This document provides the lesson plan for a class assessment on migration stories. It includes independent reading time, word studies on "defend" and "tentative", a read-aloud section to discuss a story, stopping points within the read text, a classroom conversation about the characters and predictions, and a vocabulary assessment. The read-aloud story is about a character named Frances and her friend Mara who has become an orphan, and Frances' intentions to follow someone named Mike.

1. UNIT 2- MIGRATION STORIES
Lesson 5: Class Assessment I

2. INDEPENDENT READING
 Get an SSR book and read for 15 minutes.
 Record your reading on page 33 of your workbook

3. WORD STUDY
Defend
 Defense, defensively
 (noun) the action of resisting an attack

4. WORD STUDY
Tentative
 Tentatively
 (adj)not certain or fixed

5. READ-ALOUD/THINK-ALOUD
 Recap:
 What happened to Frances’ friend Mara?
 Why is she called an orphan?
 Why did Frances intend to follow Mike?
 Strategy: Inferring
 RA/TA: Pages 31-39 of A Family Apart
 Stopping Points:
 Page 32, paragraph 7
 What is a “copper stealer”?
 Page 35, paragraph 4
 What do you think about Mike’s stealing?

6. CLASSROOM CONVERSATION
 Whatis going on with these
characters/their situation?
 Use the text to support your statements.
 Makepredictions about where the story
might go next.
 What might be the BIG IDEA of the story?

7. VOCABULARY ASSESSMENT

8. WHAT WE LEARNED THIS WEEK
The 5 W’s (and 1 H)
Cause and Effect
Compare and Contrast