EnbrightenReadingGroup,WonderbyRJPalacio

Subject:5
GradeReading____Activity:EnbrightenReadingGroup____________Setting:ResourceRoom_________#ofStudents:_4___
th

Statementof CCSS.ELALITERACY.RL.5.2 Accommodations

Objective: Determineathemeofastory,drama,orpoemfromdetailsinthetext,includinghowcharactersinastoryordrama /Notes
respondtochallengesorhowthespeakerinapoemreflectsuponatopic;summarizethetext.(Summarizer)

CCSS.ELALITERACY.RL.5.4
Determinethemeaningofwordsandphrasesastheyareusedinatext,includingfigurativelanguagesuchasmetaphors
andsimiles.(VocabMaster)

CCSS.ELALITERACY.RL.5.3
Compareandcontrasttwoormorecharacters,settings,oreventsinastoryordrama,drawingonspecificdetailsinthe
text(e.g.,howcharactersinteract).(Connector)

CCSS.ELALITERACY.RL.5.1
Quoteaccuratelyfromatextwhenexplainingwhatthetextsaysexplicitlyandwhendrawinginferencesfromthetext.
(Clarifier)

CCSS.ELALITERACY.RL.5.7
Analyzehowvisualandmultimediaelementscontributetothemeaning,tone,orbeautyofatext(e.g.,graphicnovel,
multimediapresentationoffiction,folktale,myth,poem).(Visualizer)

CCSS.ELALITERACY.SL.5.1.D
Reviewthekeyideasexpressedanddrawconclusionsinlightofinformationandknowledgegainedfromthe
discussions.(Predictor)

CCSS.ELALITERACY.SL.5.1.C
Poseandrespondtospecificquestionsbymakingcommentsthatcontributetothediscussionandelaborateonthe
remarksofothers.(Questioner)

IcanstatementsforeachEnbrightenrole(Attached)

Bytheendofthislessonstudentswillbeabletoscorea3orbetteralloftheEnbrightenroles(summarizer,vocab
master,connector,clarifier,visualizer,predator,andquestioner)onaChalkTalksharedchartpaperbasedonthe
chapterreadfromWonderbasedontherubricbytheendofthislesson.

Materials: WonderbyRJPalacio
Enbrightenrubrics
Chartpaper/markers
Stickerpointcharts
WonderWall
Opening: Welcomethechildrentothetableandreviewthebehaviorexpectations(WonderExpectations).Theexpectationshave Rewardexpected
beencreatedbythegroupthepreviousday.Revieweachstatementandhavestudentssigntheirnamesiftheyagreeto bahaviorwith
theexpectations. stickerpoints

TapeWonderExpectationstotheWonderWall.

IntroducethechartpaperandChalkTalkexpectations
Notalkingwhilewriting
Writeyouownideas
Youcanputastarnexttoitemsyouagreewithoraquestionmarknexttoanyitemsthatmayconfuseyouor
thatyouhaveaquestionabout
Youmustcompleteeachrole
Presentation: ReviewthestudentIcanstatementsforeachrole UseEnbrighten
CheckforunderstandingaftereachstatementThumbsup/down rubrictoremind
Ifstudentsfeelunsureaboutwhatthestatementmeansorshouldlooklike,usetheEnbrightenrubricto studentsofwhata
explainexpectations.Usetherubrictoreviewwhatstudentsneedtohavetoearna3orbetter. 3ormoreshould
Giveacopyoftherubrictoeachstudentandhavethemhighlightorcircletheexpectationsfora3orbetter. looklikeforeach
role.Studentsmay
StudentsarefamiliarwiththeEnbrightenrubricandhavepracticedalltherolesseparately.Reviewingtheexpectations haveindividual
forallrolesmaynotbeappropriateatthistime. rubricsto
highlightthe
Invitesstudentstochooseamarkerandsigntheirnamesinthecenterofthechartpaper.Tellsudentsthatthecolor expectations.
codingwillbeusedwhengradingtheirresponses.
Stickerchartscan
Collectmarkers,rubrics,orotherdistractions. beoutondisplay
toremindstudents
*Beforereading,startbyfrontloadingvocabularybyintroducingtheVocabMaterrole.someofthetrickyvocabulary thattheycanearn
thatwillbeinthechapter pointsfor
Anomaliesorananomaly(onlyone),arethingsthataredifferentfromtheexpected.Forexample,the expected
warmsunnydayinJanuarywasananomaly. behaviors
 Hystericalmeanshavinganuncontrolledorextremeemotion.Hystericalcanalsomeanextremelyfunny.
Forexample,themanwashystericallymadwhenhelosthiskeys,orthatwasahystericaljoke!

ReadWonder"HowIcametolife"
Individual ReadWonderchapter3,"HowIcametolife"
Practice:
AfterfinishingthechapterinWonderpassbackstudentsmarkersandstartthetimerfor5minutes.

