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Reading Standards
Vocabulary, Word Analysis,
and Fluency
Reading Comprehension
Response to Literature
Assessments
Strategy Glossary
2.
3.
Inflectional Endings
Prefixes
Suffixes
4.
5.
6.
7.
8.
9.
READING
Standards-Based Classroom Vocabulary Standard # 1
What Student Will Know and Read:
Core Strategies for Teaching
Specific Grade Level
Vocabulary Standards (see
Content
column 1)
1. High frequency words
(See Reading Assessement Section)
2. Content words, common
foreign words, and figurative
language in context of what is
being taught.
3. Know and add inflectional
endings, prefixes, suffixes to
base/root words.
PREFIXES:
s
es
ing
er
ful
y
able ty
ship some
tion ize
ance
ies
est
en
ness
th
ive
ed
ly
less
ment
sion
ence,
SUFFIXES:
anti
de
ex
im
multi
ve
il
ir
pre
dis
in
un
sub
en
mis
non
bi
Vocabulary Development
through in context
Strategies
Read Alouds
Think Alouds
Shared Reading
Guided Reading
Independent Reading
Word Study Strategies
Word Sort
Word Play
Word Walls
Making Words
Word Study:
Synonyms,
antonyms, multiple
meaning, prefix,
suffix, root, base,
homophone, and
homograph
MEANING OF
THE ROOT
do
air
field
high
other
walk, go
life, spirit, mind
year
water
ruler, leader
art
star
hear
bene - L
biblio - G
bio - G
brev - L
well
book
life
short
benevolence, beneficent
bibliography, Bible, bibliotherapy
biology, biography, biochemistry, biopsy, biosphere
abbreviation, brevity,
cap - L
card, cord - L
ceive, cept - L
centr - L
cert - L
chron - G
cide, cise - L
claim, clam - L
cogn - L
commun - L
corp - L
cosm - g
cred - L
crimen - L
cum - L
cur - L
cycl - G
head
heart
take, receive
center
sure
time
cut, kill
shout
know
common
body
universe
believe
crime, offense
heap
run
circle, ring
dem - G
dent - L
people
tooth
ROOTS
dic - L
div - L
doc - L
don, donat - L
duc - L
MEANING OF
THE ROOT
speak
divide
teach
give
lead
fac, fic L
make, do
fer - L
fig - L
firm - L
flect, flex L
bear, carry
form
form
bend
form L
fortis - L
fract, frag - L
funct - L
shape
strong
break
perform
gen - G
geo - G
gnos - G
grad, gress - L
birth, race
earth
know
step, go
gram - G
graph - G
letter, written
write
hab, hib - L
homo, hom - L
hosp, host
hold
man
guest, host
ject - L
junct - L
jud, jur, jus - L
throw
join
law
lab - L
laps - L
liber - L
loc - L
log - L
luc, lum - L
work
slip
free
place
word
light
man - L
mar - L
hand
sea
ROOTS
mater, matr - L
max - L
mech - G
mem, ment - L
merge, mers - L
meter - G
migr - L
min - L
miss, mit - L
mob, mot, mov - L
MEANING OF
THE ROOT
mother
greatest
machine
mind
dive
measure
change, move
small, less
send
move
nat - L
nav - L
not - L
noun, nun L
born
ship
mark
declare
onym - G
opt - G
orig - L
ordin, ord - L
ortho - G
path - G
ped G
ped - L
pel L
pend - L
phon - G
photo -- G
poli - G
port - L
psych G
name
eye
beginning
row, rank
straight, right
disease, feeling
child
foot
drive
hang
sound
light
city
carry
mind, soul
ques,quer,quis L
ask, seek
rad - L
rect - L
reg - L
rid - L
rupt L
ray, spoke
straight
rule, guide
laugh
break
san - L
saur - G
health
lizard
ROOTS
scend - L
scop - G
scribe, script - L
sect - L
sens, sent -- L
serv - L
serv - L
sign - L
MEANING OF
THE ROOT
climb
see
write
cut
feel
watch over
slave
mark
sim - L
sist L
sol L
solv L
soph G
spec L
spir L
sta L
strict - L
struct L
sum L
like
stand
alone
loosen
wise
see
breathe
stand
draw tight
build
highest
tact L
tain, ten L
touch
hold
ten L
term - L
terr L
tex - L
therm G
tort - L
tract L
trib L
trud, trus - L
turb L
stretch
end
land
weave
heat
twist
pull, drag
give
push
confusion
urb L
city
vac L
var L
ven L
ver L
ver L
vict, vinc - L
empty
different
come
truth
turn
conquer
THE ROOT
vid, vis L
voc L
void L
vol L
volv L
vor - L
MEANING OF
THE ROOT
see
voice
empty
wish, will
turn
eat
HOMOPHONE LIST
add, ad
air, heir
allowed, aloud
aunt, ant
awl, all
bail, bale
bare, bear
bawl, ball
beach, beech
beat, beet
be, bee
blue, blew
board, bored
bow, bough
break, brake
bred, bread
but, butt
by, buy, bye
fined, find
flea, flee
foul, fowl
four, for
flower, flour
flu, flew
fourth, forth
great, grate
grown, groan
guest, guessed
hail, hale
hair, hare
haul, hall
hear, here
heard, herd
hi, high
him. hymn
hire, higher
capital, capitol hour, our
cent, scent
chews, choose idol, idle
chilly, chilli
in, inn
close, clothes
Ill, aisle
cord, cored
its, its
cot, caught
course, coarse kernel, colonel
creak, creek
knight, night
knot, not
dear, deer
dew, due
least, leased
dough, doe
lead, led
dye, die
leeks, leaks
lone, loan
eight, ate
made, maid
fare, fair
mail, male
feat, feet
maize, maze
maul, mall
meat, meet
mussels, muscles
mist, missed
mown, moan
need, knead
new, knew
no, know
nose, knows
nun, none
one, won
ore, oar
pale, pail
passed, past
paste, paced
paws, pause
peak, peek
pear, pare
piece, peace
plane, plain
poll, pole
presents, presence
preys, prays,
praise
prints, prince
rap, wrap
rays, raise
red, read
reel, real
rode, road
rose, rows
sale, sail
scene, seen
see, sea
sell, cell
seem, seam
sew, sow
shown, shone
side, sighed
sighs, size
sight, site
soar, sore
son, sun
stare, stair
steal, steel
straight, strait
sum, some
tale, tail
tears, tiers
theirs, theres
through, threw
time, thyme
toad, towed
toe, tow
to, too
waist, waste
way, weigh
war, wore
weak, week
wear, ware
weight, wait
whale, wail
whether, weather
whole, hole
whos, whose
wood, would
write, right
your, youre
bank:
bank:
bank:
bank:
bottom
morally low, undignified
stations to be reached in baseball
