participle felt. To provide visual reinforcement, display theformula: hadn’t + past participle = past perfect tense.

– Ask:

* “Can you identify another verb phrase in past perfect tense? Hint: Look for the helping verb had.” (had been)

– As students share out, notice and name that been is the past participle of be. For heavier support, put the events of thesentence (shirt catches on fire, not feeling anything, and fueled by adrenaline) on a timeline on the chart paper. (SeeUnit 3 Lesson 3 module lesson as an example.)


• He had been ______ (adjective).

• They had been _______ (adjective).

– Invite students to practice using the sentence stem to create past perfect tense sentences with a partner. Invitevolunteers to share out.

– If productive, cue students to listen carefully: “Who can repeat what your classmate said?” (Responses will vary.)

– Congratulate students on using a very complex sentence tense and express your confidence that they will be able to useit in speaking and writing.

• Read the group fluency passage: Miguel’s Monologue and emphasize how the punctuation adds pauses andchanges the tone of voice you might use.

• Remind students of the Fluent Readers Do These Things anchor chart from module lessons.

• Invite students to highlight the following criterion and explain that this will be added to the criteria students focus on thisweek:

– I can notice and read punctuation.

• Ask:

* “What is punctuation?” (marks used to separate words, phrases, and sentences and to clarify meaning)

• Write or display a period. “What is this? What do you do when you see one?” (a period; briefly stop)

• Read aloud the sentence from the second to last paragraph.

Apparently my shirt was on fire, but I hadn’t felt anything because I had been fueled by the adrenaline.

* “Place your finger on the period.” Read the sentence aloud, attending to the period. “How do you read a period?” (witha pause)

* Write or display a comma. “What is this? What do you do when you see one?” (a comma; pause quickly)

* “Place your finger on the comma.” Read the sentence aloud, attending to the comma. “Now practice reading thissentence with me and let’s make sure we read the comma and period.”

* Display an exclamation point. “What is this? What do you do when you see one?” (exclamation point [x-clah-MAY-shun]; use your voice to emphasize the sentence or express surprise, briefly stop)

* “Where do we write an exclamation point in English?” (at the end of a sentence) “Are all languages the same?” (No.Example: In Spanish, an “upside-down” exclamation point [¡] is sometimes also placed at the beginning of a sentence.)




Instruction (continued) * “How would you read this sentence if it had ended with an exclamation point and not a period?” Invite a student

volunteer to read the sentence aloud as if it had ended with an exclamation point. Invite students to practice readingthe sentence as if it had ended with an exclamation point to an elbow partner.

• Read the group fluency passage and emphasize how the punctuation adds stops and pauses, and changes the tone of voiceyou might use.

• Invite students to refer to their fluency passage (from Reading and Speaking Fluency/GUM: Week 1, Day 1) and to use ahighlighter to highlight or underline any punctuation that might add a pause or be a reason to change the tone withwhich they speak. Students may also wish to annotate and add notes to help them remember the tone they would like touse.

• Invite students to practice reading their passages aloud, adding pauses and changing the tone of voice they use accordingto the punctuation.

• Ask students to identify pronunciation errors and how to correct them. If necessary, point out common errors. Example:Some languages are syllable-timed, so each syllable is voiced for about the same amount of time. English is stress-timed,so stressed or emphasized syllables are said in regular intervals. Unstressed syllables are shortened. Each type creates anoticeably different rhythm. Support ELLs who come from syllable-time languages by clapping rhythmically as youchoral-read some of the fluency sentences, emphasizing how each stressed syllable corresponds to a clap.

• Prepare students for the next day’s independent activity: Display the Reading and Speaking Fluency/GUM: Week1, Day 4: Student Task Card and walk through the tasks, providing models where helpful. Ask:

* “What will you do on Day 4?” (Responses will vary. Encourage students to focus on usage of will and self-correctiontechniques if necessary.)

Additional Language and Literacy Block 5M1: Unit 3: Additional Work with Complex Text




ALL 5M1 Unit 3, Week 1 Days At-a-Glance: Additional Work with Complex Text

Day and CCSS



Ongoing Assessment

Week 1, Day 1

RL.5.2, RL.5.3

RL.5.2, RL.5.3

• I can refer to details fromthe text to explain howcharacters respond tochallenges.

• I can refer to details fromthe text to explain howcharacters respond tochallenges.

• All students read a passage on pages 221–224from Esperanza Rising. Students work in pairs toanswer text-dependent questions.




• Reading the PassagePartner Questions

• Reading thePassage PartnerQuestions

Week 1, Day 2*

RL 5.3, RL 5.4, L.5.5a

RL 5.3, RL 5.4,

L.5.5a

• I can recognize andexplain the meaning ofmetaphors in a text.

• I can compare thereactions of two charactersin a text.


• I can compare thereactions of twocharacters in a text.

• With teacher guidance, students analyze andinterpret a metaphor from the Esperanza Rising.Using words and pictures, students explain howthe comparison contributes to their understandingof Miguel’s and Esperanza’s reactions to life in theUnited States.

• With teacher guidance and a Language Dive,ELLs analyze and interpret a metaphor from theEsperanza Rising. Using words and pictures,students explain how the comparison contributesto their understanding of the two centralcharacters in the book.

• The Week 1, Day 2: Student Task Cards aredifferentiated for ELLs. See the Week 1, Day 2:Teacher Guide and corresponding Student TaskCard for instruction that has been differentiatedfor ELLs.



• Additional Workwith Complex Text:Week 1, Day 2:Student Task Card

• Additional Workwith Complex TextWeek 1, Day 2:Student Task Card




Day and CCSS



Ongoing Assessment

Week 1, Day 3

RL 5.3, RL 5.4, L.5.5a

RL 5.3, RL 5.4, L.5.5a



• All students analyze and interpret metaphors fromEsperanza Rising. Using words and pictures,students explain how the comparison contributesto their understanding of Miguel and Esperanza’sreaction to life in the United States.




• Metaphors activitysheet

• Metaphors activitysheet

Week 1, Day 4*

RL.5.3, RL.5.4, L.5.5a

RL.5.3, RL.5.4, L.5.5a


• I can compare thereactions of two charactersin a text.


• I can compare thereactions of twocharacters in a text.

• With teacher guidance, students recognize anddiscuss the meaning of metaphors drawn from thetext they have been working with and how theycontribute to their understanding of Miguel’s andEsperanza’s reactions to life in the United States.

• With teacher guidance and a Language Dive,students recognize and discuss the meaning ofmetaphors drawn from the text they have beenworking with and how they contribute to theirunderstanding of Miguel’s and Esperanza’sreactions to life in the United States.




• Additional Workwith Complex Text:Week 1, Day 4:Student Task Card

• Additional Workwith Complex TextWeek 1, Day 4:Student Task Card




Week 1, Day 2: Teacher Guide () Additional Work with Complex Text*


• I can recognize and explain the meaning of metaphors in a text. (RL 5.4, L.5.5a)

• I can compare the reactions of two characters in a text. (RL 5.3)

Teaching Notes

• In this lesson, students analyze two paragraphs from the module text and explain how each contributes totheir understanding of how Esperanza and Miguel are reacting to the experience of leaving Mexico andcoming to the United States. Exploring the author’s use of figurative language in this passage supportsstudents in understanding the deeper meaning of the text. It also develops the language and concepts neededto discuss the extended metaphors explored in Additional Work with Complex Text: Week 1, Day 3, and in themodule assessments and performance task.

