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Grade 5 ELA Pacing Guide Appendix

Page | 1 Property of Richland county School District One Summer 2013

Appendix A – 5th

grade CCSS Curriculum & Instruction Resources and Best Practices

Reading Literature

RL.5.1 Quote

accurately from a text

when explaining what

the text says explicitly

and when drawing

inferences from the

text.

Sample Instructional Strategies:

Inference Charades

Students role-play various feelings to practice making inferences based on actions. To model, the teacher may roll eyes,

breathe hard and slump in a chair. The teacher points out that nothing was said about the feeling, but asks what they can

infer. Students should support their inferences with specific actions from your role-play. After role-playing several

examples, break the class into small groups and allow the groups to plan their own examples.

Allow a few minutes for the groups to plan and practice. During whole-group sharing, record inferences on a large two-

column inference-evidence chart.

Inference Web

A web can be a useful graphic organizer for inferring. Since much inferring is done about the characters in texts, create

an inference web that includes an inference about the character as well as evidence to support the inference. (Harvey &

Goudvis, 2000)

http://www.corestandards.org/ELA-Literacy/RL/5/1/



Sample Formative Assessment:

Write a Letter to a Character. Students write a letter to a main character of the story. In it they ask about their actions,

using accurate quotes from the text. They will demonstrate their understanding of the text, both explicitly

and through inference by their questioning and quoted text. Grouping: Pairs, individual

CCSS Professional Websites: http://bernardston.pioneervalley.k12.ma.us/PVRSD%20Elementary%20Curriculum/Gr_5_Lit.htm

Tennessee Curriculum Center (click on red coded Standard box)

Professional Readings: Harvey, S. & Goudvis, A. (2000). Strategies that work: Teaching comprehension to enhance understanding. York, ME: Stenhouse.

Sachar, L. (1998). Holes. New York, NY: Farrar, Straus and Giroux

The Common Core Lesson Book, K–5: Working with Increasingly Complex Literature, Informational

Text, and Foundational Reading Skills

Additional Resources: (suggested mentor texts)

Fireflies, Julie Brinkloe

Fly Away Home, Eve Bunting

How Many Days to America, Eve Bunting

Teammates, Peter Golenbock

Babushka’s Doll, Patricia Polacco

Tar Beach, Faith Ringgold

How Now, Brown Cow? Alice Schertle

http://www.readworks.org/lessons/grade5/drawing-conclusions http://www.heinemann.com/shared/onlineresources/E04293/Common_Core_Lesson_Book_sample2.pdf

RL.5.2 Determine a

theme of a story,

drama, or poem from

details in the text,

including how

characters in a story or

drama respond to

challenges or how the

speaker in a poem

reflects upon a topic;

Sample Instructional Strategies: Sticky Note Strategy. Have students write the following questions on small sticky notes:

1. What is the theme of _____ (text title)? What details in the story/poem/drama help the reader determine this theme?

2. How does the author use the way ____(character) responds to his/her situation to develop the theme of the story?

While reading, have students place the sticky note where the text answers the question. The student may want to make

more than one sticky note per question to note multiple places that references or answers the question.

Color coded sticky notes to represent each question could also be used.

Television/Movie Summarizing. One way to introduce summarizing to students is to select a familiar movie or

television show and give a one- to two-sentence summary. Model your summary and then say to the students,

"Did I tell everything about the movie? No, I told the most important information in my own words." Then have the

http://bernardston.pioneervalley.k12.ma.us/PVRSD%20Elementary%20Curriculum/Gr_5_Lit.htm

http://www.tncurriculumcenter.org/index.php?option=com_curriculum&controller=map&task=strand&id=96&grade=5&standard_id=90

http://www.readworks.org/lessons/grade5/drawing-conclusions

http://www.heinemann.com/shared/onlineresources/E04293/Common_Core_Lesson_Book_sample2.pdf




summarize the text. students think about one of their favorite movies or television shows, and ask them to share the main points in one or

two sentences (Cooper, Chard, & Kiger, 2006).

Read, Cover, Remember, Retell. Hoyt suggests only reading as much text as a student’s hand can cover, covering the

words that a student just read, remembering what was just read, and retelling to a partner. After students become adept

at using this strategy to orally retell portions of the text, encourage them to write a summary sentence of each section,

then to use these sentences to write an overall summary of the selection. (Hoyt, 1999)


Half the class is given cards with samples of poetry, stories and drama excerpts. The rest of the students are given cards

with various themes. Students circulate and locate their partner and then explain or write why they believe that their

match is the best they could make, including summarizing the example and the reason the theme matches the literary

selection, using quotes to substantiate their opinion. Students are evaluated on their ability to find an appropriate

sample/theme and to defend the choice through summary of the text and use of details and quotations from the text.

Grouping: Whole group, small group, pairs

CCSS Professional Websites:

http://its.guilford.k12.nc.us/act/strategies/summary.htm Tennessee Curriculum Center (click on red coded Standard box)

Professional Readings: Cooper, J., Chard, D., & Kiger, N. (2006). The struggling reader: Interventions that work. New York: Scholastic.

Hoyt, L. (1999). Revisit, reflect, retell: Strategies for improving reading comprehension. (p. 140). Portsmouth, NH: Heinemann




Zathura, Chris Van Allsburg

The Sweetest Fig, Chris Van Allsburg

The Widow’s Broom, Chris Van Allsburg

Just a Dream, Chris Van Allsburg

The Legend of the Loon, Kathy-jo Wargin

Tuesday, David Weisner

http://www.readworks.org/lessons/grade5/main-idea

http://www.readworks.org/lessons/grade5/theme

http://www.literacyleader.com/?q=node/462 http://www.readwritethink.org/files/resources/interactives/storymap/

http://its.guilford.k12.nc.us/act/strategies/summary.htm


http://www.readworks.org/lessons/grade5/main-idea

http://www.readworks.org/lessons/grade5/theme

http://www.literacyleader.com/?q=node/462

http://www.readwritethink.org/files/resources/interactives/storymap/



RTI - https://toolkit.goalbookapp.com/goal/summarize-text-with-multiple-main-ideas

http://learningtogive.org/lessons/unit106/lesson1.html#lesson

RL.5.3 Compare and

contrast two or more

characters, settings, or

events in a story or

drama, drawing on

specific details in the

text (e.g., how

characters interact).

Sample Instructional Strategies: Different Same Different. Attributes from two different texts are compared and contrasted using three-columns

(different-same-different). The students are to compare and contrast the attributes of two stories such as characters,

settings, subjects or topics, events, etc by taking notes underneath the columns. The students share their notes with the

class, and may extend the activity by putting their information into paragraph form.

Character Comparisons. This strategy provides students with a note taking device to keep track of the characteristics

of characters. Students draw stick figures and as they read, students add props or clothing to their stick people, words in

speech bubbles or scenery around the characters to provide clues as

to how the characters interacted.

Similar and Different Sentence Stems. The following sentence stems can provide a framework for students to think

about the similarities and differences in two or more characters.

1. ________and ________ are similar because they both:

____________________________________________

2. ________and ________ are different because:

Examining Plot Conflict: Students explore picture books to identify the characteristics of four types of conflict:

character vs. character, character vs. self, character vs. nature, and character vs. society. Next, students write about

conflict in their own lives and look for similarities among all the conflicts shared by the class, ultimately classifying

each conflict into one of the four types. Finally, after investigating the compare and contrast format, students conclude

with a compare and contrast essay that focuses on two conflicts— one from their own experience and one from a picture

book or story that they have read. (Daniels, 2003)


Happy Birthday. Students select a perfect birthday gift for the main characters of a story, by drawing on the specific

details of the story. They defend their choices with details from the text and compare and contrast the

characters in this way. They could meet in a small group, tell their gift and see if fellow classmates can predict who the

gift is for, using details from the text and their understanding of the characters. Students are evaluated on

their ability to defend their choice of gift, based on the specific details of the story. Small group, pair, individual

https://toolkit.goalbookapp.com/goal/summarize-text-with-multiple-main-ideas

http://learningtogive.org/lessons/unit106/lesson1.html#lesson




CCSS Professional Websites: Tennessee Curriculum Center (click on red coded Standard box)

Professional Readings: Daniels, H. (2003). The literature circle: Reading like a writer. Voices From the Middle 11(2), pp. 58-9.