starting point
clip: cut
clip: fasten
close: shut
close: near
con: swindle
con: against
*dove: a pigeon
dove: did dive
down: move from higher to lower
down: soft feathers or hair
down: open rolling land
duck: a swimming bird
duck: plunge or dive
duck: strong linen or cotton fabric
egg: oval or round body laid by a bird
egg: urge, motivate, encourage
fair:
fair:
fair:
fair:
beautiful
honest and fair
blond, light, or pale
a gathering of booths for amusement
or public entertainment, festival
flag: a banner
flag: grow tired
flag: signal to stop
flat: smooth
flat: apartment
hide: conceal
hide: dried skin of an animal
jam:
jam:
jam:
jam:
jam:
fruit preserve
squeeze or wedge into a space
surface of a doorway
play music with other musicians
in trouble or difficulty
not heavy
not dark
to land on
source of light
racket: a noise
racket: a paddle used in playing tennis to
hit the ball
rare: unusual
rare: raw, not cooked
poach: to trespass
poach: a way to cook an egg or cook in a
small amount of water
refuse: to say no
*refuse: waste, or trash
rest: to sleep
rest: that which is left
well: satisfactory
well: a hole dug for water
Recreational (Fiction)
Poetry
Drama
Fiction
Non-fiction
Myths
Fairy tales
Folk tales
Legends
Fantasies
Fables
Literary Terms
Plot, character
traits and motives,
theme, or authors
message or morals
Textual (Non-fiction)
Science Text
Social Studies Text
Math Text
Biographies
Autobiography
Other non-fiction books
Read Alouds
Shared Reading
Guided Reading
Literature Circles
Strategies/Concepts Teachers Teach
Students to Apply:
Making connections
Text to self
Text to text
Text to world
Questioning
Use question stems aligned with
year end assessment
Specific detail
Action, reason, sequence
Inference
Extending meaning
Critical analysis
Strategies
Visualizing
Drawing Inferences
Determining Importance
Monitoring Comprehension
Synthesizing
Silent Reading
Independent Reading
Summarizing
Reciprocal Reading
Anticipation Guides
Thinking Maps
Think Aloud
CAT 6
Houghton Mifflin
Individual Reading
Inventories
(QRI, Johns Reading
Inventory, DRA, Wright
Group, etc.)
Running Records
Accelerated Reader
Fast Forward
Text Features
Fifth Grade
Vocabulary and Reading Comprehension
Strategies
Strategies from Strategic Teaching and Learning
Vocabulary Strategies: From Word Works II by Robert Calfee
Multiple Meaning Word Activities from Dr. Virginia Boris,
Clovis Unified
M & M Word Walls
Multiple Meaning Sentence Activity
Multiple Meaning Sponge Activity
Question Stems from Reading Across the Curriculum, Dr.
Virginia Boris, Clovis Unified
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51
56
58
61
64
70
72
74
77
81
84
87
89
91
96
97
99
102
105
108
The Generate activity asks students to suggest additional words which belong on a given list
and to justify their words. Students are asked also why certain words would not fit on a
particular list.
The CLOSING of the STRUCTURAL ANALYSIS script should review the particular affixes
and roots discussed as well as the general process of breaking words into parts to make them
easier to decode. Students should understand that many polysyllabic words consist of roots and
affixes and that the process demonstrated in this script can be applied to many unfamiliar words
encountered in various type of reading materials.
FOLLOW-UP activities could include reading a passage and picking out all of the words with
particular roots or affixes, writing sentences using words with particular parts, having a contest
to see who can come up with the most words using a particular part, or constructing a
pronunciation dictionary of the various roots and affixes discussed during the school year.
(Meanings can be added using the Structural Analysis for Vocabulary script.)
OPENING
MODAL
MIDDLE ACTIVITY
Analysis of Single List
CLOSING
CLOSING
How are the words in the first list different from the
words in the other lists?
(If students have trouble, use probes from the
modal middle activity)
(Repeat for each list
Read the words
Here are some more wordsWhich list shall I put them
in? Why?
Lets read the new words.
2. READING MIXED
LISTS
3. SPELLING
Group Practice
Individual
4. GENERATE
FOLLOW-UP
ACTIVITIES
...
be-
un-
-phobia
-scope
Example 2
a / way
a / sleep
a / like
a / round
a / wake
a / lone
a / rise
SIMILARITIES and DIFFERENCES
Example 1
pre / scribe
pre / vent
pre / tend
pre / clude
pre / fer
in / scribe
in / vent
in / tend
in / clude
in / fer
dis / rupt
inter / rupt
bank / rupt
cor / rupt
e / rupt
Example 2
think / ing
sleep / ing
eat / ing
dream / ing
walk / ing
jump / ing
think / er
sleep / er
eat / er
dream / er
walk / er
jump / er
Example 2
in / sist
sub / scribe
in / vert
sub / ject
in / tend
in / scribe
sub / side
sub / vert
in / side
sub / sist
in / ject
Key Concepts: English words can be created through adding prefixes and suffixes.
These parts are called morphemes, a word part that has meaning.
Summary:
Students manipulate morphemes as they create new and familiar words using
bases, prefixes, and suffixes.
*Note: In the Anglo-Saxon layer we use the term bases to distinguish from affixation in the Romance layer
where the term roots is used.
Procedure:
1. The teacher puts together a list of approximately 10 prefixes, 10 suffixes, and 1- bases that are from the
Anglo-Saxon layer of English language (provided). These words are written on index cards or onto a
blank word sheet and a copy is made for each small group.