• In Units 1 and 2, students learned the routines and components of the ALL block using a slightly differentstructure. In this unit, they experience a typical ALL block routine. Today, students gather in small groups forteacher-led instruction in 20-minute increments. When not meeting with the teacher, students workindependently to complete task cards for Independent Reading and Reading and Speaking Fluency/GUM.


• Differentiation: To support students in discussion, consider posting sentence frames (e.g., “The differencesbetween first- and second-class citizens are _____.”) See the Week 1, Day 2: Teacher Guide for Working withEnglish Language Learners and corresponding Student Task Card for instruction that has been differentiatedfor ELLs.

• In advance:

– Intentionally group students into three groups. Refer to the ALL Block Component Student Groupingschart as necessary (see Introductory Lessons, Unit 1, Week 1). Note: The Additional Work with ComplexText: Week 1, Day 2: Student Task Card (☐) has been differentiated for ELL students. Consider placingELLs who need less support in one of the other student groups. Consider placing ELLs who need lightersupport with the group.

Materials • Additional Work with Complex Text: Week 1, Day 1: Student Task Cards (from Additional Work withComplex Text: Week 1, Day 1; one per student)

• Additional Work with Complex Text: Week 1, Day 2: Student Task Card (one per student)


• Chart paper or other display (one piece; used by the teacher to chart metaphors)

Instruction • Display the Daily Learning Target and explain that today students will be learning more about how authors use metaphors

to help readers understand complex ideas in a text.

• Briefly review the responses to the Additional Work with Complex Text: Week 1, Day 1: Student Task Card andthe gist of the passage.

• Distribute the Additional Work with Complex Text: Week 1, Day 2: Student Task Cards.

• Tell students that today they will look more closely at the arguments of Esperanza and Miguel as to whether or not life isbetter in Mexico or the United States.

• Ask students to follow along as the teacher reads the second and third paragraphs on page 222 from Esperanza Rising.Start with “In Mexico, I was a second-class citizen …” and end with “Why don’t you speak up for yourself and your talents?”




Instruction (continued) • Ask students to turn and talk:

* “What does Miguel say about life in the United States versus life in Mexico?” (In the United States, he has a small chanceto better himself.)

* “What does Esperanza say?” (It is no better for Miguel. He is still a second-class citizen.)

* “Miguel says that Esperanza has never lived without hope. What does he mean? Why did Esperanza have hope inMexico?” (She had a nice life and never imagined she wouldn’t have everything she wanted.)

* “What hope does Miguel have in the United States that he didn’t have in Mexico?” (the hope to better his station in life)

• Remind students that they worked with metaphors in Unit 2 and briefly review the definition of metaphor if needed.Explain that in these paragraphs, and throughout the book, the author uses the metaphor of a river to express the ideas thatMiguel and Esperanza are talking about. If helpful, reread the following quote from page 18 to remind students of how thismetaphor was introduced: “But now that she was a young woman, she understood that Miguel was the housekeeper’s sonand she was the ranch owner’s daughter and between them ran a deep river. Esperanza stood on one side and Miguel stoodon the other and the river could never be crossed.”

• Direct students’ attention to step 2 on the Student Task Card.


* “What is the difference between a first-class and a second-class citizen? Can you give an example from the book tosupport your thinking?” (Responses will vary. Listen for students to understand that first-class citizens have privilegeand comfort that second-class citizens do not.)

* “How might the human rights of first-class or second-class citizens differ? Explain.” (Responses will vary. Depending onthe country and the right, first-class citizens have more access to a wider range of human rights.)

• If productive, use a Goal 2 Conversation Cue that prompts students to seek to understand what a classmate said.

* “Who can tell us what your classmate just said in your own words?” (Responses will vary.)

• Tell students to complete step 2.

• After a few minutes, invite students to compare their thinking with a partner.

• Invite partners to share with the group.

• Post this sentence stem and ask the group to complete it:

* “The river represents ______________ because________________.”

– To synthesize, discuss the following questions:

* “Which side of the river is Miguel on right now? Does Miguel think that he has a chance to cross the river in the UnitedStates? What, in the text, makes you think so?” (Responses will vary. Miguel is a second-class citizen. He believes he hasa chance.)

* “Which side of the river does Esperanza think Miguel is on? Does she think Miguel has a chance to cross the river in theUnited States? What, in the text, makes you think so?” (Responses will vary. Esperanza thinks he is a second-class citizenwith no chance to cross.)

– For students in need of more support, post the following sentence stems and complete them together:

• “Miguel thinks he will cross the river because__________.”

• “Esperanza thinks he will not cross the river because____________.”




Instruction (continued) • If students are ready for more challenge, extend the conversation about the symbolism of the river by asking questions such

as:

* “How can we show in this picture that Miguel believes he will get to the other side of the river in the United States butnot in Mexico?” (Responses will vary. Perhaps a bridge made out of an American flag.)

• “Where should we put Esperanza on this picture? Why?” (Responses will vary. Esperanza could go on both sides of theriver, depending on the time in her life.)








Teaching Notes

• In this lesson, students analyze two paragraphs from the module and explain how each contributes to theirunderstanding of how Esperanza and Miguel are reacting to the experience of leaving Mexico and comingto the United States. Exploring author’s use of figurative language in this passage supports students inunderstanding the deeper meaning of the text and also supports them with language and concepts todiscuss the extended metaphors with other students in Additional Work with Complex Text Week 1, Day 3,and in the module assessments and performance task.

• Please be aware that human right threats and the events of Esperanza Rising may be sensitive for students.Provide reflection time to give students an opportunity to process connections they make. Be aware theseconnections may be personal, and students are not required to share them.


• Levels of support: To provide heavier support, discuss the purpose of the hyphen in second-class. Toprovide lighter support, invite students to discuss the verb form stood, compare it to other forms, andexplain why this form is used in this sentence.

Materials • Additional Work with Complex Text: Week 1, Day 1: Student Task Card (from Additional Work withComplex Text: Week 1, Day 1; one per student)



• Chart paper (one piece; used by the teacher during the Language Dive)


• Online or paper translation dictionary (one per student in student’s home language)


Instruction • Display the Daily Learning Target and explain that today students will be learning more about how authors use

metaphors to help readers understand complex ideas in a text.

• Briefly review the responses to the Additional Work with Complex Text: Week 1, Day 1: Student Task Card andthe gist of the passage.


• Tell students that today they will look more closely at the arguments of Esperanza and Miguel as to whether or not life isbetter in Mexico or the United States.

• Ask students to follow along as the teacher reads the second and third paragraphs on page 222 from Esperanza Rising.Start with “In Mexico, I was a second-class citizen …” and end with “Why don’t you speak up for yourself and yourtalents?”




Instruction (continued) • Ask students to turn and talk:

* “Miguel and Esperanza are disagreeing about something. What are they disagreeing about?” (Miguel is saying that theUnited States is a place of opportunity, and Esperanza is disagreeing)



– For translation work, invite students to use their online or paper translation dictionary if necessary. Considercalling on student volunteers to share translations. Ask other students to choose one translation to silently repeat.Invite students to say their chosen translation out loud when you give the signal. Choral repeat the translations and theword in English. Invite self- and peer correction of the pronunciation of the translations and the English. Invitestudents to add new vocabulary to their vocabulary log.

– Read aloud the target sentences from the task card, and invite students to read along silently in their heads.

– Encourage productive and equitable conversation among the students about the meaning of the sentence. If necessary,follow a process similar to the one below for each key word in the sentence that is unfamiliar to students.

* “There is a phrase in these sentences you might not know: second-class citizen.”

