MISD
Literacy Block
Units 3-5
Meet Common Core
State Standards
Units Meet Common Core
Reading Anchor Standards
O Read Aloud correlates with Standards 2, 3, 4, 5, 6, 8, and 9.
O Shared Reading correlates with Standards 2, 3, 4, 5, 6, 7, 8, and 9.
O Guided Reading correlates with Standards 1, 2, 3, 4, 5, 6, 7, 8, and 9.
O Independent Reading correlates Standards 1, 2, 3, 4, 5, 6, 7, 8, 9, and
10.
O Strategies That Work correlates with Standards 1, 2, 3, 4, 5, 6, 7, 8, 9,
and 10.
O GHR for Summary/Multiple-Choice/Craft correlates with Standards 1,
2, 3, 4, 5, and 6.
O Writing: Thematic Prompts/Quick Writes correlate with Standards 1, 2,
3, 4, 5, 6, 7, 9, 10.
O Focus Questions correlate with Standards 1, 2, 3, 4, 6, 8, and 10.
O Vocabulary in Context correlates with Standards 4 and 10.
O Fluency correlates with Standards 4 and 10.
O Research correlates with Standards 7 and 10.
Reading
Literature balanced
with related
Informational Text
Plus Short, Snappy Articles
O Poppy, Chapter 4
O “Moose on the Move”
O “6.5 and Counting”
O “Overpopulation”
http://www.youtube.com/watch?v=pdlKVfk7_iQ&feature=related
for Guided Highlighted Reading and
Thematic Writing
Guided Highlighted Reading
OPrompts
OMultiple-Choice
OSummary
From Guided Highlighted Reading: A Close-Reading Strategy for Navigating Complex Text,
Weber, Nelson, and Schofield, 2011, Maupin House.
Guided Highlighted Reading:
O is text-driven and meaning-based
O focuses students on the content of text
O guides students to read for one reading purpose at a
O
O
O
O
O
time
invites and guides students to revisit the text more than
once
guides students to return to the same text for multiple
purposes
targets the acquisition of skills needed for close and
critical reading
builds fluency and stamina in readers
uses multiple senses: visual, auditory, and kinesthetic
From Guided Highlighted Reading: A Close-Reading Strategy for Navigating Complex Text,
Weber, Nelson, and Schofield, 2011, Maupin House.
Explanatory Prompt
In 1597, Sir Frances Bacon wrote “Knowledge is
power.” Inform readers about overpopulation.
Use information from Poppy and “Moose on the
Move” to explain overpopulation and possible
solutions. Give readers specific information from
“6.5 Billion and Counting!” and the
overpopulation video to help them understand
overpopulation and the challenges that go with
it.
Scaffolding
Think about the following as you plan, write, and revise:
O Begin with a definition of overpopulation: Overpopulation
is a situation in which there are more people (or mice) for
the available resources such as energy, water, food, and
space.
O Explain overpopulation using Poppy’s family as an
example. Give details from Lungwort’s speech then
explain Lungwort’s proposed solution.
O Explain how the overpopulation problem in “Moose on the
Move” is solved.
O Conclude by giving information from “6.5 Billion and
Counting!” and the overpopulation video to help readers
understand overpopulation.
Sharing with Data Walls
O Groups of four
O Data Walls for supporting examples
O Students individually make a list.
O Group list on Post-it notes
O Students place their Post-it notes.
O Teacher shares
Preparing for Reading
O Vocabulary before, during, or after
O Focus for Reading/Listening
O “Walk Through” Book Features
O Genre Defined
Vocabulary
Vocabulary
As you read aloud, stop at any or all of the
following words and ask students to try to figure
the meanings out from the context. Use the
definitions if necessary: taunt (“mock, tease”)
p.143, feint (“tricky move, dodge”) p. 145,
excruciating pain (“unbearable pain”)
Focus for Reading/Listening
Focus for Listening: As you listen to these
chapters, visualize the battle that takes place
between Poppy and Mr. Ocax. Think about
what the outcome means for Poppy’s family at
home.
Scaffolding for
Guided Reading and Discussion
Read Aloud pointing out the following:
O Pp. 142-143: As Ocax attacks, Ragweed’s earring saves her. Ocax
sneers and Poppy taunts (mocks, teases) him.