2. Each group receives a stack of prefixes, bases, and suffixes. These prefixes and suffixes are also
morphemes, which are word parts that have meaning by themselves.
As students examine word parts, morphemes, they will discover that many of the Anglo-Saxon
prefixes are prepositions. See if they can identify them.
3. Students join the morphemes (word parts) to create new words. Students clearly pronounce the new
words and develop logical definitions.
4. Groups record their new words and definitions to share with the class.
Reflect
Several students share some of their more interesting; words and their definitions. Model and encourage
students to articulate the words clearly. Students should justify their definitions by explaining how they decided
that definitions were logical.
*Tell us about your word.
Explain how you defined your word. Why?
*How would you use knowledge of word parts to read unknown words?
Describe a strategy.
Extend
Examine student texts, newspapers, or magazines for examples of Anglo-Saxon affixation
Discuss strategies used to spell unfamiliar words.
As students read unfamiliar words, look for and reinforce students breaking complex words into word parts. Ask
students to explain their strategy use.
Variations and Extensions
Sharing: One person shares a newly created word. Other students in the group write a definition for the word
and prepare to justify their response. The creator shares his/her spelling, provides justification, and leads a
discussion.
Word Lists
Bases
(Most Anglo-Saxon words can
stand alone and can be affixed)
stand, came, like, look, happy,
like, went, ground
Prefixes
Suffixes
foroverununderwithinbebya-
*Anglo-Saxon Suffixes explored as part of the Long Vowel Marking System in Block One
Materials:
10 15 minutes/group
Key Concept: When one is ready to read and especially write, sorting words into three categories helps in
decoding, spelling, and understanding meanings.
Summary:
Students are introduced to Handy Words, those that do not follow the common letter-sound
correspondences. Distinguishing between regularly spelled words, irregularly spelled words, and
content specific words supports work with text.
Procedures
1. Classify the Anglo-Saxon words examined in previous activities as regularly spelled words. These
appear frequently in our reading and writing. If students know the building blocks the can spell and
read these.
*Create a chart with three columns: 1) regular, 2) handy, and 3) topical words.
2. Introduce Handy Words, those that do not follow common letter-sound correspondences. These are used
all the time, therefore should be kept available and eventually memorized.
3. Introduce a third category of words: Topical Words
These must be know to read and write about a specific topic
(e.g., earthquakes, Native American history)
4. Record words that fit into the various categories.
*Revisit words examined during previous lessons
*Revisit the lists that have been accumulating on words that did not appear to fit the patterns.
These may be Handy Words (irregularly spelled).
*Brainstorm topical words in your area of study.
(e.g., What words would we need to know how to spell to write about our themes of
perspectives, poetry, science fiction?
Extensions and Variations
Examine a newspaper article of interest.
*Read and discuss to understand the meaning.
*Select words to examine. Discuss how to classify the words and justify.
Classification options:
*Three types of words: Regular, Handy, Topical
*Morphological structure: C.V.C unit, affixation
*Phonetic structure: Long/short vowel patterns, blends/absence of blends, etc.
Word Work II February 1998
Calfee @ UCR / Norman @ CSUF
Materials:
Time: 10 15 minutes/group
Students build on the Anglo-Saxon layer and continue through history by examining the Romance
layer (Latin roots). Students manipulate word affixes to create new words. Students focus on
articulation through careful pronunciation (focus on production) as they play with complex words.
Identifying morphemes supports decoding, spelling, and word meaning.
Procedures
(see also, Lesson Block 2, Activity 2)
1.
The teacher develops a list of between 15 and 20 prefixes, suffixes, and roots from the Romance layer of
English (see suggested list below). These words are written on index cards or onto a blank word sheet
and a copied for each small-group.
2.
3.
4.
Students join word parts to create new and familiar words. Students record their new words and
determine the definitions.
Un-
comfort
-able
dis-
pend
-able
contra-
pend
-give
(back)
re-
comfort
Word Work II
-ious
February 1998
Supported by the Spencer Foundation
Calfee @ UCR / Norman @ CSUF
Materials:
10 15 minutes/group
Key Concept: Identifying morphemes in longer words supports reading and spelling
Summary:
Students identify words of Latin origin in content area materials, preferably topics/concepts
currently being studied. Students identify morphemes to support decoding, spelling, and
understanding word meaning.
Procedures
1.
2.
3.
4.
Reflect
Students present several words to the group. As a group, students discuss the strategies used to determine
pronunciation and meaning.
Extensions and Variations
Students select Anglo=Saxon words, handy words, and other words for discussion.
Explanation is key! Have student explain their reasoning for classifying a word as a member of a particular
category.
Verb
star
Adjective
star
down
down
down
shed
shed
Adverb
Preposition
down
Purpose of the M and M word wall is to help students develop awareness that many words in
the English language have more than one meaning. Words gain meaning by their sound and
their context, location, and/or function in a sentence. This is of particular importance to ELL
students. Start with the nouns column and place words in all columns that apply. Generate
sentences to show the different meanings. Challenge your students to find words that fit in
multiple categories.
For younger grades put the words on colored cut outs that look like candy M and Ms.
1.
2.
Quick check to challenge students to think about the different meanings that
words have.
Each student has a response packet made of four different colors and
staples on one corner.
Red
homophone
Blue
multiple
meaning
Green
both
Yellow
neither
3.
Teacher says a word like I and students have to select the category in which the
word falls and show that color.
4.
To have students generate sentences that show that the same word can
mean different things.
To use these sentences to prepare students for the vocabulary section of the
state test.
1.
Grade level teams brainstorm a large list of grade appropriate multiple meaning words
and divide them into a list for each classroom.
2.
3.
4.
Teacher selects a word like star. Students write a sentence using the word Star.
Sentences can be simple or complex depending on the skill level of the student.
5.
Each student passes the paper to the person on his right who reads the sentence to edit
it for conventions and correct usage. Then this person writes a second
sentence on that paper that uses the word in the same way.
6.
Students again pass the paper to the right and again edit for conventions.
Specific Detail
Action,
Reason,
Sequence
INTERPRETATI
ON
Inference
Extended
Meaning
Specific Detail
What? Where? When?*Define the word*Describe*How diddo? *Identify the stated main idea.