* “Who is talking in these sentences? Who said he was a second-class citizen in Mexico?” (Miguel)

* “What is a citizen? What is another word for citizen?” (someone who is lives in a country and has legal status—i.e.,national or inhabitant)

* “How was the life of Esperanza different from the life of Miguel in Mexico? Was Esperanza a first-class or a second-class citizen in Mexico?” (life was much easier for Esperanza. She was a first-class citizen who easily had all herneeds met)

– If productive, use a Goal 2 Conversation Cue to encourage students to listen carefully and seek to understand:

* “Who can tell us what your classmate said in your own words?” (Responses will vary.)

* “Esperanza was a first-class citizen in Mexico. Can someone tell me the difference between a first-class and asecond- class citizen?” For heavier support, give students a sentence frame such as: “The difference between a first-class citizen and a second-class citizen is____________.”

* “Place your finger on the second part of the sentence: Miguel talks about a river. What is the translation of river inour home languages?” (Responses will vary. Rio in Spanish.)

* Direct students’ attention to step 3 on the Student Task Card. Say: “Miguel wasn’t literally trying to get across ariver. What is that called when the author writes one thing (in this case, the river) to describe another unrelatedthing (in this case, Miguel’s experience)?” (figurative language)

– Post and briefly review the definition of metaphor (figurative language—a word or phrase for one thing that is used todescribe another to show the two things are similar) and remind students that they have been working with metaphorsin the module lessons.

– Say:

* “So, the author used a metaphor to help us understand the difference between being a first-class and a second-classcitizen. And the metaphor is used in this sentence. You will return to this sentence on Day 4. Right now, let’s talkmore about the metaphor. Being a first- and second-class citizen is like standing on two sides of a river. Do youthink crossing this river is easy or difficult?” (The book suggests no.)




Instruction (continued) • Tell students to complete step 3 on the Student Task Card. Then ask:

* “Which side of the river is Miguel on right now? Does Miguel think that he has a chance to cross the river in the UnitedStates? What, in the text, makes you think so?” (Responses will vary. Miguel is a second-class citizen. He believes he hasa chance.)

* “Which side of the river does Esperanza think Miguel is on? Does she think Miguel has a chance to cross the river in theUnited States? What, in the text, makes you think so?” (Responses will vary. Esperanza thinks he is a second-classcitizen with no chance to cross.)

• Encourage students to use the sentence frames on the card as needed.

• Prepare students for the next day’s independent activity: Walk through the Additional Work with Complex Text:Week 1, Day 3: Student Task Card, providing models where helpful. Tell students they will work with the entiregroup to discuss other similes in the poem.




Week 1, Day 4: Teacher Guide () Additional Work with Complex Text*




Teaching Notes

• In this lesson, students explore two more metaphors in the passage from Esperanza Rising.

• Differentiation: To help students during discussion, provide sentence frames (e.g., “Miguel/Esperanzareacts _____ because ______.” or “Miguel is trying to explain______.”). Consider making a copy andannotating salient parts of the text ahead of time for some of your students who need additional support.

• In advance:

– Select two or three student exemplars from the Additional Work with Complex Text: Week 1, Day 3:Student Task Card.

Materials • Additional Work with Complex Text: Week 1, Day 3: Student Task Card (from Additional Work with ComplexText: Week 1, Day 3; one per student)


Instruction • Display and discuss the Daily Learning Target.

• Briefly review the responses to the Additional Work with Complex Text: Week 1, Day 3: Student Task Card.Consider discussing student exemplars of each metaphor; students will discuss metaphors at more length today.


• Lead students through an intentional Think-Pair-Share for the discussions on the task card. Be sure to ask students to findspecific evidence in the text to support their thinking.

• If productive, use a Goal 2 Conversation Cue during the discussion that prompts students to seek to understand what aclassmate said.


• Be sure students understand the different reactions that Esperanza and Miguel have to being second-class citizens, themetaphors each uses to illustrate her or his thinking, and the life experience that creates each of their reactions.








Teaching Notes

• In this lesson, students explore two more metaphors in the passage from Esperanza Rising.

• Please be aware that human right threats and the events of Esperanza Rising may be sensitive for students.Provide reflection time to give students an opportunity to process connections they make. Be aware theseconnections may be personal, and students are not required to share them.


• Levels of support: To provide lighter support, invite students to explain why the different prepositionswere used in each metaphor (in/on/of/into). Ask whether they can identify other prepositions that wouldand would not change the meaning of the metaphors. To provide heavier support, focus on just one of themetaphors. Invite students to discuss the meaning of the metaphors in home language groups.

• In advance:

– Select two or three student exemplars from the Additional Work with Complex Text: Week 1, Day 3:Student Task Card.

Materials • Additional Work with Complex Text: Week 1, Day 3: Student Task Card (from Day 3)




• Vocabulary logs (from Unit 1, Lesson 4 module lessons; one per student)

Instruction • Display and discuss the Daily Learning Target.

• Briefly review the responses to the Additional Work with Complex Text: Week 1, Day 3: Student Task Card.Consider discussing student exemplars of each metaphor; students will discuss metaphors at more length today.


• Post the focus sentence on chart paper and remind students they worked with this sentence on Day 2.

– In Mexico, I was a second-class citizen. I stood on the other side of the river, remember?



– Tell students they will focus on the same important sentence from the passage they worked with on Day 2.

– Encourage productive and equitable conversation about the meaning of the sentence. Monitor and guide conversationwith questions such as:

* “What punctuation does this sentence end with?” (a question mark)

* “Where do we write a question mark in English?” (at the end of a sentence) “Are all languages the same?” (No.Example: In Spanish, an “upside-down” question mark is sometimes also placed at the beginning of a sentence.)




Instruction (continued) * “What is the purpose of this punctuation?” (to indicate a question)

– Direct students’ attention to the speech Esperanza gives Miguel that starts on page 221 and continue to page 222. Invitestudents to scan the speech and count the question marks.

* “Why was Esperanza asking all these questions? Did she not know the answer?” (She was trying to get Miguel tothink about the answer.)

– Write the words rhetorical question on the chart paper and explain the purpose of rhetorical questions. In this case,Esperanza is trying to get Miguel to understand that life in the United States is not “the other side of the river.” Theyare still second-class citizens.

– Lead a brief discussion about some of the rhetorical questions that students may hear in school. (Examples: “Can youget your pencils out?” and “Can everyone look up here?”) Reinforce that a teacher does not expect an answer to thesequestions.

– Invite students to practice creating rhetorical questions. Post the following sentence stems. For heavier support, modelusing the sentence stems first.

• “I was _______________, remember?”

• “I went ___________________, remember?”

• Refocus students on the Student Task Card. Lead students through a Think-Pair-Share for the discussions on the taskcard. Be sure to ask students to find specific evidence in the text to support their thinking.

• If productive, use a Goal 2 Conversation Cue to encourage students to listen carefully and seek to understand:

* “Who can tell us what your classmate said in your own words?” (Responses will vary.)

• Be sure students understand the different reactions that Esperanza and Miguel have to being second-class citizens, themetaphors each uses to illustrate her or his thinking, and the life experience that creates each of their reactions.


Independent Reading


ALL 5M1 Unit 3, Week 1 Days At-a-Glance: Independent Reading

Day and CCSS



Ongoing Assessment

Week 1, Day 1 (Research)

RI.5.10

RI.5.10

• I can read my researchreading text independentlyfor 10 minutes.

• I can read my researchreading textindependently for 10minutes.

• All students follow a task card to independentlyread research texts (module-related) for 10minutes and log their reading in the front oftheir independent reading journals.