Asstudentswalkaroudthetable,fillingineachrole,monitorbehaviorandcomprehensionofthetext.

After5minutesinvitestudentstositatthetableandcelebratepositivebehaviors.Usestickerchartstorewardexpected
behavior.

Guided Shareoutroles.Eachstudentisresponsibleforreadingonewholerole.Asstudentsreadoutcomments,model
Practice: appropriatebehaviorbyaskingclarifyingquestions.

Guidestudentsindiscussiononanytopicstudentsmighthavequestionsaboutorfurtherinterest.Encouragestudentsto
leadtheconversation.

UsecolorcodedanswerstogradestudentsresponseswithEnbrightenrubricsafterthelesson.
Closing: Thankstudentsfortheirhardworkandthoughtfulresponses.Reviewmainthemes,questions,orconcernsraisedinthe
discussion.

Reflection:
__________________________________________________________________________________________________

___________________________________________________________________________________________________
IcanstatementswhenusingEnbrighten

Icanexplainwhatatextismainlyabout.
(Summarizer)

Icanmakeconnectionswiththetext.
(Connector)

Icanmakepredictionsaboutwhatmay
happennext.(Predictor)

Icangeneratequestionstothinkdeeper
aboutwhatIread.(Questioner)

Icanusestrategiestofindmeaningsfor
trickywordsIencounterinthetext.(Vocab
Master)

Icanusestrategiestoclarifywhenthetext
becomesconfusing.(Clarifier)
Summarizer Not Yet-1 Good Try-2 Making Progress Almost There-4 Got it-5
-3
Student is Student creates Student creates Student creates
unable to/does summary Student creates summary sentence(s) summary sentence(s)
not attempt to sentence(s) that summary sentence(s) showing accurate showing accurate
create a is unrelated to showing semi- reflection of text. understanding of text
summary text. accurate reflection of reflecting on the them
sentence. text. or meaning of the tex

Visualizer Not Yet-1 Good Try-2 Making Progress Almost There-4 Got it-5
-3
Student is Student creates Student creates Student creates a
unable to/does a mental image Student creates and meaningful, text- series of text related
not attempt to that is somewhat shares a mental related mental mental images to rela
create mental related to text. image that is related images of what they a sequence of events
image or mental to text with limited are reading to each other and the
image unrelated understanding. demonstrate theme.
to text. understanding of the
text.

Vocab Not Yet-1 Good Try-2 Almost There-3 Got it-4 Got it-5
Student selects tricky
Master Student is Student selects Student selects tricky words and is able to Student provides a
unable to/does tricky words but words and is able to provide a reasonable reasonable explanatio
not attempt to unable to reason provide a reasonable explanation of the and analyzes how
select any tricky out meaning. explanation of the meaning using authors words choice
words. meaning. evidence from the impacts the meaning
text or another and tone of the text.
source (i.e.
dictionary).

Connector Not Yet-1 Good Try-2 Making Progress Almost There-4 Got it-5
-3
Student is Student uses Student uses their Students use their
1. text to self unable to/does their background background connections and relat
2. text to text Student uses their
not attempt to knowledge to background knowledge to make it to different genres
3. text to make make a text to text and text terms of their
world knowledge to make
connections to connection. text to self to world connections approaches to similar
the text. connections citing citing evidence from themes and topics.
Student makes evidence from the the text to
irrelevant text to demonstrate demonstrate
connection. understanding. understanding.

Questioner Not Yet-1 Good Try-2 Making Progress Almost There-4 Got it-5
-3
Student is Student Student Student generates
unable to/does generates Student generates independently questions to enhance
not attempt to irrelevant/illogica literal (right generates literal and/or clarify meanin
generate l question(s). there/factual) (right there/factual) of text (critical
question(s). questions related to questions related to response, big idea).
the text with the text to guide
prompting. comprehension.

Clarifier Not Yet-1 Good Try-2 Making Progress Almost There-4 Got it-5
-3
Student is Student is able Student is able to
Student is able to hel
unable to/does to identify Student is able to identify confusing
resolve/answer other
not attempt to confusing parts independently parts of text, and
students jobs using
identify with prompting. identify confusing attempts to
evidence from the tex
confusing parts. parts. resolve/answer other
to support reasoning.
students jobs.
Predictor Not Yet-1 Good Try-2 Making Almost There-4 Got it-5
Progress-3
Student is Student makes Student makes Student makes
unable to/does prediction that is Student makes thoughtful guesses thoughtful guesses
not attempt to not thoughtful somewhat thoughtful about what will about what will happe
make a illogical, predications using happen in the text. in the text. Student
prediction. irrelevant. some information revises prediction as
from the text or they read. Student us
prompting information from text

Enbrighten Scoring Rubric