Coordinación

Research to Build and Present Knowledge

7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

8. Recall relevant information from experiences or gather relevant

The Additional Resources section of the Read-Aloud lesson cards refers students to a

website that promotes further research.

The Connect to Book Club Books section in the Read-Aloud lesson cards encourages

students to recall experiential information.

Grade 5

information from print and digital sources; summarize or

paraphrase information in notes and finished work, and provide a list of sources.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”).

Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).

Range of Writing

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Reader’s Notebook. In the Read-Aloud texts there is a Write and Respond section that

provides writing activities.

The Comprehension Clubs program uses reading and writing as mutually supportive,

integrated language processes.

Speaking and Listening

Comprehension and Collaboration

1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

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.

Follow agreed-upon rules for discussions and carry out assigned roles.

Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

3. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

In Book Clubs, students are in charge of their own thinking and talking. They have a

chance to share what they think within, beyond, and about a text, and their talk, coupled

with their reader’s notebook, bolsters their awareness of their own development as a

proficient reader. The club members have a shared, continually growing language they

use to talk about text.

Suggested Stopping Points in the Read-Aloud lesson card allows for group and partner

discussions regarding key points in the book.

In the teaching guide, teachers are asked to focus on Effective Text Talk. This is a result

of the many deep conversations about books that the students have enjoyed during the

interactive read aloud and thus they know what effective text talk feels like and sounds

like. The conversation is anchored on the particular texts being discussed and the

reader’s personal response. Club members listen actively and carefully to one another,

ask one another questions to clarify or extend the meaning they are sharing. Students are

instructed to stay on a topic long enough to gain depth and get several perspectives.

Students learn how to disagree respectfully; constructive disagreement is valued rather

than avoided. Book Clubs promote fluid discussion and a flexible search for meaning.

Presentation of Knowledge and Ideas

Grade 5

ideas logically and using appropriate facts and relevant,

descriptive details to support main ideas or themes; speak clearly at an understandable pace.

5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

In the teaching guide, teachers are asked to focus on Effective Text Talk. This is a result

of the many deep conversations about books that the students have enjoyed during the

interactive read aloud and thus they know what effective text talk feels like and sounds

like. The conversation is anchored on the particular texts being discussed and the

reader’s personal response. Club members listen actively and carefully to one another,

ask one another questions to clarify or extend the meaning they are sharing. Students are

instructed to stay on a topic long enough to gain depth and get several perspectives.

Students learn how to disagree respectfully; constructive disagreement is valued rather

than avoided. Book Clubs promote fluid discussion and a flexible search for meaning.