Patterson, K. (1977). Bridge to Terabithia. New York, NY:T.Y. Crowell.




Manfish A Story of Jacques Cousteau by Jennifer Berne

Ling and Ting Not Exactly the Same by Grace Lin

Me...Jane by Patrick McDonnell

Albert by Donna Jo Napoli

Sorry by Jean Van Leeuwen

Aunt Claire’s Yellow Beehive Hair by Deborah Blumenthal

The Blues of Flats Brown by Walter Dean Myers

Troll Teacher by Vivian Vande Velde

Black Cowboy Wild Horses: A True Story by Julius Lester

Yours Truly, Goldilocks by Alma Flor Ada

http://www.readworks.org/lessons/grade5/compare-and-contrast

http://www.readworks.org/lessons/grade5/setting

http://www.readworks.org/lessons/grade5/character http://www.readwritethink.org/files/resources/interactives/storymap/

RL.5.4 Determine the

meaning of words and

phrases as they are

used in a text,

including figurative

language such as

metaphors and similes.

Sample Instructional Strategies: Words Across Contexts. This strategy helps students add depth to a word they may already know. The students are

asked to examine how the context influences the meaning of a word. The students may draw pictures, write words, or

provide examples and non-examples that assist them as they examine the same word with multiple meanings. The

students use a two column format to analyze a word in several different contexts. For example: What would the word

change mean ing:


http://www.readworks.org/lessons/grade5/compare-and-contrast

http://www.readworks.org/lessons/grade5/setting

http://www.readworks.org/lessons/grade5/character

http://www.readwritethink.org/files/resources/interactives/storymap/




Using Context with Vocabulary. This strategy provides students with a process to determine the meaning of unknown

words:

1. Look – before, after, and at the word

2. Reason – connect what you know with what the author has written.

3. Predict – what could the word possibly mean?

4. Resolve or Re-do – decide whether you know enough, should try again or consult a reference.

Discuss each step and provide plenty of opportunities for practice. With time this process will become automatic.

(Blachowicz & Zabroske, 1990)


Show What You Think. Students fold a sheet of paper into 3 vertical columns. The center column is labeled Quotation,

and here they place a quotation with figurative language from an assigned text. In the column to the left, students draw a

picture to illustrate the quote as written and in the column on the right, students explain what the figure of speech really

means. Students are evaluated on their ability to determine the meaning of text containing figurative language. Small

group, pair


Professional Readings: Bannon, E., Fisher, P., Pozzi, L., & Wessel, D. (1990). Effective definitions for word learning. Journal of Reading. 34, pp. 301-302.

Beers, K. When Kids Can't Read What Teachers Can Do: A Guide for Teachers 6-12. Portsmouth, NH: Heinemann, 2003.

Blachowicz, C. & Zabroske, B. (1990). Context instruction: A metacognitive approach for at-risk readers. Journal of Reading. 33, pp. 504-508. The Common Core Lesson Book, K–5: Working with Increasingly Complex Literature, Informational



A Quiet Place by Douglas Wood, ill. Dan Andreasen, 2002, ISBN: 0689815115

Read this story and allow students to imagination the special places they like to

go to be quiet and alone.

A Cowboy Sam and Those Confounded Secrets by Kitty Griffin and Kathy Combs,

One Dark Night by Hazel Hutchins

If You Hopped Like a Frog by David M. Schwartz

The Colors of Us by Karen Katz

I Love My Hair! by Natasha Anastasia Tarpley

Earthdance by Joanne Ryder

Night of the Gargoyles by Eve Bunting




http://www.readworks.org/lessons/grade5/figurative-language

http://www.readworks.org/lessons/grade5/vocabulary-context

RL.5.5 Explain how a

series of chapters,

scenes, or stanzas fits

together to provide the

overall structure of a

particular story,

drama, or poem.

Sample Instructional Strategies: Window Paning with Critical Questioning. Window paning is a strategy for organizing steps to a process or helping

students to remember important concepts. It basically operates with a few simple rules:

1. A window pane should have no more than nine cells. (If you need ten cells, then make two five-cell posters.)

2. Each cell should contain a simple picture/icon and only one word.

3. The pane should involve a lot of color.

After students have drawn/written a pane for each chapter, scene or stanza, students can write about how the chapters,

scenes or stanzas fit together. The teacher may need to provide questions for the students as a springboard for critical

thinking. Such questions could be:

1. Why are chapters 1-3 important? How do these chapters contribute to the story?

2. Why is scene 2 important in the drama? How does it provide the connection between scenes 1 and 3?

3. How do the stanzas in _____ (text title) fit together so the poem flows from beginning to end? (Pike, 1994)

Clothesline Series. This strategy is a cooperative learning strategy to help students explain how a series of chapters,

scenes or stanzas fit together to provide a structure. After students have read a story, drama or poem, assign each small

group a chapter, scene or stanza to illustrate and describe. When the groups have completed their task, each group hangs

their illustration/description on the clothesline to show the order of the text. Once the text is in order, have each group

explain the purpose of their section and how it fits with the one previously shown. After groups share, each student can

then be assigned to write about how two or more sections of the clothesline fit together.


Story Game. After completing a novel, students create a game board that shows how the chapters of the novel provide

structure to the story. They use sequence type questions to indicate the progression of the story to its conclusion.

Students are evaluated on their ability to explain, through the game, how the chapters fit together to provide the overall

structure of the story. Small group, pairs

Poetry Oratory. Students each take a stanza from a familiar poem or piece of writing. They practice it and then present

it, showing through their voice, their comprehension of the material and how it flows from one stanza to the next.

Students are evaluated on their ability to provide an understanding of the structure of the poem through their

presentation. Small group


http://www.readworks.org/lessons/grade5/figurative-language






Professional Readings: Pike, R. W. (1994). Creative training techniques handbook: Tips, tactics and how-to’s for delivering effective training. (2nd ed.).

Minneapolis, MN: Lakewood Publications.



Additional Resources: (suggested poetry)

Fiesta! A Celebration of Latino Festivals by Sherry Sahan

Dancing Feet by Lindsey Craig

In the Wild by David Elliot

Scarum Fair poems by Jessica S Waim

Mirror Mirror by Marilyn Singer

http://www.readworks.org/lessons/grade5/sequence

RL.5.6 Describe how

a narrator’s or

speaker’s point of

view influences how

events are described.

Sample Instructional Strategies: What’s Missing? After reading or hearing a story, have students respond to the following questions:

unknown to the reader because ____ (text title) is told from ______ (character) point of view?

Quick-write. This strategy asks students to write whatever comes to mind about the topic without focus on conventions

(brainstorming on paper). Set a specific amount of time that students will quick-write, beginning with 1-2 minutes and

answering one question or statement at a time. Have students

answer the following questions:

first-person point of view rather than the third-person point

of view?

(adapted from Buehl, 2009)

Point of View Voting

Read a story to students written from first-person point of view and third person point of view. Have student vote on

which story they see as having more impact. Have students give their reasons why they chose to vote the way they did.

Narrator/Speaker Portrait

After listening to or reading a story with a specific point of view, students create a portrait of the narrator or speaker.

This portrait must be labeled with evidence from the text that makes the reader think the narrator/speaker might look or

act the way the portrait demonstrates.

http://www.readworks.org/lessons/grade5/sequence





Opening a Door to the Truth. Students select an event in a story. Using a foldable where they start with a square and

fold in the corners to the center point to make 4 triangular flaps. On the back of the organizer they write a clear

description of the event. On each of the flaps, the student writes one character’s name. Under their flap, the student

describes how their point of view influenced how they described the event. Students are evaluated on their ability to

describe how a narrator’s point of view influences how events are described. Grouping: Small group, pairs, individual


Professional Readings: Avi. (1991). Nothing but the truth. New York, NY: Orchard Books.

Buehl, D. (2009). Classroom strategies for interactive learning. (4th ed.) Newark, DE: International Reading Association.




Two Bad Ants, Chris Van Allsburg

The True Story of the Three Little Pigs

http://www.readworks.org/lessons/grade5/point-view

RL.5.7 Analyze how

visual and multimedia

elements contribute to

the meaning, tone, or

beauty of a text (e.g.,

graphic novel,

multimedia

presentation of fiction,

folktale, myth, poem).