• ELLs complete the same activities as otherstudents

• Research readingmaterials (books,magazines, websites onmodule topic. See K–5Recommended TextList.)

• Research readingmaterials (books,magazines, websites onmodule topic. See K–5Recommended TextList.)



• Entry inindependentreadingjournal


Week 1, Day 2

(Research)

RI.5.10

RI.5.10

• I can read my researchreading text independentlyfor 10 minutes.

• I can read my researchreading textindependently for 10minutes.

• All students follow a task card to independentlyread research texts (module-related) for 10minutes and log their reading in the front oftheir independent reading journals.


• Research readingmaterials (books,magazines, websites onmodule topic)







Independent Reading


Day and CCSS



Ongoing Assessment

Week 1, Day 3

(Research)

RI.5.10

RI.5.10

• I can explain how myresearch reading connectsto something I have beenlearning in modulelessons.

• I can explain how myresearch reading connectsto something I have beenlearning in modulelessons.

• All students follow a task card to read for 5minutes and then respond to the followingprompt in the front of their independentreading journals: “How does your readingconnect to something you have been workingon in module lessons?”






• Promptresponse inindependentreadingjournal


Week 1, Day 4

(Research)

RI.5.10, SL.5.1 RI.5.10, SL.5.1

• I can listen carefully andask questions of othersabout their researchreading.

• I can listen carefully andask questions of othersabout their researchreading.

• All students follow a task card to participate ina Research Share with the whole group. Allstudents share the text they are reading, onething they have learned from it relevant to themodule topic, and two new vocabulary words(and their meanings) that they have learnedfrom their research reading. They listencarefully in order to ask questions of oneanother.




• Groups couldaudio record theirResearch Share.

• Groups couldaudio record theirResearch Share.

• ResearchShare question

• ResearchShare question


Independent Reading


Day and CCSS



Ongoing Assessment

Week 2, Day 1

(Choice)

RL.5.10/ RI.5.10

RL.5.10/ RI.5.10

• I can read my free choicereading textindependently for 10minutes.


• All students follow a task card to independentlyread free choice texts for 10 minutes and logtheir reading in the back of their independentreading journals.








Week 2, Day 2

(Choice)

RL.5.10/ RI.5.10

RL.5.10/ RI.5.10



• All students follow a task card to independentlyread free choice texts for 10 minutes and logtheir reading in the back of their independentreading journals









Independent Reading



Day and CCSS



Ongoing Assessment

Week 2, Day 3

(Choice)

RL.5.10/ RI.5.10

RL.5.10/ RI.5.10

• I can choose and respondto a prompt about myfree choice reading.

• I can choose and respondto a prompt about myfree choice reading.

• All students follow a task card to read for 5minutes and then choose and respond to areading prompt in the back of their independentreading journal.




• Students have theoption to readweb pages orwebsites torespond to as theychoose.

• Students have theoption to readweb pages orwebsites torespond to asthey choose.



Week 2, Day 4

(Choice)

RL.5.10/ RI.5.10, SL.5.1

RL.5.10/ RI.5.10, SL.5.1



• All students follow a task card to participate in aText Share with the whole group. They eachshare the text they are reading, a summary ofwhat they have read so far, and a short review ofthe reading material. They listen carefully inorder to ask questions of one another.




• Groups couldaudio record theirText Share.

• Groups couldaudio record theirText Share.

Additional Language and Literacy Block 5M1: Unit 3: Writing Practice


Writing Practice


ALL 5M1 Unit 3, Week 2 Days At-a-Glance: Writing Practice

Day and CCSS



Ongoing Assessment

Week 2, Day 1*

W.5.2, W.5.5,W.5.10

W.5.2, W.5.5,W.5.10



• With teacher guidance, students review what itmeans to write fluently. They review the differenttypes of writing they have discussed from themodule lessons: writing a sentence, a shortresponse, and a paragraph.

• Students begin to build up stamina in writingfluency. They choose either a topic of their choiceor from several prompts related to the module asthey write continuously for 7 minutes.



• Units 1 and 2module texts


• Students audiorecord theirresponses or draftthem using aword processor.

• Students audiorecord theirresponses ordraft them usinga word processor.

• WritingPractice Week2, Day 1:Student TaskCard


Week 2, Day 2

W.5.2, W.5.4W.5.10

W.5.2, W.5.4,W.5.10



• Students follow a task card and continue to buildup stamina in writing fluency. They choose eithera topic of their choice or from several promptsrelated to the module as they write continuouslyfor 10 minutes.









Writing Practice



Day and CCSS



Ongoing Assessment

Week 2, Day 3*

W.5.2, W.5.4,W.5.10

W.5.2, W.5.4,W.5.10



• With teacher guidance, students revisit what itmeans to write fluently. They discuss strategies touse when they are not sure what to write about.

• Students continue to build up stamina in writingfluency. They choose either a topic of their choiceor from several prompts related to the module asthey write continuously for 10 minutes.









Week 2, Day 4

W.5.2, W.5.4,W.5.10

W.5.2, W.5.4,W.5.10



• Students follow a task card to continue to build upstamina in writing fluency. They choose either atopic of their choice or from several promptsrelated to the module as they write continuouslyfor 12 minutes.









Writing Practice


Week 2, Day 1: Teacher Guide () Writing Practice*



Teaching Notes

• In this lesson, students review what it means to write fluently. Then they review the different types of writingthey have discussed throughout the module: writing a sentence, a short response, and a paragraph. Theychoose a topic of their choice or respond to a prompt, writing continuously for 7 minutes.

• In Units 1 and 2, students learned the routines and components of the ALL block using a slightly differentstructure. In this unit, they experience a typical ALL block routine. Today, students gather in small groups forteacher-led instruction in 20-minute increments. When not meeting with the teacher, students workindependently to complete task cards for Independent Reading and Word Study and Vocabulary.


• Differentiation: For students who require additional support, consider building writing stamina at a slowerrate by requiring them to write for a shorter amount of time. Consider allowing students to orally respond tothe prompt before writing their response, or providing sentence frames such as: “One learning challengesome people face is…. This means …” See the Week 2, Day 1: Teacher Guide for Working with EnglishLanguage Learners for instruction that has been differentiated for ELLs.

• In advance:

– Intentionally group students into three groups. Refer to the ALL Block Component: Student Groupingschart as necessary (see Introductory: Unit 1, Week 1) to assign students into three groups. Note: This week,students in all groups work on the same student task cards but the teacher guide is differentiated for ELLstudents. Consider placing ELLs who need lighter support with the group.

Materials • Writing Practice: Week 2, Day 1: Student Task Card (one per student)

• Units 1 and 2 module texts (from Units 1 and 2 module lessons; one per student)

• Writing Practice: Week 2, Day 2: Student Task Card (one to display)

Instruction • Distribute Writing Practice: Week 2, Day 1: Student Task Cards and display and discuss the Daily Learning Target.

Point out to students that this week, they will be focusing on writing fluently.

• Direct students’ attention to the definition of writing fluency at the top of their task cards: to write continuously about atopic, showing understanding about the topic with clearly presented and easily understood ideas that are appropriate forthe task and purpose. If necessary, review any terms in this definition.


* “Based on our work in Units 1 and 2 in the module, how we can respond to a question or prompt in writing?” (We canwrite a sentence, a short response, or a paragraph.)

• Direct students’ attention to the Types of Written Responses on their task cards.

• Review the differences between each type of response, pointing out that short responses are usually shorter thanparagraphs and don’t need to be in any particular order as long as they answer each part of the question they areanswering.