*Identify passage details. *Identify stated character traits. *Recognize stated word meanings. *Locate
information in titles, tables of contents, and chapter headings. *Restate facts or details
Inference
Infer the main idea of a paragraph or passage. *Interpret the meaning of a phrase. *Interpret figurative
language. *Infer a sequence of events. The paragraph tells mainly *What is the main idea of this passage?
* Implied, not stated: Who? What? Where? When? Why? What if? *Interpret character traits, actions,
and motives. *They probably didbecause *Recognize cause and effect relationships. These
directions tell you how toThis article shows you how to--? *Who is telling the story? *Who is the
narrator? *Identify problems and solutions. Follow two-step instructions.
What is a good title *Predict outcomes The paragraph suggests thatYou can tell that--, by? *A good
nickname for the main character might be? There is enough information in the story toThe paragraph
establishes that? *What evidence can you find to support? *Which sentence could you add to
theparagraph? *If you were to add a sentence to the end of the story, which would you add? *Make
generalizations. *Predict outcomes. It is most likely that? From the story you cannot tellDistinguish
supporting details from main idea. *Interpret or apply simple directions to a situation or action.
*Determine what characters are like by what they say or do. *Interpret information from diagrams, charts
and graphs. *Apply directions or rules.
Extended Meaning
Textual (Non-Fiction)
INITIAL
UNDERSTANDING
CUSD Standards:
Levels of Inquiry
CRITICAL
ANALYSIS
Critical Analysis
Identify literary terms and devices *Distinguish common forms of literature (poems, drama, fiction,
nonfiction). *Identify sound and word patterns (Alliteration or onomatopoeia). *Why would you read this
passage? (readers purpose) What is the authors point of view? *What is the authors purpose? *The
purpose of this article is to? *These directions will help you to--? *How areandalike? *How
areand different? *Ifthen what? *Now that we have studies this, what can we conclude about?
*Which of these is a fact? Which of these is an opinion? Distinguish real from unrealDistinguish true
from untrue.
Strategies
Identify resources. *complete graphic organizers. *Complete outlines, webs, story boxes. *Locate
information in an index, table of contents or bibliography *State strategy used to answer a question.
STRATEGIES
Created by Dr. Virginia Boris, Associate Superintendent. Clovis Unified School Distri
Link to State
Standard
Forms of Literature:
Poems, drama, fiction,
non-fiction, myths, fairy
tales, folk tales, legends
fantasies and fables
Literary Terms:
Plot, character traits, and
motives, theme, moral or
authors message
Text Features
*Fonts and Effects
Titles, Headings, Bold
Face Print, Color Print,
Italics. Bullets,
Captions, and Labels
*Cue Words and Phrases
For Example, in fact, in
conclusion, but,
therefore, such as
*Illustrations & pictures
*Charts and Maps
*Graphics and Diagrams
Diagrams, tables,
graphs, word bubbles,
overlays
*Text Organizers
Index, preface, table of
contents, glossary,
appendix
*Text Structures
Cause & effect, problem
& solution, question &
answer, compare &
contrast, description &
sequence
Sources
*Directions
*Recipes
*Brochures
*Announcements
*Handbooks
*Schedules
*Reference Charts
*Advertisements
*Games Rules
*Applications & Forms
GLOSSARY OF
CORE READING STRATEGIES
DRTA: (Directed Reading-Thinking Activity) This activity helps determine the purpose for reading,
develops prediction and inference skills, and helps students to use information from the text to support
their predictions/inferences. Students brainstorm predictions from the title using the title, cover picture,
and their schema. Next student (or teacher) reads the first section. Predictions are confirmed, rejected, or
modified. Only the student that made a specific prediction can change his/her answers. More predictions
are made and the second section is read. Again students confirm, reject, or modify their predictions based
on the new information read. As predictions are confirmed, rejected, or modified, the teacher encourages
students to justify their decisions using the new information and prior knowledge. This is helpful in
developing critical reading skills and deepens comprehension.
Guided Reading: Guided reading is reading instruction that uses developmentally appropriate texts. Each
lesson should focus on direct instruction of a particular reading strategy such as the three cueing systems or
reading comprehension.
Independent Reading: Students read books or texts of their choice during free or independent time.
Inferencing: The reader uses prior knowledge and textual information from the text (evidence) to draw
conclusions, make predictions, make critical judgments, and form unique interpretations of the text When
the author doesnt answer the questions a reader may have, the reader must infer. (Examples: Maybe, I
think, It could be, Its because, Im guessing, etc.)
Literary Devices: (Figurative Language)
Alliteration - repetition of the same consonant sound at the beginning of several words of a
sentence or line of poetry
Clich - A phrase or sentence that has been overused. It is often better to find a new way of saying
the same thing.
Hyperbole a deliberate and obvious exaggeration used for effect
Idiom -a common phrase made up of words that cant be understood by their literal, or ordinary
meaning
Imagery language that appeals to the five senses sight, hearing, smell, taste, and touch
Metaphor a direct comparison between two things. It states one thing is another. It does not use
the words like or as
Onomatopoeia the use of words that sound like the noises described
Overstatement - An exaggeration or a stretching of the truth
Personification A figure of speech in which an animal, object, or idea is given human qualities,
such as the ability to cry, feel, talk, and make decisions
Simile a comparison between two things, using the words like or as
Symbolism when something is used to stand for something more than just itself
Literary Analysis: (Devices)
Authors Message: The authors intended message or lesson for the reader
Authors Purpose: Authors write for four main purposes: to entertain, to inform, or express their
opinions, and to persuade.
Characters: The characters are the people, animal, or things in the story. The main characters are
the characters that the story is mostly focused on. Minor characters are the less important
characters within the story.
Character Traits: Words that describe a characters thoughts, feelings, actions, a distinguishing
quality of a character
Grade 5 Part A Page 44 of 65
Inference: A guess or conclusions based on known facts and hints of evidence. Sometimes readers
use prior knowledge to help make inferences.