Sample Instructional Strategies: Questioning the Illustrator. Which visual elements in ______ (a graphic novel or multimedia presentation of fiction,

folktale, myth or poem) contribute to the novel’s meaning, tone or beauty? Use specific examples from the text to

support your answer or explanation.

How do the multimedia elements (animation, video, audio, still images) in ______ (a multimedia presentation of fiction,

folktale, myth or poem) contribute to its meaning, tone, beauty? Use specific examples from the presentation to support

your answer.

Visual Representations. Students read a portion of a text such as a poem or myth, then create and share visuals they

would have included had they been the illustrator. Students then discuss whether their initial reactions to the poem

would have been different if the visuals were changed, but the text remained the same.

Changing Views. Students can listen to a poem or text, or a portion of a poem or text, without seeing the visuals. Have

them write an initial response. Next, students listen to the poem while looking at the visuals. Then, students share how

their responses to the two exposures to the text were different, based on the inclusion of visuals. Discuss in pairs how

visual and multimedia contributions can change how readers’ view the text.


http://www.readworks.org/lessons/grade5/point-view




Transforming Fairy Tales. Using traditional fairy tales or folk tales, students create their own version after careful

study of a culture in which they are interested. The students can rewrite the tales into a multimedia presentation using

online tools to include visual elements of the culture. Once complete, the class can discuss the various versions and

analyzes how the cultural additions contributed, or changed, the meaning or beauty of the text. (adapted from Young,

Tuiaea & Ward, 2010)


The teacher chooses several music clips of all types of genres, including familiar classical, movie soundtracks, and

appropriate popular selections. While the music is playing, students record what they feel is the tone, or meaning of the

music. They may also draw to a piece of music, (Wikipedia: Program Music: Romantic Period). Students are evaluated

on their ability to analyze elements of visual multimedia that contribute to the meaning, tone or beauty of a text.


Professional Readings: Young, T., Tuiaea, L., & Ward, B. (2010). Transforming traditional tales to improve comprehension and composition. In Teaching

new literacies in grades 4-6:resources for 21st-century. New York, NY: The Guilford Press.



Additional Resources: http://www.readwritethink.org/files/resources/lesson-docs/SampleCharacterMatrix.pdf

RL.5.9 Compare and

contrast stories in the

same genre (e.g.,

mysteries and

adventure stories) on

their approaches to

similar themes and

topics.

Sample Instructional Strategies: Double Bubble. In this strategy, teachers model using a Double Bubble graphic organizer to make comparisons

between stories in the same genre. Students should identify two items they are going to compare and then record the

information in appropriate bubbles.


http://www.readwritethink.org/files/resources/lesson-docs/SampleCharacterMatrix.pdf




Sentence Stem Comparisons. (Adapted from McLaughlin, 2010) In this strategy, teachers should model using

sentence stem comparisons such as the following:

Text A and Text B are similar because they both:

______________________________________________________________

_____________________________________________________________.

Text A and Text B are different because:

______________________________________________________________

_____________________________________________________________.


Students read a variety of stories or novels in a given genre. Then students prepare and participate in a talk show, with

the teacher as the host. The students are asked questions as characters (or as the author) from those novels to elicit

higher level thinking responses. Students are evaluated on their ability to compare and contrast stories in the same genre

with similar themes and topics. Grouping: Whole group, small group


Professional Readings: McLaughlin, M. (2010). Guided comprehension in the primary grades. Newark, DE: International Reading Association.






Additional Resources: http://www.readworks.org/lessons/grade5/genre http://www.readwritethink.org/files/resources/lesson-docs/SampleCharacterMatrix.pdf

RL.5.10 By the end of

the year, read and

comprehend literature,

including stories,

dramas, and poetry, at

the high end of the

grades 4–5 text

complexity band

independently and

proficiently.


DRTA – Directed Reading Thinking Activity

This strategy involves three processes: predicting, reading and proving. Have students preview the story by looking at

graphics and reading the title and the introductory paragraph. 1. Have the student note their prediction of what the text is

going to be about on a graphic organizer.

2. After the students have written their predictions on the organizer, ask them to read to a predetermined place in the

story where this is a logical break in the action.

3. Have students note the accuracy of their predictions on the organizer. Note whether or not the passages prove or

disapprove their predictions.

4. Have students repeat the process until they have completely finished the story. (Stauffer, 1969)

REAP

1. Read the text. Write down the title and the author.

2. Encode the text by putting the main ideas in your own words.

3. Annotate the text by writing a statement that summarizes the important points.

4. Ponder the text by thinking and talking about what you have learned. Ask yourself why the author wrote the text.

What do you think the author hopes you’ll learn? (Eanet & Manzo, 1976)


Have students read a piece of literature at the appropriate grade level aloud to the teacher. Note any miscues. Then have

students tell you the main idea, supporting details of the piece, and any other thoughts they may have about the text.

You may decide to use a checklist for this assessment for each student. Grouping: individual

Conference with students several times throughout the school year. This will let you know how they are doing, as well

as make them aware of their learning. You may use this conference form, or one you choose during the conferences.

Grouping: individual

http://www.readworks.org/lessons/grade5/genre

http://www.readwritethink.org/files/resources/lesson-docs/SampleCharacterMatrix.pdf





Professional Readings: Stauffer, R. (1969). Developing reading maturity as a cognitive process. New York, NY: Harper & Row.

Eanet, M., & Manzo, A. (1976). R.E.A.P.:– A strategy for improving reading/writing study skills. Journal of Reading, 19: 647-

652.



Additional Resources: http://www.readinga-z.com/guided/runrecord.html (Running Records templates)

http://www.lauracandler.com/strategies/readingworkshop.php (a variety of Reading Workshop resources)


http://www.readinga-z.com/guided/runrecord.html

http://www.lauracandler.com/strategies/readingworkshop.php



Reading Informational

RI.5.1 Quote

accurately from a text

when explaining what

the text says explicitly

and when drawing

inferences from the

text.

Sample Instructional Strategies: QAR. In QAR, (Question Answer Relationships) two categories of questions are identified—In the Book and In My

Head. These two categories are then broken down into four types of questions: Right There, Think and Search, Author

and You and On My Own. QAR is the basis for Location information and determining when an inference would be

required or invited. Right there questions help students locate text that is explicitly stated in a text. Author and you

questions help students identify inferences (Raphael, 1986).

Inference Chart. Create a chart to help students understand the strategy of making inferences based on what is read.

The chart should have three columns. Column headings should read: What happened? What does it mean? Why do you

think that? In the last column, the student should be able to provide specific details, examples and quotations from the

text to support their claims.

Five Minute Inference Builder. Each day, read a short passage out loud using the Think-Aloud (See On Target:

Reading Strategies to Guide Learning, page 12) to share your inferences. Have students decide what kinds of inferences

you are making as you model this process. The selections can be short passages from a literature book, a magazine, or a

novel you are reading. Author Kylene Beers (2003) recommends Two Minute Mysteries by Donald Sobol and Five

Minute Mysteries and Even More Five Minute Mysteries by Ken Weber. Make sure the text chosen offers opportunities

for students to draw inferences.


Students read a nonfiction text based on a historical event. Next, they create and present a summary reader’s theater.

Included in the script is a summary of the historical event, using inferences as necessary and direct quotes from the text

as well. A rubric should be used to ensure students understand their focus and to evaluate their understanding. Small

group

What if… Students read about a scientific discovery. Next, they think, pair, and share a “what if” it had not been

discovered. How would things have been different? For example, if the colonists had not decided to break away from

England, how might things be different now? Would it have occurred at a later day?

CCSS Professional Websites: http://bernardston.pioneervalley.k12.ma.us/PVRSD%20Elementary%20Curriculum/Gr_5_Informational.htm Tennessee Curriculum Center (click on red coded Standard box)

Professional Readings: Beers, K. (2003). When Kids Can’t Read: What Teachers Can Do: A Guide for Teachers 6-12. Portsmouth, NH: Heinemann.