• Direct students’ attention to the writing prompts on the task card and chorally read them aloud.

• Ask:

* “What type of written response will you write for these prompts?” (paragraph)


Writing Practice


Instruction (continued) • Model selecting a prompt and thinking about how to respond to the prompt.

• Point out that the first two prompts have to do with a character other than the students themselves. These are goodopportunities to practice empathy or imagining how other people feel. The third prompt is their opportunity to practicewriting in their own voice as they write a monologue as themselves.

• Invite students to reread the writing prompts on the task card to themselves and put their finger by the prompt they willrespond to today.

• Give students 7 minutes to respond to the prompt. Tell them they should try to write for the entire 7 minutes, and that theycan refer to their Units 1 and 2 module texts as they write.

• Invite volunteers to read their responses aloud for the whole group.

• Invite students to reflect on the process of writing by discussing the following:

* “What were your challenges as you wrote today?”


• If productive, cue students to seek to understand what a classmate said.


• Prepare students for the next day’s independent activity: Display the Writing Practice: Week 2, Day 2: Student TaskCard and walk through the tasks, providing models where helpful.


Writing Practice


Week 2, Day 1: Teacher Guide (☐) (For Work with English Language Learners)

Writing Practice* Daily Learning Target


Teaching Notes

• In this lesson, students review what it means to write fluently. Then, they review the different structures ofwriting they have discussed throughout the module: writing a sentence, a short response, and a paragraph.Students discuss the meaning of the prompts on the task card related to the module; then they choose torespond to a topic of their choice or one of the prompts, writing continuously for 7 minutes.


• Levels of support: For heavier support, consider building writing stamina at a slower rate by requiringthem to write for a shorter amount of time. Consider inviting students to orally respond to the prompt intheir home language with a partner who shares their home language before writing their response, orproviding sentence frames such as: “One learning challenge some people face is…. This means …”





Instruction • Distribute and display the Writing Practice: Week 2, Day 1: Student Task Card. Display and discuss the Daily

Learning Target.

• Point out that this week, students will focus on writing fluently.

• Review the definition of writing fluency at the top of the task card: to write continuously about a topic, showingunderstanding about the topic with clearly presented and easily understood ideas that are appropriate for the task andpurpose.


* “Think about our work in Units 1 and 2. What are the types of responses we can use when we write? (We can write asentence, a short response, or a paragraph.)

• Direct students’ attention to the Types of Written Responses on their task cards: sentence, short response, paragraph.

• Review the differences between each type of response, pointing out that short responses are usually fewer sentences thanparagraphs and don’t need to be in any particular order as long as they answer each part of the question they areanswering. Tell students that whenever they encounter a prompt, they should carefully read it to determine which type isrequired.


Writing Practice


Instruction (continued) • Direct students’ attention to the writing prompts on the task card and chorally read them aloud. If necessary to clarify

meaning, repeat a similar instructional sequence to the one below for each prompt:

1. Repeat and rephrase the prompt.

2. Select a piece of unfamiliar language in the prompt (e.g., meaningful; response; situation). Invite students toexplore the meaning by using their online or paper translation dictionary, discussing, and applying thelanguage to their home life or education.

3. Ask students to tell one another, in their own words, what they will write. For lighter support, encouragestudents to create sentence frames for themselves and students who need heavier support. (Example: Myreaction was ___________. For heavier support, provide sentence frames and pictures that will help studentsdiscuss what they will write. (Example: I felt ______. This was meaningful because ____.)

4. Clarify for students that these prompts require a short paragraph.

5. Finally, model selecting the prompt and thinking about how to respond to the prompt.

• Point out that the first two prompts have to do with a character other than the students themselves. These are goodopportunities to practice empathy or imagining how other people feel. The third prompt is their opportunity to practicewriting in their own voice as they write a monologue as themselves.

• Invite students to discuss the prompts in their home language with a student who shares the same home language.Students who do not have a home language in common can be given additional time to think or take notes on the promptin their home language.

• Invite students to put their finger by the prompt they will respond to today.

• Give students 7 minutes to respond to the prompt. Tell them they should try to write for the entire 7 minutes, and that theycan refer to their Units 1 and 2 module texts as they write.







• Prepare students for the next day’s independent activity: Display the Writing Practice: Week 2, Day 2: StudentTask Card and walk through the tasks, discussing the meaning of the prompts and providing models where helpful.


Writing Practice


Week 2, Day 3: Teacher Guide () Writing Practice*



Teaching Notes

• In this lesson, students review what it means to write fluently and discuss strategies to use when they are notsure what to write about. Then students choose either a topic of their choice or from several prompts relatedto the module as they write continuously for 10 minutes.

• Differentiation: For students who require additional support, consider building writing stamina at a slowerrate by requiring them to write for a shorter amount of time. Consider allowing students to orally respond tothe prompt before writing their response. See the Week 2, Day 3: Teacher Guide for Working with EnglishLanguage Learners for instruction that has been differentiated for ELLs.


• Ways to Write Continuously anchor chart (begun in Writing Practice: Unit 2, Week 2, Day 2; added to duringthis lesson)



Instruction • Distribute Writing Practice: Week 2, Day 3: Student Task Cards and review the Daily Learning Target. Remind

students that they have been working on writing fluently and building stamina when writing.

• Review the definition for writing fluency at the top of the Student Task Card. If necessary, review any terms in thedefinition.

• Discuss with students what they can do when they get stuck and do not know what to write. As students share out, capturetheir responses on the Ways to Write Continuously anchor chart.

• Direct students’ attention to the writing prompts on the task card and chorally read them aloud. Model selecting a promptand thinking about how to respond to the prompt, using some of the strategies brainstormed for the Ways to WriteContinuously anchor chart.

• Invite students to reread the writing prompts on the task card to themselves and put their finger by the prompt they willrespond to today. Encourage students to choose a different prompt than they have written on previously.

• Give students 10 minutes to respond to the prompt. Tell them they should try to write for the entire 10 minutes, and thatthey can refer to their Units 1 and 2 module texts and the Ways to Write Continuously anchor chart as they write.







• Prepare students for the next day’s independent activity: Display the Writing Practice: Week 2, Day 4: Student TaskCard and walk through the tasks, providing models where helpful.


Writing Practice



Writing Practice* Daily Learning Target


Teaching Notes

• In this lesson, students review what it means to write fluently and discuss strategies to use when they arenot sure what to write about. Students discuss the meaning of the prompts related to the module on the taskcard; then they choose to respond either to a topic of their choice or to one of the prompts, writingcontinuously for 10 minutes.


• Levels of support: For heavier support, consider building writing stamina at a slower rate by requiringthem to write for a shorter amount of time. Consider inviting students to orally respond to the prompt intheir home language with a partner who shares their home language before writing their response, orproviding sentence frames.

Materials • Writing Practice: Week 2, Day 3: Student Task Cards (one per student)

• Ways to Write Continuously anchor chart (begun in Writing Practice: Unit 2, Week 2, Day 2; added toduring this lesson)




Instruction • Distribute and display the Writing Practice: Week 2, Day 3: Student Task Card. Review the Daily Learning

Target and discuss its meaning.

• Remind students that, this week, they are focusing on writing fluently.

• Review the definition of writing fluency at the top of the task card: to write continuously about a topic, showingunderstanding about the topic with clearly presented and easily understood ideas that are appropriate for the task andpurpose.

• Discuss with students what they can do when they get stuck and do not know what to write. As students share out,capture their ideas on the Ways to Write Continuously anchor chart.