Mood: Mood is the atmosphere that indicates in a text the prevailing feeling or frame of mind. For
example, at the start of a text, mood is the creation of a sense of expectation (fictional, imaginary,
fanciful, romantic, realistic, optimistic, pessimistic, and gloomy).
Point of view: Refers to how a story is narrated. If a story is narrated from the firs-person the
narrator is a character in the story and used the first person pronouns I, me mine, we, and our. If the
story is narrated from the third person, the narrator is not part of the story and uses the third-person
pronouns he, him, she, her, and them.
Plot: The plot is the sequence of events that happen in the story. The characters in the story have a
conflict (problem), and the conflict is explained by a series of events. The plot includes all of the
events that take the characters through the conflict to the resolution. (Flow Map, Story Board, Story
Map)
Prediction: The use of facts in a story or picture and any other information you know about the
world to guess what will happen.
Setting: The setting is the storys time and place. The time may be the past, present, or future. The
setting may be real or imaginary. (Literary Map, Flow Map)
Solution: The turning point in a storyline or plot. It is the part in which a decision or important
discovery is made or an important event happens that will solve the storys problem or end the
conflict. The solution is also called the resolution or the climax of the plot.
Symbolism: Something that on the surface is its literal self, but which also has another meaning or
even several meanings.
Theme: The theme is the main point of the story, the idea the author wants to get across to the
reader.
Tone: The style or manner of expression in speech or writing. Tone is the authors attitude toward
the work, events, characters, or the reader/audience (formal, informal, serious, humorous, amused,
angry, playful, gloomy, sad, and cheerful).
Literature Circles: Small temporary groups of students reading a book independently. While reading, they
make notes and meet regularly to discuss the book. Each member of the group takes specific
responsibilities in the upcoming discussion. When a book is finished, the circle members plan a way to
share the highlights of their reading with a wider community. Once readers can successfully conduct their
own wide-ranging, self-sustaining discussions, formal discussion roles may be dropped.
Making Words: An activity in which students are individually given some letters to make words. It is an
active, hands-on, manipulative activity in which children discover letter-sound relationships and learn how
to look for patterns in words. They also learn that changing just one letter or even just the sequence of
letters changes the whole word.
Monitoring Comprehension: Proficient readers monitor their learning flexibly, adapt learning strategies
to new situations. They utilize a variety of fix-up strategies to repair comprehension when it breaks down.
They select appropriate fix-up strategies from one of the six language systems to best solve a given problem
in a given reading situation.
Graphophonic: Letter/sound knowledge (phonics)
Lexical: Visual word knowledge (sight words)
Semantic: Word meanings/ associations - Does it make sense?
Syntactic: Language structure at the word, sentence, and text level (verb in place of a verb, noun in
place of a noun). Does it sound right?
Grade 5 Part A Page 45 of 65
Schematic: Use of prior knowledge that stores and accesses information needed
Pragmatic: Social construction of meaning, knowledge of purpose, use of other readers as
resources (your knowledge + my knowledge makes a greater meaning than before)
Paraphrase: A writers own rendition of essential information and ideas expressed by someone else,
presented in a new form. It is a more detailed restatement than a summary, which focuses concisely on a
single main idea.
Phonemic Awareness: The understanding that word is made up of a series of discrete sounds. Phonemic
Awareness Activities are exercises that help children hear how sounds are put together (oral blending) and
how to separate words into sounds (oral segmentation).
Poems/Poetry Forms: See the Writing Strategies Glossary
Prediction: Inferring subsequent events and outcomes
Question Stems: See Reading Across the Curriculum sheet in this guide
Initial Understanding Reading the Lines of text. It is the literal comprehension of what is
specifically written in the text. Reader looks for specific details, action, reason, and/or sequence
Interpretation Reading Between the Lines of Text. Information may not be given but it is
implied. Readers form an interpretation based on implicit and explicit information. Students may
infer the main idea or meaning and use that information to predict what happens next (extended
meaning)
Critical Analysis Reading Beyond the Lines of text by synthesizing and evaluating explicit and
implicit information
Questioning (See the QAR strategy below) Proficient readers ask questions of themselves, the authors,
and the texts they read. They generate thoughtful, probing questions and consider a range of responses.
The use questions to clarify and focus their reading. Questioning is done before, during, and after reading.
Questions before reading help the reader make connections, set a purpose for reading, and make
predictions. Questions during reading help the reader clarify and review, confirm or create new predictions,
critically evaluate the story and make personal connections. Questions after reading help reinforce concepts,
model ways of thinking through organizing information, encourage critical thinking, and build awareness of
common themes and structures in literature. Examples include questions stems below and the QAR
Strategy.
I wonder...
I was confused when,,,
Why...
QAR: Question, Answer, Response
Right There (In the text) - Questions that ask who, what, where, when, and sometimes why. The
answers to the questions are right there in what is being read. The words used in the question and
the words used for the answer can usually be found in the same sentences.
Think and Search- The answer is in the text, but the words used in the questions and those used
for the answer are not is the same sentence. You need to think about different parts of the text and
how ideas can be put together before you can answer the question.
On My Own (In your head) The text got you thinking, but the answer is inside your head. The
author cant help you much. So think about it, and use what you know already about the question.
Grade 5 Part A Page 46 of 65
The Author and Me-The answer is not in the text. You need to think about what you know, what
the author says, and how they fit together.
Read Aloud: Reading aloud to students from a variety of texts (usually above their level of reading) to
demonstrate fluency and expression, stimulate thinking, build vocabulary, extend their knowledge, and
develop an appreciation of reading.
Reciprocal Teaching: A conversation between teachers and students, the purpose of which is to come to a
shared understanding of the text they are reading. The conversation is organized around the following four
strategies used to help the readers construct meaning.
Predict-Students are taught to generate predictions and to provide concrete evidence from the texts
to support their reasoning
Clarify-Students are asked to identify and explain difficult words, phrases, or ideas from a reading
selection and to use clarifying strategies.
Question-Rapid reading comprehension is fostered by instruction in question generation. The
students are taught to use who ,what, when, where, why, and how questions words and to apply
inferencing skills.
Summarize- Students are taught to identify the main ideas in a reading selection and to construct
clear, concise summaries of what they have read.