Raphael, T. E. (1986). Teaching Question Answer Relationships, Revisited. The Reading Teacher 39 (1986): 516-522

Additional Resources:

http://www.corestandards.org/ELA-Literacy/RI/5/1/

http://bernardston.pioneervalley.k12.ma.us/PVRSD%20Elementary%20Curriculum/Gr_5_Informational.htm





RI.5.2 Determine two

or more main ideas of

a text and explain how

they are supported by

key details; summarize

the text.

Sample Instructional Strategies: Underlining for Comprehension. Students can use the following strategy to identifying main ideas and key details.

Pauk (1974) suggests the students underline with double lines the main ideas. Details are to be underlined with one line.

Key words and terms should be circled. Students can also use colored pencils to link details with the main idea that it

describes. Students can jot a brief summary in the side margin.

Read-Pair-Share. The Read-Pair-Share strategy is based on research that suggests students summarize more effectively

with added peer support. Teachers should assign students a text that is closely aligned to their skill set and ability.

Divide the text into portions and mark the places where students will pause to discuss. Distribute the text to the students.

Assign students into partners. Assign one student to be the summarizer and the other student to be the clarifier. The

summarizer restates the important ideas briefly while the clarifier listens and asks clarifying questions. Then the

clarifier asks any important questions that may have been omitted. Have student pairs continue to read, pause, and

summarize while reading, in order to clarify important key ideas and details. After several portions have been read and

discussed, the students can switch roles. Students should continue until the text has been completed. Students can also

draw, chart, diagram or summarize the text with their partner or independently (Dansereau & Larson, 1986).

Wordless Retelling. Students read a nonfiction text. Without using words they create a picture, illustrating the main

ideas and key details for support. They may have the option of using clipart images for their illustrations. Students then

meet in small groups to discuss their pictures with classmates.

Sample Formative Assessment: Students read a social studies passage. They use a graphic organizer to determine the

main ideas of the passage and under each main idea, list key details. Finally students write a one or two sentence

summary of thepassage. They can either turn this in, or compare it with a partner to see if they found similar

information. Pair, individual

CCSS Professional Websites: http://www.engageny.org/sites/default/files/resource/attachments/5m2a.1l4_1.pdf


Professional Readings: Larson, C. and Dansereau, D. (1986). Cooperative Learning in Dyads. Journal of Reading 29: 516-520.

Pauk, W. (1974). How to study in college (3rd ed.). Boston: Houghton Mifflin.





http://www.engageny.org/sites/default/files/resource/attachments/5m2a.1l4_1.pdf




Additional Resources: http://www.readwritethink.org/classroom-resources/lesson-plans/guided-comprehension-summarizing-using-231.html

http://ellsworthamerican.com/nie/teachers_guide_lesson8_mh.pdf

http://sciencenetlinks.com/lessons/germs-and-the-body/

RI.5.3 Explain the

relationships or

interactions between

two or more

individuals, events,

ideas, or concepts in a

historical, scientific, or

technical text based on

specific information in

the text.

Sample Instructional Strategies: Tell Me Why. Prerequisite: In order to truly explain relationships at an independent level, students must be able to pull

out main ideas, details and make a summarization. In order to help students see the relationship between two or more

individuals, events, ideas or concepts, careful questions must be posed. The answers to these questions can be generated

while working in small groups, in pairs or as an individual. With any new standard/task, students must have the strategy

modeled for them by the teacher. As students feel more comfortable with the task, they can move from completing the

work in small groups to completing the work individually. The following examples of Tell Me Why questions that

would correspond to RI.5.3:

1. “Can you tell me the reasons why your group thinks…..?”

2. “Can you find at least two of the main ideas of this text and key details that support them?” Can you summarize the

main points?

3. “Can you tell me how these ideas, people, and events are the same?” “Can you tell me how they are different?”

“Show me in the text.”

4. “Think about these events.” “Tell me how they are connected.”

Coding the Text. This strategy is used to help students keep track of thinking while they read. Students use a simple

coding system to mark the text and record what they are thinking either in the margins or on sticky notes. Codes can be

developed for the students or the students can create their own.

Double Bubble. A double bubble map documents the similarities and differences that develop among basic story

elements. The two large circles label the two individuals, events, ideas or concepts being compared. The four circles

down the middle are for common traits/opinions. The circles on the right or left represent the differences between the

two individuals, events, ideas or concepts. After the map is completed, students will be able to explain the relationships

between them.


Students will read from multiple sources about two to four scientists. They will write a brief outline about each of the

scientists. Finally, they will pretend to be a television reporter. Students will pretend to have a round table discussion

with the scientists about their discoveries and how it affected the world and each other. This would be presented in a

written script form with information from the text highlighted or otherwise indicated. It could be presented to the class,

http://www.readwritethink.org/classroom-resources/lesson-plans/guided-comprehension-summarizing-using-231.html

http://ellsworthamerican.com/nie/teachers_guide_lesson8_mh.pdf

http://sciencenetlinks.com/lessons/germs-and-the-body/




with each student in the group taking a part. The teacher assesses the information used from the text, using a rubric.

Small group, pair, individual

Students will read an account of historical event, and then they will create a sequence chart with diagrams or pictures to

show the sequence of events. Between the events they will explain the connection between them and answer the

question: “What happened to cause the next event?” Small group, pair, individual


Professional Readings: McLaughlin, Allen, Guided Comprehension: A Teaching Model for Grades 3-8.

Classroom Instruction that Works, by Robert Marzano, Debra Pickering, and Jane Pollock. Alexandria, VA: Association for

Supervision and Curriculum Development, 2001.



Additional Resources: http://kids.nationalgeographic.com/kids/ (click on video tab)

http://www.timeforkids.com/ (articles)

http://teacher.scholastic.com/activities/scholasticnews/index.html (news and features)

RI.5.4 Determine the

meaning of general

academic and domain-

specific words and

phrases in a text

relevant to a grade 5

topic or subject area.

Sample Instructional Strategies: Tier One, Tier Two and Tier Three Words. Target and categorize words on word walls into Tier one, Tier Two, and

Tier Three words. (Beck, McKeown, and Kucan, 2002). Students must have opportunities to have student friendly

explanations, instructional talks, and practice activities with multiple exposures vocabulary words. Dictionary practice

may offer vague language, or may not represent the most common meanings for a vocabulary word. This may confuse

students unnecessarily. Don’t pre-teach words that are adequately defined in a selection that students can identify using

their knowledge of prefixes, suffixes and base or root words.

Word Knowledge Rating Checklist. On a Chart, list 6-8 vocabulary words on the left, then label the columns with “I

can define”, “I have seen/heard”, and “I don’t know” across the top. Allow students to make checkmarks in the

columns. This provides the teacher with information that will indicate which words may need more exposure (Reading

First, 2004).

Vocabulary Anchors. Using a graphic of a boat and an anchor, introduce the idea of how we must anchor new

information with known information in our brains. Select a synonym or word closely related in meaning to the original.

Think about the similarities between the words and several characteristics

that both have in common. Record any unique characteristics of the target word that differentiate it from the anchor

word and discuss circumstances that the words would not be interchangeable. Discuss any background knowledge


http://kids.nationalgeographic.com/kids/

http://www.timeforkids.com/

http://teacher.scholastic.com/activities/scholasticnews/index.html




students may have with either word (Reading First, 2004).


Word Sort. Students take a list of 8 or so vocabulary words from a text, write them on slips of paper. Next they arrange

the words in group, identifying a title for each group. Finally students explain their product and in doing so,

will demonstrate their understanding of the terms and the relationships between them. Pair, individual

Evaluation ladder. Students take a list of eight vocabulary words and will rank them from most to least relevant to the

subject or text. They then defend their rank in writing or may do so in a group orally as the teacher listens in. There is

no correct rank, but student should be able to demonstrate their knowledge of the words by their explanation of the

ranking. Pair, individual


Professional Readings: Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford

Press.

Illinois State Board of Education, Reading First. (2004). Reading first academy: Third grade module.




http://www.wordle.net/

https://sites.google.com/site/webtoolsbox/word-clouds

RI.5.5 Compare and

contrast the overall

structure (e.g.,

chronology,

comparison,

cause/effect,

problem/solution) of

events, ideas,

concepts, or

information in two or

Sample Instructional Strategies: Informational Retells. Assist students in identifying structure of a particular text. In order to retell, the student may

need to match the structure of a text. As students plan/execute the retell, discuss in small groups what evidence of text

structure apparent (Adapted from Hoyt, 1999).

