2-5 Shared Reading Plan - Fifth Grade

Title: A Horse is a Horse Unless it is a SEAHORSE

Week: 3
Day 1 Previewing, Recounting,
Fluency
Previewing
Identifying the genre and structure and
asking, How does knowing this help me as
a reader? and What can I expect from this
text?
FLUENCY
Listen and Notice- Teacher reads asking
students to listen and notice punctuation
Practice- Teacher can highlight parts for
fluency practice and teach the role of
punctuation
Literal Comprehension
Identifying the narrator- Who is telling the
story?
Identifying the literal meaning of the text
o Summarizing the text(Fiction)
SWBS
o Retelling the text-(Fiction) Taking
steps through the texts
o Organizing the text using boxes
and bullets (NF)
o Deciding what information is
important and what information is
interesting (NF)
o Envisioning the events or
information in the text
Literal questioning and referencing the text
to support answers
Road mapping key ideas to determine main
idea
Identifying a place in the text where the
author uses details to support the main
idea(s) of the text- How do these facts/
statements support the main idea?

Genre: Nonfiction

Date:

Planning Notes
Focus: Identifying genre ( Skim, Scan,
Notice), monitoring meaning,
roadmapping key information
1. Students determine the genre. Refers to
title and demonstrates skimming/scanning
looking for parts/sentences/words that
provide clues to the genre?
2. Teacher quickly reminds students about
Monitoring Meaning- NF helps provides new
info, facts, explains a topic, introduces new
words so we must stop to make sure we
understand what we are reading.
3. Teacher models stopping after a few
sentences or words to check your
understanding of the new information. Let
me see if I can look away from the text and
explain this information to myself. When we
finish checking our understanding in a
chunk of text, we then push ourselves a
little more by determining important
words/details.
4. Teacher demos roadmapping 1st
paragraph.
5. Teacher reads aloud paragraph 2
( students can choral read with you). Give
partnerships two sticky notes and allow
them to roadmap paragraph 2 using only 1
sticky note - writing their name at the
bottom and placing on the chart.
A Horse is a Horse Unless it is a
SEAHORSE
Paragraph 2

Paragraph 4

7. Teacher demos roadmapping with

paragraph 3.
8. Teacher reads aloud paragraph 4
( students can choral read with you).

Partnerships roadmap paragraph four using

last sticky note - writing their name at the
bottom and placing on the chart.
9. Teacher asks students to use the
roadmap words and phrases to help them
recount the text. (Teacher can locate most
common phrases and place them on text.)
Day 2- Asking WHY?
Analyzing Authors Craft
Analyzing the authors choice of words and
the impact it has on the reader
Analyzing the variety of sentence structure
and determining how it guides the reader
through the text, creates mood/tone,
implies meaning
Analyzing the authors use of punctuation to
create mood/tone, imply meaning
Analyzing how the author constructed
sentences with different parts of speech
Analyzing story elements (fiction)
Analyzing structure(NF)

Planning Notes
Focus: Author's choice of punctuation,
identifying the tone intended by the
author, Fluency
1. Teacher recalls the text-by using the
keywords/details noted in day one to
recount the information in each chunk.
2. Teacher quickly reminds students of
previous comma work.
3. Choral read numbered sentences in
preparation for partner work.
4. Partners will have 9 small sticky notes.
5. Partners will read and analyze
numbered/highlighted sentences within the
text.
6. Partners will discuss and determine the
reason for each comma. Then record
answers on sticky notes.
After partnerships complete each sticky
note one partner should place it on the
chart.
Senten
ce

Sticky Notes (answer

choices)

1
2
3
4
5
6
7
8
9
7. Review and discuss based on data

Day 3- Exploring Language

Figurative language, metaphors, idioms,
similes
Homophones
Synonyms/antonyms (WOW words)
Identifying parts of speech

Day 4- Word work

Explore various graphemes/phonemes (/ee/
can be spelled ee, ea, ie, ei, e, e-e,) (igh
/long i/) (ough, /oo/) etc.
Prefixes/suffixes

Planning Notes
Focus: Fluency and synonyms
1. Teacher will ask students to choral
sentences with circled words (also number
the words).
Circled words: maneuver, caught,
characteristics, independently, pouches,
arranged, predators
2. Teacher reminds students of previous
synonym work.
3. Students will be asked to use the
synonym list below to determine which
word could be used to replace the circled
words in the text.
Synonym list: enemies, moves, trapped,
organized, pockets, traits, separately
Planning Notes
Focus: Fluency, vowel combinations,
and inferring

1. Fluency: Review synonyms- What are they?

How do we decide if a word is a synonym? How
can we "test" a synonym.
2. Students then CHORAL READ the list of
synonyms from the day before.
3. Ask students to choral read paragraphs 3 and
4 using a "teacher voice" and honoring the
punctuation choices made by the author.
4. Teacher will highlight the words brown and
pouches and underline the vowel combinations.
5. Ask students to compare the vowel
combination sounds in the highlighted words.
(Do they sound the same? Theyre represented
differently.)
6. Teacher will make a T chart with the words
brown and pouches.
7. Teacher reads aloud each of the following
words (thousand, drowsy, announce, allow,
scowl, frown, sour) and asks students to listen
and visualize what vowel combination is
represented in each word. Then read each word
again slowly and have students to determine
where the words fits on the T chart.
6. Students turn and brainstorm other words
that may "fit" on the chart..
7. Teacher will add partner-generated words to
the list.
Note: Tell students they can add words that they
notice in their reading that fit this chart by
placing post-its on the chart.
If time allows:
8. Teacher will challenge students to use the first
two sentences in paragraph two to infer whether
seahorses are likely to spend most of their time
in open waters or hiding among coral reefs. It is

important they use the details to justify their

inference.

Day 5- Fluency, Interpreting or

Inferring

Phrasing
Expression
Punctuation
Becoming the character
Inferring or Interpreting Focus- See
below

Planning Notes
Assessment
Students will be assessed using
Hammerhead Sharks from week one.
Remind students to chunk and road map
prior answering the questions.

Inferring
Inferring character traits through words, thoughts, and actions
Determining a characters motives
Thinking about the moral or lesson and providing evidence as to
where it is demonstrated in the text
Inferring the authors message- What is the author trying to
teach?
Determining multiple themes- What are the possibilities for
themes in this text?
Analyzing cause and effect
Using context clues to understand words and phrases including
figurative language/non literal language
Interpreting
Thinking about the big ideas in the text
Detecting the authors tone and slant
Identifying the authors perspective
Stating the authors claim and supporting with evidence from the
text
Identifying with the characters and interpreting their emotions
Analyzing character change- Which character has changed the
most so far?
Analyzing the impact of words- What is the single most important
word in this text? Why?
Identifying words