Retelling: Retelling a story or text (in own words) in a written, oral, or art format to check comprehension
in relation to the plot, setting, characters, or any underlying inferences. Sometimes retelling can be followed
by questions to elicit further information.
Shared Reading: Students read a text with the help of a teacher in an effort to learn to read by reading.
Shared reading is a step between reading to students and independent reading by students. It takes place in
a non-threatening learning environment in which risk-taking, mistakes, and approximations are seen as a
normal part of learning, not signs of failure. The purpose is for students to become independent in reading
texts that would otherwise be too difficult. Shared reading involves using an enlarged text so that all
students can participate. In the intermediate grades, shared reading is using enlarged text (e.g. on the
overhead) to teach text features and facilitate the reading of difficult texts such as poetry, content area
textbooks, nonfiction texts, directions, etc.
Silent Reading (SSR-Sustained Silent Reading): During SSR time, each student chooses a book or
books to read for a designated period of time (typically 15-30) minutes. Everyone, including the teacher,
finds a comfortable place for reading without interruption. Students who can read choose a book at their
independent level. SSR also provides students with time to practice the decoding and comprehension skills
they have learned.
SQP2RS: A study strategy to help read and remember content area reading assignments. It contains the
following steps.
Survey Students preview the reading assignments, surveying the title, headings, information by
pictures and words in italics
Question- - turn the heading into a question before reading the section - generate questions that
can be answered after reading
Predict Student predict one to three things you expect to learn as you read the text
Read- The students then read (alone, with the teacher, a partner, or group) each section so they
learn the answer to the question they are asking
Grade 5 Part A Page 47 of 65
Respond -After reading each section, the students respond to the questions and determine which
were answered in the text, develop new questions, continue surveying
Summary: - After finishing the entire assignment, students summarize the text orally or written
Summarizing: A summary is a condensed version of the main ideas of a piece of writing that is written in
the writers own words. It usually begins with a nutshell statement, or overall summary, then presents the
essential points of the writing, not necessarily in the same order as the original. It is a brief restatement of a
longer text in fewer words than the original text.
Synthesizing: Proficient readers bring together all of their learning strategies to understand and internalize
a piece. They can not only retell but also create new meaning for themselves (a synthesis) using all that they
know. Examples of synthesis might include a compare and contrast of ideas, assessing and evaluating,
verifying the value of evidence, and/or making choices based on a reasoned argument.
Think Aloud: The teacher reads aloud a text. As the teacher comes across words or concepts that might be
difficult, he/she develops questions to ask themselves out loud. These questions are indicative of the
thoughts the teacher has while reading difficult text. The purpose is to engage the reader in a metacognitive
dialogue about his/her comprehension of text and the use of all reading strategies. These might include the
modeling of:
Predicting: Judging from that heading, Ill bet...
Summarizing: So, there are different levels of a nervous system.
Questioning: I wonder just how complex the human nervous system is?
Assessing prior knowledge: I know the nervous system is controlled by the brain.
Making analogies: A nervous system is like a system of traffic lights.
Creating imagery: I picture a huge oak tree when I think of the nervous system.
Clarifying: Wow, I dont know that word at all, but its in bold type, so I bet its meaning is
listed in the glossary or the end of the chapter.
Thinking Maps: Thinking Maps are eight visual-verbal tools, each based on a fundamental thinking
process and used together as a set of tools for showing relationships.
Vocabulary Development:
Affix Letters are letters added to the beginning or ending of a word to change its meaning or
grammatical function.
Antonym Words with opposite meaning. Cold and hot are antonyms.
Etymology The in-depth study of the history of words.
Homograph Words that are spelled the same but have different meanings and different origins.
Bat = club, flying animal, or a wink
Homophone Words that sound the same but have different meanings and usually different
spellings. (road, rode, rowed)
Synonym Words that mean nearly the same thing. Big and large are synonyms.
Multiple Meaning Word: A word that has more than one meaning. Story is a multiple meaning
word. It can mean a real or imaginary tale or a level of a building.
Prefix An affix added to the beginning of a word to form a new word. In is a prefix in inaccurate.
Suffix An affix added to the end of a word to change its grammatical form or its meaning. Ness is
a suffix in goodness.
Visualizing: Proficient readers create mental images to understand information. These images are visual,
auditory, or other sensory connections to the text. Proficient readers use these images to deepen
understanding of text.
Word Play: Games and activities used to develop vocabulary and word knowledge. These can be used in
independent center activities or used as lessons and activities to develop vocabulary.
(Examples:
Alliteration several words or a sentence that begin with the same letter or sound
Hink pink - One syllable rhyming words that answer a question( What is a chubby feline? a fat
cat)
Hinky Pinky - Two syllable words that answer a question (What would you call a tiny bird from
New Zealand? A peewee kiwi) A hinkety pinkety would be a three syllable rhyming words that
answer a question (What would you call a yellow fruits bright, large handkerchief? A banana
bandana)
Hyperbole a figure of speech that is an extreme exaggeration of the truth
Idioms A saying whose meaning is different from the usual meanings of the individual words. To
talk a blue streak is an idiom that means to talk a lot and often quickly.
Memory Games Example: Concentration
Onomatopoeia words that imitate or suggest the sounds they describe (meow, crash crack, slurp,
twirl, screech)
Personification a figure of speech that gives a human quality to something nonhuman
Portmanteaus breakfast + lunch = brunch, and various other vocabulary games)
Proverbs A saying that offers advice or offers an observation about life. Beauty is in the eyes of
the beholder is a proverb.
Word Sorts: Word study activities that draw students attentions to the patterns in English orthography:
Picture sorts grouping pictures with similar sound features
Word sorts grouping word cards with similar sound/spelling features
Word hunts hunting through text for words with the patterns being studied
Closed sorts Teacher defines the spelling pattern/category to be sorted
Open sorts The student creates categories with packs of known words
Word Study:
1. An active process in which students categorize words and pictures to learn about words (patterns and
structures)
2. Studying synonyms, antonyms, multiple meaning words, prefixes, suffixes, roots (Greek , Latin, etc.),
base words, homophones, homographs
Word Walls: A word wall is a systematically organized collection of words displayed in large letters
on a wall or other large display place in the classroom. The purpose of the word wall is to help children
learn to spell high frequency words. The main word wall is large---8 feet wide and 6 feet tall. The
words build on the wall by 5 new words each week throughout the school year. Words on the wall are
written about 2 inches tall with a black marker on colored construction paper. They are cut out around
the shape of the letters. The wall needs to be reachable for the students. They should be able to walk
right up to the word wall, and they should be able to touch each word with a pointer. The key to a
successful word wall is the word, "interactive." Students need to actively interact with the word wall.