Signal Words. The signal words that describe each type of structure are as follows:

Cause and Effect: since, hence, because, made, for this reason, consequently, on that account.

Chronology: first, second, third, before, after, when, later, until, at, last, next.

Compare and contrast: similar, different, on the other hand, but, however, bigger than, smaller than, in the same way.

Problem and solution: problem, solution, dilemma, if and then, puzzling.

type of text structure and the reading strategies that will







more texts. assist them in comprehension.

Compare/Contrast. Provide several different text types (i.e. magazine, online, or newspaper article) in which students

can find examples of each of the structures listed above. Students should find examples of structures that are similar and

note differences within two that are of the same structure.


A small group of students will read from social studies/ science texts, and then, as a group, decide the overall of

structure of the information (e.g., chronological, cause/effect, problem/solution) and create a group chart/collage that

shows the structure and includes information from the text. Consider using web information or magazine formats as

well as textbooks for the information. Pair, small group

CCSS Professional Websites:

http://www.uen.org/Lessonplan/preview?LPid=11287 Tennessee Curriculum Center (click on red coded Standard box)

Professional Readings: Hoyt, L. (1999). Revisit, Reflect, Retell: Strategies for improving reading comprehension. Portsmouth, NH: Heinemann.



Additional Resources: http://www.literacyleader.com/?q=textstructure

RI.5.6 Analyze

multiple accounts of

the same event or

topic, noting important

similarities and

differences in the

point of view they

represent.

Sample Instructional Strategies: Expository (nonfiction) text can be made up of at least six different structures. These structures are: cause and effect;

compare and contrast, time sequence, problem/solution, definition/description, and enumeration or steps to accomplish

something. The learning of each of the structures can be enhanced through the use of graphic organizers.

After reading several texts about the same topic, (such as the text We Are the Ship: The Story of the Negro League

Baseball by Kadir Nelson and other informational books on the same topic) compare and contrast the different points of

view that are represented in each text, such as the Negro League owner, the Negro League player, and the Major League

owner and the Major League player. Other texts are available on www.loc.gov at the Library of Congress. One such site

is listed above. Using a graphic organizer such as a compare and contrast map from www.readwritethink.org, allow

whole group, small group and finally

individuals to note the similarities and differences in the points of view that are represented from a particular time

period or concept.

http://www.uen.org/Lessonplan/preview?LPid=11287


http://www.literacyleader.com/?q=textstructure




Point, Counterpoint strategy

This strategy allows students to hold a forum to discuss differing portrayals of a common story, as it is told from

multiple points of view in a text. (Rogers, 1988)


Students read a variety of accounts about a historical event from different viewpoints. They then create separate small

boards with eyeglasses at the top featuring a different person’s points of view. Each board has the person’s

name at the top and then several statements taken from the text (or inferences). After creating the multiple boards, the

students create a compare and contrast chart with two or more of the characters. Ask the

question: “Which are most similar, most divergent, and why do you think as you do.?”Students defend the answers that

they make in comparisons orally or in writing.

Small group, pair, individual


Professional Readings: Rogers, T. (1990). A point, counterpoint response strategy for complex short stories. Journal of Reading, 34(4), 278–282.



Additional Resources: http://www.ncpublicschools.org/docs/acre/standards/common-core-tools/organizers/ela/compare.pdf http://dc.lib.unc.edu/cdm/compoundobject/collection/minipage/id/3911

RI.5.7 Draw on

information from

multiple print or

digital sources,

demonstrating the

ability to locate an

answer to a question

quickly or to solve a

problem efficiently.

Sample Instructional Strategies: Descriptive Research. This research method requires students to examine and synthesize information taken from

multiple sources, and then use their work to create a research-based report that corresponds to a given topic. Students

read articles on the same subject and then utilize a hierarchy graphic organizer to show connections between the sources

and answer the main question or problem.

Investigations. Instruct students how to find information on a website by looking at the text structure of the site. Allow

students to investigate or make a short probe into similar topic based websites or texts by completing a form. Complete

one form for each text and then conduct a whole group discussion regarding what features or ideas help locate answers

quickly.

Reflective Questioning: The purpose of reflective questions is to encourage students to think carefully about material

and to process information in new ways. Examples of reflective questions, adapted from King (1992) are provided


http://www.ncpublicschools.org/docs/acre/standards/common-core-tools/organizers/ela/compare.pdf

http://dc.lib.unc.edu/cdm/compoundobject/collection/minipage/id/3911




below.

s a new example of _____ ?

____ and why?


Provide students with a list of questions at a variety of learning levels. Provide access to print as well as internet

sources. Given a set amount of time, see how many answers they are able to find. Students must cite their resources.

Include some fun questions as well as educational ones. For example, include a riddle or math challenge. Pair,

individual


Professional Readings: King, A. (1992). Comparison of self-questioning, summarizing, and note taking-review as strategies for learning from lectures.

American Educational Research Journal, 29, 303-323. The Common Core Lesson Book, K–5: Working with Increasingly Complex Literature, Informational


Additional Resources: http://kids.nationalgeographic.com/kids/ (click on video tab)

http://www.timeforkids.com/ (articles)

http://teacher.scholastic.com/activities/scholasticnews/index.html (news and features)

RI.5.8 Explain how an

author uses reasons

and evidence to

support particular

Sample Instructional Strategies: Question the Author. Primarily used with nonfiction text, QtA lets students critique the author's writing and in doing

so engage with the text to create a deeper meaning. To introduce the strategy, display a short passage that has an author

make a claim. Model how you think through the passage for your students, looking for evidence and reasons to support


http://kids.nationalgeographic.com/kids/

http://www.timeforkids.com/

http://teacher.scholastic.com/activities/scholasticnews/index.html




points in a text,

identifying which

reasons and evidence

support which

point(s).

the claim. Ask the following questions after looking for evidence:

1. What is the claim(s) the author makes?

2. How many pieces of evidence can you find in the text to support the claim(s)?

3. Is that enough evidence to substantiate the claim(s)?

Invite individual students or small groups to read and work through a different passage and follow the same procedure.

Remember that your role as the teacher during this strategy is to facilitate the discussion, not lead it. When a student or

group asks questions that remain unanswered, try to restate them and encourage students to work to determine the

answer ( McKeown, Beck, & Worthy, 1993).

Key Points Back-Up. Identify the key point(s) that the author is trying to make in the text. Write them on the graphic

organizer. For each point the student sees the author make, students must find evidence in the text to support the point.

Those pieces of evidence must make the key point. Give students differing points of view on a single subject. Students

will debate a point from an author’s point of view using specific reasons and evidence from the text they were given.

Evaluate students on their use of reference points from the text. Small group Give students a controversial text with

which they do not agree. Have them identify the author’s reasons and evidence for their viewpoint. Students may then

defend their viewpoint as a counterpoint argument. Pair, individual Students read a nonfiction text, identifying the key

points and write them on pieces of paper. Next they select reasons and evidence for each key point and write those on

paper. Then each student will create a graphic organizer with the key ideas and evidence for each. Finally each student

will evaluate the evidence to see if it has sufficiently defended the key point through writing a brief summary. Pair,

individual


Give students differing points of view on a single subject. Students will debate a point from an author’s point of view

using specific reasons and evidence from the text they were given. Evaluate students on their use of reference points

from the text. Small group


Professional Readings: McKeown, M.G., Beck, I.L., and Worthy, M.J. (1993). Grappling with Text Ideas: Questioning the Author, The Reading Teacher

46: 560-566.







http://www.ncpublicschools.org/docs/acre/standards/common-core-tools/organizers/ela/argument.pdf

RI.5.9 Integrate

information from

several texts on the

same topic in order to

write or speak about

the subject

knowledgeably.

Sample Instructional Strategies: Inquiry Chart. The Inquiry Chart (I-chart) is a strategy that enables students to gather information about a topic from

several sources. Teachers design the Ichart around several questions about a topic. Students read or listen to several

sources on the topic and record answers to the posed questions within the I-chart. Students generate a summary in the

final row. Different answers from various perspectives can be explored as a class (Hoffman, 1992).