O Pp. 145-149: The battle continues as Poppy manages to strike
Ocax’s claw with her “sword.” The quill becomes lodged in his
claw, and Ocax “…[flies] like one possessed.”
O Pp. 149-151: Poppy manages to hold on as Ocax flies erratically
until Poppy realizes that Ocax plans to try to dislodge the quill by
striking his claw against the salt block. Poppy lets go just in time
to avoid being part of the collision that breaks up the salt block
and leaves Ocax motionless on the ground on his back. Poppy is
more curious than frightened and investigates. Ocax says his last
words and dies.
Discussion and Review
O Focus for Reading
(parenthesis)
O Guided Reading
(notes)
O Focus Questions
Focus Question #3
What were Poppy’s observations about New House? Would it be a good place for her family?
Answer Plan
1. Restate the first question and write a few sentences about what Poppy observes when she
arrives at New House.
2. Write a sentence that states whether you agree or disagree that New House would be a good
place for Poppy and her family.
3. Give reasons to support your opinion.
Possible Answer
(1) When Poppy arrives at New House, she observes fields full of ripe corn. Beyond the corn
fields, Poppy notices a white house with curtains covering the windows, an indication that
people live in this house. A red barn sits to the left of the house. To Poppy’s surprise, a huge
owl is perched just below the barn roof. (2) I agree that New House would be a good place
for Poppy and her family. (3) There is plenty of food to feed her large family, more than they
need. They would not have to travel far in search of food. The mice would no longer be
hungry.
OR
(1 and 2) I disagree that New House would be a good place for Poppy and her family. (3)
Even though there is plenty of corn, the mice might be vulnerable to attacks from predators,
such as the huge owl that sits near the roof of the barn. I think it is more important to be safe
from harm than to have a large supply of food.
Research
Research Opportunities
4th Poppy character names
O Poppy: a flower
O Lungwort: an herb
O Sweet Cicely: an herb
O Basil: an herb
O Tansy: a flower like an aster
O Husk: part of a plant
O Ereth: Erethizon dorsatum
Writing
O Common Core Genres
O Reading/Writing Thematic
Prompts
O Focus Questions
O Quick Writes
Reading/Writing
Thematic Prompts
Solutions to Overpopulation
O Poppy
O “Moose on the Move”
O Memoirs of a Goldfish
O Prompt: Explain possible solutions for
overpopulation.
Prompt
Write to explain possible solutions for
overpopulation problems. Use information
from Poppy, “Moose on the Move,” and
Memoirs of a Goldfish to explain how some
have solved overpopulation problems. Then
make your own proposal for a solution if Earth
should become overpopulated and there is no
longer enough energy, water, food, and space.
Writing Prompts
O Explanations and ideas
O Checklist (CCSS)
O Writing Process
O Graphic Organizer
O Peer Editing Questions
Speaking and Listening
O Come to discussions prepared, having read or studied required
material; explicitly draw on that preparation and other information
known about the topic to explore ideas under discussion.
O Follow agreed-upon rules for discussions (e.g., gaining the floor in
respectful ways, listening to others with care, speaking one at a
time about the topics and texts under discussion).
O Ask questions to check understanding of information presented,
stay on topic, and link their comments to the remarks of others.
O Explain their own ideas and understanding in light of the
discussion.
Speaking and Listening
O Reader’s Theater: Poppy
O Listening Notes for
Memoirs of a Goldfish
Thank You!
Advisory Team
Original Authors
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Clare Baxter 3rd Roseville
Diana Ronayne 3rd Mount Clemens
Linda Pelloni 3rd Lakeview
Sue Francek 3rd Roseville
Marcia Powell 4th Van Dyke
Mary Dombro 4th Anchor Bay
Renee Fiema 4th L’Anse Creuse
Sandy Hudkins 4th Van Dyke
Cathy Walle 5th Consultant
Dave Figurski 5th Warren
Debbie Parrish 5th Fraser
Jackie Rybinski 5th Warren
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Clare Baxter, Consultant
Diane Berg, Consultant
Virginia Daniels, Fraser
Betsy Facione, Utica
Mary Kate Fitzpatrick, Fraser
Theresa Hasenauer, Utica
Melissa Labadie, Utica
Stephanie La Belle, Van Dyke
Kathy Ming, Consultant
Debbie Parrish, Consultant
Sharon Rice, Van Dyke
Elaine Weber, MISD
Thank You!
MISD for
encouragement
and support