• Direct students’ attention to the writing prompts on the task card and chorally read them aloud. Point out that these maylook similar to prompts on the Writing Practice: Week 2, Day 2: Student Task Card, but there are important differences.

• Repeat a similar instructional sequence to the one below for each prompt:

1. Repeat and rephrase the prompt.

2. Ask students to tell you, in their own words, what they will write. For heavier support, provide sentence framesand pictures that will help students discuss what they will write. (E.g., “I will write as if I am ____________in the book.” Or “The significant moment I will write about is _________________, and I will tell it as if Iam_______.”)

3. Finally, model selecting the prompt and thinking about how to respond to the prompt, using some of thestrategies brainstormed for the Ways to Write Continuously anchor chart.


Writing Practice


Instruction (continued) • Invite students to discuss the prompts in their home language with a student who shares the same home language.

Students who do not have a home language in common can be given additional time to think or take notes on the promptin their home language.

• Invite students to put their finger by the prompt they will respond to today.

• Give students 10 minutes to respond to the prompt. Tell them they should try to write for the entire 10 minutes, and thatthey can refer to their Units 1 and 2 module texts and the Ways to Write Continuously anchor chart as they write.







• Prepare students for the next day’s independent activity: Display the Writing Practice: Week 2, Day 4: StudentTask Card and walk through the tasks, discussing the meaning of the prompts and providing models where helpful.

Additional Language and Literacy Block 5M1: Unit 3: Word Study and Vocabulary




ALL 5M1 Unit 3, Week 2 Days At-a-Glance: Word Study and Vocabulary

Day and CCSS



Ongoing Assessment

Week 2, Day 1

RI.5.4, L.5.4

RI.5.4, L5.4

• I can identify and explainthe meaning of wordsbased on numericalprefixes.

• I can identify and explainthe meaning of wordsbased on numericalprefixes.

• Students play a game to become familiar withnumerical prefixes, including mono-, the affix ofthe week.


• Word analysisin vocabularylogs

• Word analysisin vocabularylogs

Week 2, Day 2*

RF.5.3a, L.5.4b

RF.5.3a, L5.1b, L.5.4b

• I can use a VocabularySquare to analyze themeaning of an academicvocabulary word with theprefix mono- and othernumerical prefixes.

• I can use a VocabularyGrid to analyze themeaning of an academicvocabulary word with theprefix mono- and othernumerical prefixes.

• I can use the presentperfect verb tense.

• With teacher guidance, students use aVocabulary Square to analyze the meaning of theacademic vocabulary word monologue, with afocus on the affix mono-. Note: If you havestudents reading below grade level who continueto require phonics instruction, this would be anappropriate time to substitute structured phonicswork.

• With teacher guidance, ELLs do a LanguageDive and use a Vocabulary Grid to analyze themeaning of the frequently used academic wordmonologue, with a focus on the affix mono-.They also create sentences using the presentperfect tense.


• Performance Taskanchor chart (fromUnit 1, Lesson 1module lessons)


• StudentscompleteVocabularySquares on aGoogle Doc(example)

• StudentscompleteVocabulary Gridon a Google Doc(example)

• VocabularySquares onWord StudyandVocabulary:Week 2, Day 2:Student TaskCard

• VocabularyGrid on WordStudy andVocabulary:Week 2, Day2: StudentTask Card




Day and CCSS



Ongoing Assessment

Week 2, Day 3

L.5.6

L.5.6

• I can use an academicvocabulary word incontext.

• I can use an academicword in context.

• Students follow a task card to use the academicvocabulary word analyzed during teacherinstruction on Day 2 in context.

• ELLs follow a task card and use the academicword analyzed during teacher instruction onDay 2 in context.




• Sentences onWord StudyandVocabulary:Week 2, Day 3:Student TaskCard

• Sentences onWord StudyandVocabulary:Week 2, Day3: StudentTask Card

Week 2, Day 4*

RF.5.3a, L.5.4b

RI.5.4, RF.5.3a, L.5.4b

• I can use a VocabularySquare to analyze themeaning of an academicvocabulary word with theroot oriri, orir, ori, or.

• I can use a VocabularyGrid to analyze themeaning of an academicword with the root oriri,orir, ori, or.

• With teacher guidance, students use aVocabulary Square to analyze the meaning of theacademic vocabulary word original, with a focuson the root oriri, orir, ori, or. Note: If you havestudents reading below grade level who continueto require phonics instruction, this would be anappropriate time to substitute structured phonicswork.

• With teacher guidance, ELLs do a LanguageDive and use a Vocabulary Grid to analyze themeaning of the frequently used academic wordoriginal, with a focus on the root oriri, orir, ori,or.




• StudentscompleteVocabularySquares on aGoogle Doc(example)

• StudentscompleteVocabulary Gridon a Google Doc(example)

• VocabularySquares onWord StudyandVocabulary:Week 2, Day 4:Student TaskCard

• VocabularyGrid on WordStudy andVocabulary:Week 2, Day4: StudentTask Card




Week 2, Day 2: Teacher Guide () Word Study and Vocabulary*


• I can use a Vocabulary Square to analyze the meaning of an academic vocabulary word with the prefix mono- and other numerical prefixes (RF.5.3a, L.5.4b)

Teaching Notes

• In this lesson, students focus on the academic vocabulary word monologue. They practice using the word andanalyze it using a Vocabulary Square in order to gain a deeper understanding of the meaning of the word andhow to use it.

• In Units 1 and 2, students learned the routines and components of the ALL block using a slightly differentstructure. In this unit, they experience a typical ALL block routine. Today, students gather in small groups forteacher-led instruction in 20-minute increments. When not meeting with the teacher, students workindependently to complete task cards for Independent Reading and Writing Practice.


• Differentiation: The Word Study and Vocabulary: Week 2, Day 2: Student Task Cards are differentiated.Choose the appropriate task card for each group given their strengths and areas for improvement. Note that ifyou have students reading below grade level who continue to require phonics instruction, this would be anappropriate time to substitute phonics work. See the Week 2, Day 2: Teacher Guide for Working with EnglishLanguage Learners and corresponding Student Task Card for instruction that has been differentiated forELLs.

• In advance:

– Intentionally group students into three groups. Refer to the ALL Block Component Student Groupingschart as necessary (see Introductory Lessons: Unit 1, Week 1). Note: The Week 2, Day 2: Student Task Card(☐) has been differentiated for ELL students. Consider placing ELLs who need less support in one of theother student groups.

Materials • Word Study and Vocabulary: Week 2, Day 1: Student Task Cards (from Word Study and Vocabulary: Week 2,Day 1)

• Word Study and Vocabulary: Week 2, Day 2: Student Task Card (one per student)

• Chart paper or other display (one piece; used by the teacher to write a definition)

• Affix List (from Unit 1, Lesson 4 module lesson; one per student)

Instruction • Briefly review the numerical prefixes from Word Study and Vocabulary: Week 2, Day 1: Student Task Cards. For

each numerical prefix, discuss the meaning of the prefix and a word that illustrates the meaning of the prefix (e.g., united—joined together as one). Elicit example words from students based on the game they played on Day 1.

• Distribute the Word Study and Vocabulary: Week 2, Day 2: Student Task Cards. Provide each group with theappropriate task card according to their ability. Review the Daily Learning Target and discuss its meaning.

• Focus students on the sentences at the top of the task card. Read the sentences aloud and ask students to read along silentlyin their heads.

• Invite students to restate the sentence in their own words.

• Focus students on the word monologue in the sentence. Say the word aloud, then invite students to say it aloud with you.