Jigsaw. Jigsaw is a cooperative learning strategy that enables each student of a "home" group to specialize on one

aspect of a topic (Slavin, 1995). For example, one group studies habitats of rainforest animals from one text, another

group studies habitats of rainforest animals from a different text.

1. After reading the material, students meet with members from other groups who are assigned the same text and return

to the "home" group and teach the material to their group members. With this strategy, each student in the "home"

group serves as a piece of the topic's “puzzle” and when they work together as a whole, they create the complete jigsaw

puzzle.

2. At this point, students can jigsaw with a group that specialized in a different text. Students can retrieve information

from the other text.

3. Students will take information from both text and write or speak about it.


Each student selects a famous person and reads about him in books, video clips from the Internet, magazines, and other

sources. Each student then creates a list of ten important facts about the person. Each student makes a

poster with this information as well as a picture of the person. (This can be drawn or printed from another source.) The

posters are lined up in chronological order in the hall so other students can take a history walk, learning about various

famous people. Assessment can occur through using the chart as well as during the presentations. Pair, individual


Professional Readings: Hoffman, J. (1992). Critical reading/thinking across the curriculum: Using I-charts to support learning. Language Arts, 69(2), p.

121-27.

Slavin, R. E. (1995). Cooperative learning: Theory, research, and practice (2nd ed.). Boston: Allyn & Bacon.

Tierney, R. (1995). Reading Strategies and Practices. Boston: Allyn & Bacon



http://www.ncpublicschools.org/docs/acre/standards/common-core-tools/organizers/ela/argument.pdf





Additional Resources: http://big6.com/pages/lessons/articles/sites-to-teach-the-big6-research-steps.php

RI.5.10 By the end of

the year, read and

comprehend

informational texts,

including

history/social studies,

science, and technical

texts, at the high end

of the grades 4–5 text

complexity band

independently and

proficiently.

Sample Instructional Strategies: Collaborative Strategic Reading. Collaborative Strategic Reading (CSR) is a technique that teaches students to work

cooperatively on a reading assignment to promote better comprehension. CSR learning logs are used to help students

keep track of learning during the collaboration process. Students think about what they are reading and write down

questions/reflections about their learning. The completed logs then provide a guide for follow-up activities and

evaluation methods. The instructor should introduce students to the selected text and discuss the specific CSR

assignment. Prior to reading, students should be:

1. grouped according to varying reading levels

2. provided a set of guidelines for writing their logs (planned activities for logs might include impromptu writing; note

taking; or diagram drawing)

The instructor should introduce students to the selected text and discuss the specific CSR assignment. Recordings may

be written in a notebook, handout, or class-made journal. Students then enter their reaction after reading a text. Teachers

should monitor entries, respond to questions, and clarify confusions.

Drawing Connections. Read a section of informational text and think aloud about a connection that can be made.

Model the process of creating a visual representation. Then conduct a think aloud, writing a sentence or paragraph

explaining the connection you made. Read another section of the same text to

students and ask them to create visual representations of their connections to the text. Next, have them write a sentence

or paragraph explaining their connections in detail. Have students share their drawings and explain their work in small

groups. (Adapted from Into the Book Wisconsin Educational

Communications Board.)


Students are assigned a topic and are given an amount of time to read about the topic in a variety of sources. They then

take notes and identify sources. Students will then present a written or oral presentation on the assigned topic, such as a

historical figure, event, or scientific discovery. Pair, individual


http://big6.com/pages/lessons/articles/sites-to-teach-the-big6-research-steps.php





Professional Readings:


Text, and Foundational Reading Skills by Gretchen Owocki

Toolkit Texts: Short Nonfiction for Guided and Independent Practice, Grades PreK–1, 2–3, 4–5 & 6–7 By Stephanie

Harvey and Anne Goudvis Klingner, J., & Vaughn, S. (1998). Using Collaborative Strategic Reading. Retrieved 2008, February 21, from

http://www.teachingld.org/pdf/teaching_how-tos http://www.ims.issaquah.wednet.edu/CSR/CSR_Learning_Log.pdf

Additional Resources: http://big6.com/pages/lessons/articles/sites-to-teach-the-big6-research-steps.php

http://www.teachingld.org/pdf/teaching_how-tos

http://www.ims.issaquah.wednet.edu/CSR/CSR_Learning_Log.pdf




Reading Foundational

RF.5.3 Know and apply

grade-level phonics and

word analysis skills in

decoding words.

o a. Use combined

knowledge of all letter-

sound correspondences,

syllabication patterns, and

morphology (e.g., roots

and affixes) to read

accurately unfamiliar

multisyllabic words in

context and out of context.


Structural Analysis Charts Create a chart that organizes words according to structural features. For example, in a lesson focusing on affixes,

give students post-it notes with words having common affixes. The chart could have three divisions:

1. Words with prefixes

2. Words with suffixes

3. Words with both.

Have students place their post-it notes in the correct locations on the chart. These charts can be used to sort word

types (i.e., nouns, pronouns) or word comparisons (antonyms, synonyms), etc.

Foldables Have students make a three-dimensional interactive graphic organizer to help them organize and retain information

related to meanings of prefixes and suffixes as well as their connections to base words. Examples of how to fold

foldables can be found at http://www.realclassroomideas.com/resources/Foldables-+How+to+Fold.pdf.

Word Matters: Teaching Phonics and Spelling in the Reading/Writing Classroom by Gay Su Pinnell and Irene C.

Fountas (Heinemann, 1998) provides the foundation for word study, focuses on the interconnectedness of the

reading writing process and provides specific strategies and lessons.

Sample Formative Assessments

The teacher will allow the class to read a preselected passage independently. After all students have had an

opportunity to read the passage the teacher will lead a discussion about how to use context to help determine the

difficult words. The teacher will take suggestions from class members for the strategies they use when reading an

unfamiliar word in a text. Students will write the various strategies down in their reading logs to aid in future

reading. The students will have ongoing practice by continuing to confirm or self-correct their own independent

reading.

CCSS Professional Websites: Tennessee Curriculum Center (click on Teacher Resource tab)




The Fountas & Pinnell Prompting Guides: A Tool for Literacy Teachers by Gay Su Pinnell and Irene C. Fountas

http://www.corestandards.org/ELA-Literacy/RF/5/3/

http://www.corestandards.org/ELA-Literacy/RF/5/3/a/




Additional Resources: http://tc.readingandwritingproject.com/resources/assessments/reading-assessments

RF.5.4 Read with

sufficient accuracy and

fluency to support

comprehension.

a. Read grade-level text

with purpose and

understanding.

b. Read grade-level prose

and poetry orally with

accuracy, appropriate rate,

and expression on

successive readings.

c. Use context to confirm

or self-correct word

recognition and

understanding, rereading

as necessary.


Paired Reading Two readers at different reading levels sit side by side and read a text chosen by the less-abled reader. They read for

10 to 20 minutes, taking turns assisting each other with unknown words. (Adapted from Paired Reading by Keith

Topping.)

Say It Like A Character Students read a selected segment of dialogue from a popular book/movie in the style of the character. For example,

two students could select a dialogue from Charlotte’s Web (E.B. White), with one being Wilber the Pig and the

other being Charlotte.


Have students rework a grade-level appropriate text into a Reader’s Theater presentation. Students will rehearse the

dramatic presentation until it is polished enough to present. Record the Reader’s Theater to share with students in

lower grades.

CCSS Professional Websites: Tennessee Curriculum Center (click on Teacher Resource tab)





Teaching for Comprehending and Fluency: Thinking, Talking, and Writing About Reading, K–8 by

Gay Su Pinnell and Irene C. Fountas Additional Resources: http://tc.readingandwritingproject.com/resources/assessments/reading-assessments

http://tc.readingandwritingproject.com/resources/assessments/reading-assessments

http://www.corestandards.org/ELA-Literacy/RF/5/4/

http://www.corestandards.org/ELA-Literacy/RF/5/4/a/

http://www.corestandards.org/ELA-Literacy/RF/5/4/b/

http://www.corestandards.org/ELA-Literacy/RF/5/4/c/

http://www.tncurriculumcenter.org/learning_expectation/1807


http://tc.readingandwritingproject.com/resources/assessments/reading-assessments



WRITING

W.5.1 Write opinion

pieces on topics or texts,

supporting a point of view

with reasons and

information.

a. Introduce a topic or text

clearly, state an opinion,

and create an

organizational structure in

which ideas are logically

grouped to support the

writer’s purpose.

b. Provide logically

ordered reasons that are

supported by facts and

details.

c. Link opinion and

reasons using words,

phrases, and clauses (e.g.,

consequently,

specifically).

d. Provide a concluding

statement or section

related to the opinion

presented.


Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire

for this standard.

Read aloud and provide for independent reading with books addressing an opinion of an author

Share great student examples and real world examples

Identify and model key vocabulary to students that will help with using words, phrases and clauses to link

opinion and reasons

Encourage the implementation of multimodal venues for writing, such as blogs, wikis, co-writing with

remote partners, and presentation of opin-ions in video and digital formats

Sample Formative Assessment: The teacher will provide students with a current event which has appeared in a newspaper or student educational

paper (e.g., Time for Kids or Local Paper). While reading the article students will take notes about the information.

Once the current event has been shared students will write an opinion piece for or against the article. Students will

be encouraged to use linking words, phrases, and clauses in their writing. Students will also demonstrate their

understanding of using a concluding statement. Once they have created their opinion piece students will have the

option of using regular writing (pencil paper) or technology to publish their work. The students will begin to share

their opinions with others both orally and in writing.

CCSS Professional Websites: Tennessee Curriculum Center (click on standard)


The Common Core Writing Book: Lessons for a Range of Tasks, Purposes, and Audiences by Gretchen Owocki

Energize Research Reading and Writing: Fresh Strategies to Spark Interest, Develop Independence,

and Meet Key Common Core Standards, Grades 4–8 by Christopher Lehman

Kid-Tested Writing Lessons for Grades 3–6: Daily Workshop Practices That Support the Common

Core State Standards by Leslie Blauman


http://writingfix.com/genres/persuasive.htm

http://empoweringwriters.com/teachers-corner/literature-connection/ (Literature Connections downloads)

http://empoweringwriters.com/teachers-corner/student-writing-lessons/quick-writes/ (Sample Quick Writes)

http://www.corestandards.org/ELA-Literacy/W/5/1/

http://www.corestandards.org/ELA-Literacy/W/5/1/a/

http://www.corestandards.org/ELA-Literacy/W/5/1/b/

http://www.corestandards.org/ELA-Literacy/W/5/1/c/

http://www.corestandards.org/ELA-Literacy/W/5/1/d/


http://writingfix.com/genres/persuasive.htm

http://empoweringwriters.com/teachers-corner/literature-connection/

http://empoweringwriters.com/teachers-corner/student-writing-lessons/quick-writes/



W.5.2 Write

informative/explanatory

texts to examine a topic

and convey ideas and

information clearly.

a. Introduce a topic

clearly, provide a general

observation and focus, and

group related information

logically; include

formatting (e.g.,

headings), illustrations,

and multimedia when

useful to aiding

comprehension.

b. Develop the topic with

facts, definitions, concrete

details, quotations, or

other information and

examples related to the

topic.

c. Link ideas within and

across categories of

information using words,

phrases, and clauses (e.g.,

in contrast, especially).

d. Use precise language

and domain-specific

vocabulary to inform

about or explain the topic.

e. Provide a concluding

statement or section

related to the information



for this standard.

Require all steps of the writing process when appropriate

Model and guide students to an understanding of linking words phrases, and clauses

Provide students opportunities to use various forms of technology to aid in writing

Model for students how to correctly acknowledge information obtained from sources and how to choose

appropriate sources

Sample Formative Assessment: Engage students in creating a “how-to guide” for a process or procedure with which they are familiar (a recipe, a

gamer’s guide, a computer manual, etc.) This exercise will allow students experience with domain-specific

vocabulary, a variety of organizational structures, citing evidence, etc.








Additional Resources: http://writingfix.com/genres/informative.htm








http://www.corestandards.org/ELA-Literacy/W/5/2/e/


http://writingfix.com/genres/informative.htm





or explanation presented.

W.5.3 Write narratives to

develop real or imagined

experiences or events

using effective technique,

descriptive details, and

clear event sequences.

a. Orient the reader by

establishing a situation

and introducing a narrator

and/or characters;

organize an event

sequence that unfolds

naturally.

b. Use narrative

techniques, such as

dialogue, description, and

pacing, to develop

experiences and events or

show the responses of

characters to situations.

c. Use a variety of

transitional words,

phrases, and clauses to

manage the sequence of

events.



for this standard.

Encourage students to use the style and voice of their favorite writers on occasion to aid in their developing

abilities

Require all steps of the writing process when possible

Model using various narrative techniques to include dialogue, description, and pacing

Use www.corestandards.org Appendix B for students to see examples of writing using transition words,

phrases, and clauses along with concrete words, phrases, and sensory details

Include poetry writing as part of narrative writing

Guide students in creating a list of transition words, phrases, and clauses for their writing journal to use with

future writing

Model for students how to correctly acknowledge information obtained from sources

Sample Formative Assessments: Model and review the elements of plot with students (exposition, rising action, climax, falling action, and

exposition). Use a text under consideration by the class to illustrate each element. Explain the concept of an

“epilogue” giving the definition and examples. Allow students to choose any text they have enjoyed throughout the

year or in a previous year, and create an epilogue for that story. As with all narrative writing, students should choose

one or more skills relative to narrative writing to focus on in this creation: writing dialogue, creating setting, using

descriptive language, characterization, etc.









d. Use concrete words and

phrases and sensory

details to convey

experiences and events

precisely.

e. Provide a conclusion

that follows from the

narrated experiences or

events.








http://writingfix.com/genres/narrative.htm



W.5.4 Produce clear and

coherent writing in which

the development and

organization are

appropriate to task,

purpose, and audience.

(Grade-specific

expectations for writing

types are defined in

standards 1–3 above.)



for this standard.

Provide students with models of clear coherent writing

Have students write routinely in a variety of genres, formats, settings, and time frames

Model writing using transitional structure

Ensure that students complete all steps of the writing process when possible, with special focus on the

evolution of a piece between first and second drafts

Sample Formative Assessment: To ensure that students write routinely for a variety of purposes, including multiple steps within the writing process,

an on-going class writing structure is beneficial. Such an ongoing structure could include a blog, wiki, student

newspaper, YouTube news channel, movie review site, etc. Students should be able to complete all steps in

conceptualizing, planning, creating teams, dividing tasks, and setting goals for the project.



Crafting Digital Writing: Composing Texts Across Media and Genres


Core State Standards


http://www.corestandards.org/ELA-Literacy/W/5/3/e/

http://writingfix.com/genres/narrative.htm







Common Core Reading & Writing Workshop Series: Curricular Plans for the Writing Workshop, Gr. K–8

By Lucy Calkins and colleagues

The Revision Toolbox: Teaching Techniques That Work by Georgia Heard

Reading and Writing Genre with Purpose in K–8 Classrooms by Nell Duke, Samantha Caughlan, Mary Juzwik, and

Nicole Martin

The Power of Grammar: Unconventional Approaches to the Conventions of Language by Mary Ehrenworth

Additional Resources: (suggested mentor text)

Hey World, Here I Am, Jean Little

Julius the Baby of the World, Kevin Henkes Sheila Ray the Brave, Kevin Henkes

My Rotten Red-Headed Older Brother, Patricia Polacco

Some Birthday! Patricia Polacco

Thank You, Mr. Falkner, Patricia Polacco Fly Away Home, Eve Bunting

The Relatives Came, Cynthia Rylant

Birthday Presents, Cynthia Rylant When I Was Young in the Mountains, Cynthia Rylant



W.5.5 With guidance and

support from peers and

adults, develop and

strengthen writing as

needed by planning,

revising, editing,

rewriting, or trying a new

approach. (Editing for

conventions should

demonstrate command of

Language standards 1-3

up to and including grade

5 here.)



for this standard.

Demonstrate different ways to plan and draft writing including using various graphic organizers, and writing

planning sheets

Provide students with sample papers to revise and edit for conventions

Use multiple strategies to help students revise their writing, including conferences, peer editing, and

technology

In a collaborative discussion and using rubrics for reference, engage students in co-creating a peer review or

editing worksheet, allowing the students to attempt to define which elements they should check in when

editing (for example checking sentences for varied fluency)

Occasionally require students to turn in both drafts of an essay, and/or include their pre-writing and

brainstorming notes, making these integral parts of the total grade.

