Reading+Lesson



=Sierra Snowpack Reading = **Author:** Breanne Rees
 * Based on lesson by:**
 * Date created:** 06/28/2012 3:17 PM PDT ; **Date modified:** 07/22/2012 5:33 PM PDT
 * ==VITAL INFORMATION == ||
 * = **Subject(s)** || Language Arts (English) ||
 * = **Topic or Unit of Study** || Becoming An Ecologist ||
 * = **Grade Level** || Grade 5 ||
 * = **Standards** || **Display:**Collapse AllExpand All

Students will be able to decide between the fact and opinion in a paragraph. || Intro and lesson will take 15 minutes. The reading will take about ten minutes. After the reading the whole class will discuss the facts and opinions in the text, 10 minutes. Students will them take 15 minutes to complete a fact and opinion worksheet. The last ten minutes will be a class review. || Reading and underlining the facts will be two person tasks. Worksheets will be independent work. Closure will be whole class. || The worksheet was generated on my computer, a copy of it is attached.
 * CA- California K-12 Academic Content Standards** **Subject:** English Language Arts **Grade:** Grade Five **Area:** Reading **Sub-Strand 2.0:** Reading Comprehension (Focus on Informational Materials)Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowl-edge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, by grade eight, students read one million words annually on their own, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade five, students make progress toward this goal. **Concept:** Structural Features of Informational Materials **Standard 2.1:** Understand how text features (e.g., format, graphics, sequence, diagrams, illustrations, charts, maps) make information accessible and usable.
 * Concept:** Comprehension and Analysis of Grade-Level-Appropriate Text**Standard 2.3:** Discern main ideas and concepts presented in texts, identifying and assessing evidence that supports those ideas.
 * Standard 2.4:** Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge.
 * Concept:** Expository Critique**Standard 2.5:** Distinguish facts, supported inferences, and opinions in text.
 * Subject:** Science **Grade:** Grade Five **Area:** Earth Sciences**Sub-Strand 3:** Water on Earth moves between the oceans and land through the processes of evaporation and condensation. As a basis for understanding this concept:**Standard b:** Students know when liquid water evaporates, it turns into water vapor in the air and can reappear as a liquid when cooled or as a solid if cooled below the freezing point of water.
 * Standard c:** Students know water vapor in the air moves from one place to another and can form fog or clouds, which are tiny droplets of water or ice, and can fall to Earth as rain, hail, sleet, or snow.
 * Standard e:** Students know the origin of the water used by their local communities. ||
 * = **Lesson Summary** || Students will read the text. After reading the text we will discuss what the main idea is and decifer between fact and opinion. After finishing the reading students will do a worksheet on the reading that helps them to distinguish fact and opinion. ||
 * = **Lesson Objectives** || Students will be able to determind the main idea.
 * = **Time Allotment and context** || Lesson will take one period, or approximately 1 hour.
 * ==IMPLEMENTATION == ||
 * = **Instructional Format/ Model** || **Anticipatory Set:** When reading a nonfiction text it can be really hard to understand what is fact and what is opinion. To help you out as a class we are going to define fact and opinion.
 * Input:** I have listen a few facts, can someone please tell me what these facts all have in common. Yes, these facts all state something that we can learn from research, such as how many legs a spider has. Now look at my list of opinions, can someone tell me what they notice about opinions that is differect about facts? Yes, opinions have an "I" statement or talk about how one person thinks about something. Did you notice that you can not research an opinion on the internet. For instance, if I said I think that strawberries are ugly you can not google "Mrs. Rees' opinion of strawberries".
 * Guided Practice:** Students will read the text Sierra Snowpack and highlight the facts in yellow and the opinions in green. Students will be responsible to find two facts and opinions in each paragraph. This means that there will be some variation between student selections.
 * Check For Understanding:** As a class we will go over the sentences that students selected for each paragraph. Student tables will be given points for picking difficult sentences.
 * Independent Practice:** Students will complete a worksheet where they have to differenciate between facts and opinions.
 * Closure:** To close the lesson we will review the ideas learned and correct the assigned worksheet. ||
 * = **Student Grouping** || Students will work in whole class for the beginning of the assignment.
 * = **Differentiated Instruction** || During fact and opinion finding in the reading students will be pairs so that higher students can help lower students. ||
 * ==MATERIALS AND RESOURCES == ||
 * = **Materials/Resources** || The reading is from the resources available at the EEI website.
 * Links:**# [|**EEI 5th grade curriculum**] ||