Chapter 2: Reading/Spelling Skills

Period: 255-350 | Subject: English | Grade: 5

Chapter Overview

This chapter covers Reading/Spelling Skills during the period 255-350.

Source Text Excerpt

" . : 255 Using the Library Ask the Experts! Suppose you are asked to write a report about whales. You might use your own experience or talk to people you know. However, if you’ve never been to an ocean, or if the people you know have never seen a whale, there is another way to learn about your subject. You can do research about whales, read reports of whale watchers, explore CD-ROM’s, and much more, in the library. ^X

256 Searching for Information Every library has a card catalog or a computer catalog. A card catalog lists all the books in the library. The information is written on paper cards that are kept in file drawers. Today, many libraries have a computer catalog. All the information is kept in a computer program. Either way, the catalog is the place to begin your search for information. Catalog Entries Whether your library uses cards or a computer, there are three kinds of catalog entries: !• Title entries begin with the book’s title. When a title begins with A, An, or The, the entry is filed under the next word in the title. 2. Author entries begin with the name of the book’s author. The author’s last name is listed first. 3. Subject entries begin with the subject of the book. DINOSAUR - HISTORY

257

Using a Card Catalog

If you use a card catalog, you can find information on the

same book in three ways:

!• If you know the book’s title, look up the title card.

2. If you know the book’s author, look up the author card.

(There may be more than one card with that author’s

name at the top.)

3. Finally, if you know only the subject you want to learn

about, look up the subject card.

Sample Catalog Cards

Author

Card

Subject

Card

Schwartz, David M.

At the Seashore

J 578.769 SCH ^

At the seashore

Milwaukee, Wis.

Gareth Stevens Publishing, 1998 24 p. : ill., col. photos ; 17 x 24 cm. This book introduces, in simple text and photographs, the Title heading Call number J 578.769 SCH At the seashore Schwartz, David M. Milwaukee, Wis.

Gareth Stevens Publishing, 1998

Learning Objectives

• Understand the key events and figures of this period
• Analyze cause-and-effect relationships
• Compare multiple perspectives on historical events
• Develop chronological reasoning

Key Vocabulary

• Period: 255-350
• Key Figures: (identified in chapter)
• Key Events: (identified in chapter)

Learning Activities

1. Read & Narrate: Read the chapter aloud; student narrates back in own words
2. Timeline Entry: Add key events/dates to timeline
3. Map Work: Locate places mentioned on map/globe
4. Discussion Questions: (see Teacher’s Guide)
5. Notebook Entry: Written response to focus question

Assessment

• Oral narration
• Map quiz
• Timeline placement
• Written response to essential question

Source: Writers Express: A Handbook for Young Writers, Thinkers, and Learners by Dave Kemper, Ruth Nathan, Carol Elsholz, Patrick Sebranek

👩‍🏫 Teacher’s Guide — Section 3 - Chapter 2: Reading/Spelling Skills

Lesson Plan at a Glance

• Topic: Section 3 - Chapter 2: Reading/Spelling Skills
• Grade: 5 | Subject: English | State: OK
• Reading: Textbook: Writers Express: A Handbook for Young Writers, Thinkers, and Learners, Chapter 2: Reading/Spelling Skills
• Suggested Pacing: 4 sessions × 45 min (Read → Narrate → Activity → Notebook)

Teaching Sequence

1. Read Aloud the assigned text; have student narrate back in their own words.
2. Big Idea to Land: Core concept of this lesson.
3. Cover These Sections: (see student content for section headings)
4. Do a Hands-On Activity from the list — concrete experience before abstract.
5. Notebook: Student completes journal entry recording observations.
6. Review: Ask discussion questions orally; finish with review questions.

Discussion Questions (with what to listen for)

• Q: Who is the audience for this writing? How does that change the tone? (Listen for audience awareness.)
• Q: What is the main idea? How do the details support it? (Listen for main idea + evidence.)
• Q: How would you revise this for a different audience? (Listen for audience adaptation.)

Vocabulary to Define Together

Materials to Gather

• Notebook/journal
• Writing utensils
• Textbook: Writers Express: A Handbook for Young Writers, Thinkers, and Learners
• Map/globe (for history/geography)
• Basic lab supplies (for science)

Standards Covered

Watch For (Common Misconceptions)

• Confusing mass with weight — use the Moon example consistently.
• Skipping narration — oral retelling is where retention happens; don’t skip it.
• Activity without notebook — the journal entry IS the assessment; don’t separate them.
• Lecturing instead of questioning — aim for 80% student talk, 20% teacher talk.

Differentiation

• Struggling: Provide sentence frames for narration; allow oral responses.
• Advanced: Add extension question: “How would this change if…?”
• ELL: Pre-teach key vocabulary; use visual aids and sentence frames.

Assessment Look-Fors

• Accurate narration with key vocabulary
• Notebook entry shows observation + reflection
• Map/timeline entry accurate
• Discussion participation with evidence
• Project completion with explanation