• Break the word monologue down into syllables and say it aloud, then invite students to break it down into syllables and sayeach syllable aloud with you.

• Invite students to use the chart to break down monologue into the root and the affixes using their Affix List distributed inUnit 1.




Instruction (continued) • Ensure students understand the meaning of the root of the word logos. Students will work more with this root in 5M2A.

• Ask if students can explain what the word monologue means and invite them to explain it for the group. Clarify wherenecessary.

• Provide a definition of the word that students can understand.

• Write the definition on chart paper.

• Invite students to complete their Vocabulary Square.

• As this is still quite new, work step-by-step with students to complete the Vocabulary Square using a model wherenecessary.





Word Study and Vocabulary* Daily Learning Target

• I can use a Vocabulary Grid to analyze the meaning of an academic vocabulary word with the prefix mono-. (RF.5.3a, L.5.4b)

• I can use the present perfect verb tense. (L5.1b)

Teaching Notes

• In this lesson, students focus on a frequently used academic word (monologue) and frequently used prefix(mono-) in the context of a complex sentence from the module lessons. They analyze them with a LanguageDive and a Vocabulary Grid to gain a deeper understanding of the meaning of the word, the suffix, and howto use them.


• Levels of support: For heavier support, draw visual representations of the language during theLanguage Dive. Pre-fill some information on the task card, or do not use certain boxes—e.g., Collocations,Words with the same affix, and Words with the same root. Provide time for students to discuss the sentencein their home language with a student who shares their home language. For lighter support, invite studentsto analyze additional words with the same affix or other numerical affixes.

Materials • Word Study and Vocabulary: Week 2, Day 1: Student Task Cards (from Word Study and Vocabulary: Week2, Day 1)

• Word Study and Vocabulary: Week 2, Day 2: Student Task Card (one per student)


• Online or paper translation dictionary (one per student in student’s home language; used by studentsduring the Language Dive)

• Performance Task anchor chart (from Unit 1, Lesson 1 module lesson; to display)


• Word Study and Vocabulary: Week 2, Day 3: Student Task Card (one to display)

Instruction • Briefly review the numerical prefixes from Word Study and Vocabulary: Week 2, Day 1: Student Task Cards.

For each numerical prefix, discuss the meaning of the prefix and a word that illustrates the meaning of the prefix (e.g.,united—joined together as one). Elicit example words from students based on the game they played on Day 1.

• Distribute and display the Word Study and Vocabulary Fluency: Week 2, Day 2: Student Task Card. Reviewthe Daily Learning Target and discuss its meaning.

• Lead students through a Language Dive:

– Write and display student responses next to or underneath the target language for visual reference. Invite students toadd new vocabulary to their vocabulary logs.

– For translation work, invite students to use their online or paper translation dictionary if necessary. Considercalling on student volunteers to share translations. Ask other students to choose one translation to silently repeat.Invite students to say their chosen translation out loud when you give the signal. Choral repeat the translations and theword in English. Invite self- and peer correction of the pronunciation of the translations and the English.




Instruction (continued) – Reread the Performance Task anchor chart. Tell students they will focus on a word in a sentence from the

Performance Task anchor chart that talks about what they will do at the end of the module for the performance task.

– Focus students on the sentence at the top of their task card. Read the sentence aloud, and invite students to read alongsilently in their heads. Write and display the sentence.

– Encourage productive and equitable conversation among students about the meaning of the sentence. Monitor andguide conversation with questions such as:

* “What is the gist of this sentence? What, in the sentence, makes you think so?” (Responses will vary.)

– If necessary, follow a process similar to the one below for each key word in the sentence that is unfamiliar to students.Note: Students will focus on the word original in Day 4.

* “There is a word in this sentence that you might not know: monologue.”

* “Place your finger on the word monologue.” Break the word down into syllables and say aloud, then invite studentsto break it down into syllables and say each syllable aloud with you. Invite students to represent the pronunciationof the word in a way that is helpful to them on the grid on the second page of their task card.

* “Place your finger on the prefix mono-. What is the meaning of the prefix? I’ll give you time to think, use your AffixList, and write your ideas on the grid on the second page of your task card.” (It means one.)

* “Can you think of other numerical prefixes? I’ll give you time to think to use your Affix List and discuss with apartner.” (Students may name some of the prefixes they worked with on Day 1, such as bi-, tri-, uni-, and kilo-.)

* “Look on the task card. What are the two meanings of the root logos? What’s the difference between the twomeanings? What meaning does the root -logos have in the word monologue?” Tell students you will give them timeto think and discuss with their partner. Note: If you have students who speak a Latin-based language, they willlikely know words in their home language with this same root. Encourage them to make connections. (Logos meanswords in the case of monologue.)

* If productive, cue students to listen carefully: “Who can repeat what your classmate said?” (Responses will vary.)

* “So, what is the meaning of monologue?” (A monologue is a speech delivered by one person.) Invite students tosketch a visual representation of the word on the grid of their task card to help them remember the meaning. Invitethem to write a definition in their own words. (Monologue means words or a speech delivered by one person.)

* If productive, cue students to expand the conversation by giving an example: “Can you give an example?”(Responses will vary.)

• Invite students to get to know the word monologue better. Review with students how to complete the Vocabulary Grid.Students should use the hint on the grid and search online and in their texts for Collocations (how the word is frequentlyused with other words), Showing sentences (the word used in context), Words with the same affix, and Words with thesame root. Students may also write their own sentences that demonstrate the meaning of the word.

– If productive, cue students to listen carefully: “Who can repeat what your classmate said?” (Responses will vary.)

• Point to the sentence on chart paper and read it aloud again, and invite students to point to the sentence on their taskcard and read along silently in their heads. Say:

* “This sentence is written in an interesting way with multiple tenses. We are going to get to know it better.”

• Invite the students to underline the sentence in two chunks: Now that you have written an original monologue and you aregoing to present your monologue.

• Display the first chunk on chart paper: Now that you have written an original monologue.




Instruction (continued) • Remind students they worked with the past perfect tense in Reading Fluency: Week 1, Day 3 in Miguel’s Monologue. This

sentence uses present perfect tense. Ask:

* “What followed the past perfect tense helping verb had?” (a past participle)

* “What do you notice follows the present perfect tense helping verb have?” (a past participle)

* “So, both the past and the present perfect use the past participle. So, what’s the difference? (We change the presenthelping verb have to past had.)

• To provide visual reinforcement, write the following formula on chart paper: helping verb have + past participle =present perfect tense. To provide heavier support, invite students to practice making sentences in the present perfecttense.

• Display a timeline on the chart paper.

– __PAST_____________________________PRESENT TIME____________________FUTURE______

• Ask:

* “We call it present perfect tense, but where does it go on this timeline? Does it happen in the present, the past, or thefuture?” (It happened in the past, but it continues right up to the present time. If it was past tense, e.g., You wrote youroriginal monologue, it would imply it happened longer ago in the past.)

• Ask:

* “Where would past perfect tense go on this timeline? Does it happen in the present, the past, or the future?” (It happensin the past, continues in the past, and stops in the past.)

• Invite the students to look at the second chunk of the sentence: you are going to present your monologue.

• Ask:

* “What tense is this chunk of the sentence? Does this chunk happen in the present, the past, or the future? How do youknow?” Tell students that you will give them time to think and discuss with their partners. (It happens in the future. Iam going to + base verb indicates future tense.) For heavier support, write the formula on the chart paper and invitestudents to construct simple sentences in the future tense.

• Say: “Let’s review. Which action from the chunks of the sentence happened first? How do you know?” Tell students thatyou will give them time to think and discuss with their partners.