Interaction includes cheers and chants for the new words of the week, activities that expand the students'
understanding of how words work and the use of the word wall during writing as a primary resource for
spelling.
Grade 5 Part A Page 49 of 65
READING
ASSESSMENTS
Fifth Grade
Taking a Reading Assessment Chart
Reading Assessments from Taking a Reading
Assessment #13: Fluency
Resource D Story Grammar Questions
High Frequency Reading/Vocabulary List
VESD Power Reading (link provided)
Reading Inventories (as per site)
Reading Log
Group Size
Kinder
ONE
TWO
1 Alphabet Recognition
Individual
Fall/Winter/Spring
Fall, as needed
As needed
Individual
Fall, as needed
As needed
Individual
Fall, as needed
As needed
4 Phoneme Awareness
Individual
Fall/Winter
As needed
5 Onset Recognition
(DIBELS)
Individual
Fall/Winter
As needed
Individual
Fall/Winter
As needed
7 Phoneme
Segmentation fluency
Individual
Fall/Winter/Spring
As needed
8 Beginning Phonics
Skills Test (BPST)
Individual
Fall/Winter/Spring
As needed
As needed
9 Nonsense Word
Fluency (DIBELS)
Individual
As needed
As needed
10 Phonics Inventory
Individual
Fall/Winter/Spring
Individual
12 High- Frequency
Words
Individual
13 Assessing Accuracy
and Fluency
Individual
Spring
Individual
As needed
As needed
As needed
As needed
As needed
As needed
As needed
Individual
As needed
As needed
As needed
As needed
As needed
As needed
As needed
16 Elementary Spelling
Inventory
Individual
Fall/Spring
Fall/Spring
Fall/Spring
Fall/Spring
Fall/Spring
Fall/Spring
Fall/Spring
Individual &
Small group
On going, as
needed
On going, as
needed
On going, as
needed
On going, as
needed
On going, as
needed
On going, as
needed
On going, as
needed
Whole
Class
Fall/Winter/Spring
Fall/Winter/Spring
Fall/Winter/Spring
Fall/Winter/Spring
Fall/Winter/Spring
Fall/Winter/Spring
Fall/Winter/Spring
As needed
As needed
As needed
As needed
As needed
As needed
As needed
As needed
As needed
As needed
17 Vocabulary
18 Comprehension
19 Organizational
Features of Text
Individual
Individual
Fall/Winter/Spring
FOUR
FIVE
SIX
As needed
As needed
As needed
As needed
Fall/Winter/Spring
As needed
As needed
As needed
As needed
Fall/Winter/Spring
Fall/Winter/Spring
Fall/Winter/Spring
Fall/Winter/Spring
Fall/Winter/Spring
Fall/Winter/Spring
Fall/Winter/Spring
Fall/Winter/Spring
Fall/Winter/Spring
Fall/Winter/Spring
Fall/Winter/Spring
Fall/Winter/Spring
Fall/Winter/Spring
As needed
As needed
THREE
As needed
As needed
Taking a Reading A teachers Guide to Reading Assessment Reading Success Network So Calif. Comprehension Assistance Center 562-922-6343
Fluency
What Is It?
Fluency means reading smoothly, easily, and quickly. There is agreement that fluency is an essential element of
reading. Students cannot focus on the real goal of readingto read for meaninguntil they can read fluently.
Why Is It Important?
Oral reading accuracy and fluency can be used to match appropriate instructional material with the reader.
The development of fluency encompasses three district parts of the reading process: decoding, comprehension
and attention (an essential part of the cognitive process).
After grade level fluency is achieved, word identification is relatively easy, and the primary challenge is
comprehension.
How Do You Administer This Assessment?
1.
Materials:
*Select grade level reading material. Consider both expository and narrative text. Use unfamiliar
material.
*Student text with words counted (narrative or expository) two copies
*Stopwatch
*Pens/pencil
2.
Administration:
Introduce the selection title to help the student get the big picture
Ask the student to read the selection orally. Time students oral reading for one minute.
3.
Selected References
The Curriculum Development and Supplemental Materials Commission.
Reading/Language Arts Framework for California Public Schools
California Department of Education, Sacramento, CA 1998
Hasbrouck, J.E. and G. Tindal, Curriculum-based oral reading fluency
Norms for students in grades 2 through 5. Teaching Exceptional Children, 41-44. 1992
Samuels, S. Jay, N. Schemer and D. Reining. {Reading fluency)
Techniques for making decoding automatic. S. J. Samuels and A. E.
Farstrup, eds. What Research Has To Say About Reading Instruction.
Second Edition. International Reading Association: Newark, DE. 1967
Rasinski, Timothy V. Speed does Matter in Reading. Reading Teacher, Vol 54, No 2, 146 151. 2000.
English-Language Arts Content Standards for California Public Schools
READING
First Grade
1.16
Read aloud with fluency in a manner that sounds like natural speech
Second Grade
1.6
Read aloud fluently and accurately and with appropriate intonation and expression.
Third Grade
1.3 Read aloud narrative and expository text fluently and accurately and with appropriate pacing,
intonation and expression.
Fourth Grade
1.1 Read aloud narrative and expository text fluently and accurately and with appropriate pacing,
intonation and expression
Fifth Grade
1.1 Read aloud narrative and expository text fluently and accurately and with appropriate pacing,
intonation and expression.
Sixth Grade
1.1 Read aloud narrative and expository text fluently and accurately and with appropriate pacing,
intonation and expression.
Grade Level
Silent/Oral WPM
Grade 2
70 100/66-104
Grade 3
95 130/86 124
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
215 50/150 +
Grade 12
225 260/150+
Resource D
Materials:
*Selected narrative texts
*Sample story grammar questions
*Pencil
2.
Administration:
After reading narrative text students answer, either orally or in writing, questions specifically designed for
that type of structure. Students; reading should be at independent or instructional levels if they are
required to read and write independently for this assessment.
3.
Resource D
able
about
above
according
across
act
action
add
addition
afraid
after
afternoon
again
against
age
ago
ahead
air
all
almost
alone
along
already
also
although
always
am
American
among
amount
an
ancient
and
animal
become
bring
change
animals
bed
broken
check
another
been
brother
child
answer
before
brought
children
any
began
brown
choose
anyone
begin
build
circle
anything
behind
built
city
apart
being
business
class
appear
believe
but
clean
are
below
buy
clear
area
beside
by
close
arm
best
called
coast
around
better
came
cold
as
between
can
color
ask
beyond
cant
column
asked
big
cannot
come
at
bird
capital
common
ate
bit
car
compare
attention
black
care
complete
away
blood
careful
contain
baby
blue
carefully
control
back
board
carry
cool
bad
boat
case
copy
ball
body
cat
corn
band
book
catch
corner
base
born
cattle
correct
basic
both
caught
cost
be
bottom
cause
cotton
bear
bought
center
could
beat
box
century
couldnt
beautiful
boy
certain
country
became
bread
chair
course
because
bright
chance
cover
cross
early
famous
forest
green
cut
earth
far
farm
grew
dark
east
farm
forth
ground
day
easy
fast
forward
group
dead
eat
farther
found
grow
deal
edge
fast
four
grown
death
eight
father
free
guess
decide
either
fear
fresh
had
deep
electric
feel
friend
hair
describe
else
feet
from
half
desert
end
fell
front
hand
did
energy
felt
full
happen
didnt
engine
few
fun
happened
difference
English
field
game
happy
different
enough
fight
garden
hard
difficult
equal
figure
gas
has
dinner
especially
fill
gave
hat
direction
even
finally
general
have
distance
evening
find
get
he
do
ever
fine
girl
hes
does
every
fire
give
head
doesnt
everyone
first
glad
hear
dog
everything
fish
glass
heard
dont
example
fit
go
heart
done
except
five
going
heat
door
exercise
flat
gold
heavy
down
experiment
floor
gone
held
draw
explain
fly
good
help
drive
eye
follow
got
her
drop
face
food
government
here
dry
fact
foot
grass
high
during
fall
for
gray
him
each
family
force
great
himself
his
into
leaves
mark
much
history
iron
led
material
music
hit
is
left
matter
must
hold
island
length
may
my
hole
isnt
less
maybe
name
home
it
let
me
narrow
hope
its
letter
mean
nation
horse
its
level
meant
natural
hot
itself
life
measure
nature
hour
job
light
meat
near
house
just
like
meet
necessary
how
keep
line
men
need
however
kept
list
mental
neither
huge
key
listen
method
never
human
kind
little
middle
new
hundred
king
live
might
next
hurt
kitchen
lived
milk
night
knew
living
million
nine
Id
know
long
mind
no
Ill
knowledge
longer
minute
nor
Im
lady
look
miss
north
Ive
land
lost
modern
nose
ice
language
lot
moment
not
idea
large
love
money
note
if
last
low
moon
nothing
important
late
machine
more
notice
in
later
made
morning
now
inch
lay
main
most
number
include
lead
major
mother
object
information
learn
make
mountain
ocean
inside
learned
man
mouth
of
instead
least
many
move
off
interest
leave
map
movement
office
often
pick
read
sat
side
oh
picture
reading
saw
sight
oil
piece
ready
say
sign
old
place
real
scale
silver
on
plan
really
school
similar
once
plane
reason
science
simple
one
plants
record
sea
since
only
play
red
second
sing
open
please
region
section
single
opposite
point
remember
see
sit
or
poor
rest
seem
six
order
position
result
seen
size
other
possible
return
sell
skin
our
power
rich
send
sky
out
practice
ride
sense
sleep
outside
present
right
sent
small
over
pretty
ring
sentence
snow
own
probably
river
separate
so
page
problem
road
set
soft
pair
process
rock
seven
soil
paper
produce
room
several
sold
part
product
rope
shape
some
particular
public
rose
sharp
someone
party
pull
round
she
something
pass
put
row
sheep
son
past
question
rule
shell
song
path
quite
run
ship
soon
pattern
race
sad
shop
sound
pay
radio
safe
shore
south
people
rain
said
short
space
perhaps
ran
salt
should
speak
period
rather
same
show
special
person
reach
sand
shown
speech
speed
sure
those
type
weather
spend
surface
though
under
week
spent
system
thought
understand
weight
spoke
table
thousand
unit
well
spot
tail
three
United States
went
spread
take
through
unless
were
spring
talk
throughout
until
west
square
tall
thus
up
what
stand
teacher
time
upon
when
start
team
tiny
us
where
state
teeth
to
use
whether
stay
tell
today
useful
which
steel
temperature
together
usually
while
step
ten
told
value
white
stick
test
too
various
who
still
than
took
very
whole
stone
that
top
village
whose
stood
thats
total
visit
why
stop
the
touch
voice
wide
store
their
toward
wait
wife
story
them
town
walked
wild
straight
themselves
train
wall
will
strange
then
travel
want
wind
street
there
tree
war
window
strong
therefore
trip
warm
winter
study
these
trouble
was
wire
subject
they
truck
wasnt
wish
such
thick
true
watch
with
suddenly
thin
try
water
within
sugar
thing
turn
way
without
summer
think
turned
we
woman
sun
third
twice
well
women
suppose
this
two
wear
won
wont
world
wrote
yet
your
wonder
would
yard
you
yourself
wood
wouldnt
year
youll
words
write
yellow
youre
work
wrong
yes
young
It is important for teachers to monitor student entries to check for comprehension, for
completion of tasks, and to write comments back to students about their interpretations
and reflections. These comments can be in the form of questions to stretch the students
thinking. Reading logs are informal; therefore teachers dont use the logs to correct for
conventions unless, for example, the student misspells priority words they are being held
accountable for spelling correctly.
End Part A