• After providing time and inviting responses, say:

* “Let’s write these events on a timeline to show the order they happened.”

• PAST_________you have written ___PRESENT TIME___________FUTURE you are going to present ______

• Invite students to practice using the two verb tenses in one sentence by using the sentence frame on the Student Task Cardto say something about their lives.

• Say

* “We will discuss this sentence and how it helps us understand the performance task when we meet again on Day 4.Prepare students for the next day’s independent activity: Display the Word Study and Vocabulary: Week 2, Day3: Student Task Card and walk through the tasks, providing models where helpful.




Week 2, Day 4: Teacher Guide () Word Study and Vocabulary*


• I can use a Vocabulary Square to analyze the meaning of an academic vocabulary word with the root oriri,orir, ori, or. (RF.5.3a, L.5.4b)

Teaching Notes

• In this lesson, students focus on an academic vocabulary word. They practice using the word and analyze itusing a Vocabulary Square in order to gain a deeper understanding of the meaning of the word and how touse it.

• Differentiation: The Word Study and Vocabulary: Week 2, Day 4: Student Task Cards are differentiated.Choose the appropriate task card for each group given their strengths and areas for improvement. Note that ifyou have students reading below grade level who continue to require phonics instruction, this would be anappropriate time to substitute phonics work. See the Week 2, Day 4: Teacher Guide for Working with EnglishLanguage Learners and corresponding Student Task Card for instruction that has been differentiated forELLs.

Materials • Word Study and Vocabulary: Week 2, Day 4: Student Task Card (one per student)

• Chart paper (one piece; used by the teacher to write a definition)


Instruction • Distribute the Word Study and Vocabulary: Week 2, Day 4: Student Task Cards. Provide each group with the

appropriate task card according to their ability. Review the Daily Learning Target and discuss its meaning.

• Focus students on the sentence at the top of the task card. Read the sentence aloud and ask students to read along silentlyin their heads.

• Invite students to restate the sentence in their own words.

• Focus students on the word original at the top of the task card. Say the word aloud, then invite students to say it aloud withyou.

• Break the word down into syllables and say it aloud, then invite students to break it down into syllables and say eachsyllable aloud with you.

• Invite students to use the chart to break down the word into the root and the affixes using their Affix List, distributed inUnit 1.

• Ask if students can explain what the word original means and invite them to explain it for the group. Clarify wherenecessary.

• Provide a definition of the word that students can understand.

• Write the definition on chart paper.

• Review how to complete a Vocabulary Square.

• Invite students to complete the Vocabulary Square on their task card. As far as possible, encourage students to try to do thismore independently—for example, in pairs—rather than requiring step-by-step teacher guidance. This will better preparethem for Module 2.

• If appropriate, note for the students that the root has multiple spellings—oriri, orir, ori, and or. Therefore, there are manywords related to this root (e.g., origin, abort, oriental, originally, orient, disorient, orientation, aboriginal).





Word Study and Vocabulary* Daily Learning Target

• I can use a Vocabulary Grid to analyze the meaning of an academic word with the root oriri, orir, ori, or.(RI.5.4, RF.5.3a, L.5.4a,)

Teaching Notes

• In this lesson, students focus on a frequently used academic word (original) and frequently used root oriri,orir, ori, or in the context of a complex sentence from the module lessons. They analyze them with aLanguage Dive and a Vocabulary Grid to gain a deeper understanding of the meaning of the word, thesuffix, and how to use them.


• Levels of support: For heavier support, draw visual representations of the language during theLanguage Dive. Pre-fill some information on the task card, or do not use certain boxes—e.g., Collocations,Words with the same affix, and Words with the same root. Provide time for students to discuss the sentencein their home language with a student who shares their home language. For lighter support, invite studentsto analyze additional words with the same affix. Encourage them to say the word and structure in theirown sentences: I have an original ___________. Students may also discuss why now is used in thesentence.

Materials • Word Study and Vocabulary: Week 2, Day 4: Student Task Card (one per student)

• Chart paper or other display (two pieces; used by the teacher during the Language Dive)




Instruction • Distribute and display the Word Study and Vocabulary Fluency: Week 2, Day 4: Student Task Card. Review

the Daily Learning Target and discuss its meaning.

• Focus students on the sentence at the top of their task card. Read the sentence aloud, and invite students to read alongsilently in their heads. Write the sentence on chart paper.


* “Based on your work in Days 2 and 4 with this sentence, now what do you think is the gist of this sentence? Whatmakes you think so?” (Responses will vary.)

• Review the meaning of the word monologue. After providing think time, ask students to share out.

• If productive, cue students to listen carefully and seek to understand.


• Direct students’ attention to the sentence frames on the Student Task Card. Invite students to orally construct sentenceswith both the present perfect tense and the future tense using the sentence frames. Let students practice with a partnerbefore sharing with the group. To provide heavier support, reinforce correct sentence construction by writing studentsentences on chart paper. For lighter support, ask students to construct their own sentences with both the presentperfect and future tense. Discuss situations where they may use both tenses in a sentence.

• Tell students they will now learn more about the word original in the sentence.




Instruction (continued) • Lead students through a Mini Language Dive:


– For translation work, invite students to use their online or paper translation dictionary if necessary. Considercalling on student volunteers to share translations. Ask other students to choose one translation to silently repeat.Invite students to say their chosen translation out loud when you give the signal. Choral repeat the translations and theword in English. Invite self- and peer correction of the pronunciation of the translations and the English. Invitestudents to add new vocabulary to their vocabulary log.

– Encourage extended and equitable conversation among students about the meaning of the sentence.

– If necessary, follow a process similar to the one below for each key word in the sentence that is unfamiliar to students.

* “There is a word in this sentence that you might not know: original.

* “Place your finger on the word original.” Break the word down into syllables and say aloud, then invite students tobreak it down into syllables and say each syllable aloud with you. Invite students to represent the pronunciation ofthe word in a way that is helpful to them on the grid on the second page of their task card.

* “What is the translation of original in our home languages? I’ll give you a minute to think, use your dictionary, andwrite on the grid on your task card.” Students can use their dictionary to find translations and cognates—wordswith the same origin—in their home language.

* “Place your finger on the root ori-. What are the different spellings of the root? What is the meaning of the root? I’llgive you a minute to think, use your Affix List, and write your ideas on the grid on the second page of your taskcard.” Invite students to write the root and its meaning on the grid. (It means “to begin, the source” or “to rise.”)

* If productive, cue students to expand the conversation: “Can you give an example?” (Responses will vary.)

* “Place your finger on the suffix -al. What is the meaning of the suffix? I’ll give you a minute to think, use your AffixList, and write your ideas on the grid on the second page of your task card. Invite students to write the suffix and itsmeaning on the grid. (-al means having to do with or characterized by.)

* “So, what is the meaning of original? I’ll give you a minute to think, sketch, and write on the grid on your taskcard.” Invite students to sketch a visual representation of the word on the grid of their task card to help themremember the meaning. Invite them to write a definition in their own words. (Original means coming from onesource—in this case, an original monologue is one the student wrote.)

– Point to the sentence on chart paper and read it aloud again, and invite students to point to the sentence on their taskcard and read along silently in their heads. Ask:

* “How does understanding the words original and monologue and understanding the tenses in the sentence help youunderstand the performance task and what you’ve been doing in class?” (Responses will vary. For heavier support,consider providing sentence frames such as “I used to think ____, but now I think ____.)

• Invite students to get to know the word original better. Review how to complete the Vocabulary Grid.

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