Sample Formative Assessment: Have students bring a first and second draft of an essay from their portfolios to a partner review session. Students

will trade the sets of papers and each partner will take notes on the items that were changed between drafts (for




http://www.corestandards.org/ELA-Literacy/L/5



example: 1. Combined two simple sentences in paragraph one to make a compound sentence. 2. Changed “walked

“to “ambled” in paragraph 3, improving word choice). Students will then look at their reviewers list to get an

overview of the level of attention brought to the edit and revision process and will write a brief response about what

they learned about their own writing process from the exercise. An extension to this activity could include students

creating an additional “final” draft of the paper making it even better.










Nicole Martin



Rissman, Rebecca. (2012). Be the best at writing. Mankato, MN: Heinemann/ Raintree

Salas, Laura Purdie. (2011). Picture yourself writing poetry: Using photos to inspire writing. Mankato, MN:

Capstone Press

Marsalis, Wynton. (2012). Squeak, rumble, whomp! Whomp! Whomp!: A sonic adventure. Illus. by Paul Rogers.

Somerville, MA: Candlewick.

Hopkins, Jackie Mims. (2013). Prairie Chicken Little. Illus. by Henry Cole. Atlanta, GA: Peachtree Publications. http://empoweringwriters.com/teachers-corner/literature-connection/ (Literature Connections downloads)


W.5.6 With some

guidance and support

from adults, use

technology, including the

Internet, to produce and

publish writing as well as



for this standard.

Guide students to be familiar with where to locate reference material both in print and electronically

Demonstrate using organizational features and the features of text to aid in the writing process

Demonstrate using various Internet sites for organizing information (e.g., online graphic organizers found at







to interact and collaborate

with others; demonstrate

sufficient command of

keyboarding skills to type

a minimum of two pages

in a single sitting.

http://www.readwritethink.org/classroom-resources/student-interactives/ and

http://www.themes.pppst.com/graphic-organizers.html )

Demonstrate how to use technology to communicate and interact with others about writing (e.g., chat, email,

faxing, using appropriate blogs, and Skype if available) , as well as how to use technology to produce

writing


Sample Formative Assessments: Using one of the many websites available for the purpose (such as Global Virtual Classroom, at

http://www.virtualclassroom.org/ ), find a class of students in another country with whom to collaborate on a

project. The partnering sites offer suggestions for collaborative projects, which might include a dramatic skit

performed in tandem via Skype, a collaborative writing project, collaborative research, group read alouds, joint

publications of storybooks for kids, informational websites, etc.).

http://bernardston.pioneervalley.k12.ma.us/PVRSD%20Elementary%20Curriculum/Gr_5_Writing.htm










Nicole Martin


Additional Resources: online graphic organizers found at http://www.readwritethink.org/classroom-resources/student-interactives/

http://www.themes.pppst.com/graphic-organizers.html

http://www.virtualclassroom.org/

http://bernardston.pioneervalley.k12.ma.us/PVRSD%20Elementary%20Curriculum/Gr_5_Writing.htm


http://www.readwritethink.org/classroom-resources/student-interactives/

http://www.themes.pppst.com/graphic-organizers.html

http://www.virtualclassroom.org/



W.5.7 Conduct short

research projects that use

several sources to build

knowledge through

investigation of different

aspects of a topic.



for this standard.

Provide various resources for students to use to conduct research

Provide students with graphic organizers or other organizational aids (print or electronic) for organizing their

research


Electronic Sources Developing search strategies is important to the research process. Encourage students to brainstorm ideas on how to

look for good electronic resources to support their research. The discussion/brainstorm session should result in ideas

similar to these.

(Adapted from a lesson at www.readwritethink.com)


In a timed environment, give students a topic that is connected to the theme of your current unit. Give each student a

supply of index cards (and choose a topic on which information is available. The goal of this activity (which should

be repeated at intervals) is simply to have students gather meaningful and useful information efficiently and within a

controlled time limit. Students should, of course, not be warned of the topic ahead of time. Give each student a

different topic (or at least provide several topics to the class) to avoid “sharing” and too few resources for too many

students. Require that the chosen resources come from at least 3 different mediums and formats. Students may save

the card sets for future research if desired.








Comprehension & Collaboration: Inquiry Circles in Action by Stephanie Harvey and Harvey “Smokey” Daniels Writing in Science: How to Scaffold Instruction to Support Learning by Betsy Rupp Fulwiler

Additional Resources: http://www.fcrr.org/studentactivities/c_024c.pdf


W.5.8 Recall relevant

information from

experiences or gather

relevant information from

print and digital sources;

summarize or paraphrase

information in notes and

finished work, and

provide a list of sources.



for this standard.

Demonstrate how to use organizational features of printed and electronic texts to aid in creating writing

Provide students with various print and digital resources to aid in the research

Demonstrate how to use summarized and paraphrased information in writing


Determining Importance Stephanie Harvey writes, “Determining importance means picking out the most important information when you

read, to highlight essential ideas, to isolate supporting details, and to read for specific information” (Strategies that

Work by Stephanie Harvey and Anne Goudvis [Stenhouse, 2007]). Use the SQ4R strategy to help students find the

important information in a text before they begin writing.

• Survey: Read the table of contents, chapter headings and subheadings; examine graphics and illustrations

• Question: Generate questions based on what is found in those features

• Read: Read a part of the selection/book and look for answers to the generated questions

• Record: Reread and make notes about text

• Recite/Write: Summarize what you have read using the answers to the generated questions and notes

• Review: Go over the material once more to confirm summary.

Sample Formative Assessments:

To integrate the idea of reporting on experiences as well as texts, have students create a journalistic presentation on

a local event, such as a recent football game or festival. If it is a school event, such as a celebration or pep rally,


http://www.fcrr.org/studentactivities/c_024c.pdf





students will already have first-hand experience. If not, you may want to provide a video tape of a local event. Have

students take this first-hand account and synthesize it with coverage from local print and television media or

interviews with other attendees. The students will create a report based on what they’ve seen in televised journalism,

then film and view the presentations.






Additional Resources: http://www.readwritethink.org/classroom-resources/lesson-plans/used-words-paraphrasing-informational-1177.html

http://www.sharemylesson.com/teaching-resource/Discrimination-on-the-Menu-Elementary-Grades-50006394/ http://empoweringwriters.com/teachers-corner/student-writing-lessons/quick-writes/ (click Sample Taking Notes

Quick Writes)

W.5.9 Draw evidence

from literary or

informational texts to

support analysis,

reflection, and research.

a 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



for this standard.

Engage students in opportunities to compare and contrast different characters, settings, or events in literature

Engage students in opportunities to use informational texts to support the reasons an author gives to support

a point

Follow suggested curriculum guidelines for the production of argumentative and informational essays

Encourage students to focus on how an author uses a strategy or literary element, or why he or she chooses

one approach over another

Require all claims, even trivial or seemingly self-evident claims, made about a text to be supported by cited

evidence


http://www.readwritethink.org/classroom-resources/lesson-plans/used-words-paraphrasing-informational-1177.html

http://www.sharemylesson.com/teaching-resource/Discrimination-on-the-Menu-Elementary-Grades-50006394/






interact]”).

b. 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].

Sample Formative Assessments: Pro-actively choose complementary novels or informational texts to be read in class (texts that you know will give

students ample opportunities for comparison and contrast of similar characters or themes). Have the students

conduct an in-depth comparison and contrast of the novels and their unique treatments of similar themes. Using

specific evidence from the texts students will write about elements such as the narrative point of view, the novel’s

organizational structure, characterization, plot, and setting.







http://writingfix.com/picture_book_prompts.htm

http://writingfix.com/WAC/RAFT.htm http://www.fcrr.org/studentactivities/c_024c.pdf


o W.5.10 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.



for this standard.

Demonstrate for students using organizational structure

Provide frequent writing opportunities

Provide extensive and specific feedback on as much student writing as possible

Require students to maintain a record of their writing throughout the year in the form of a portfolio

Model how to incorporate research, reflections, and revision into the writing process

Vary the requirements for tasks to include computer generated and hand-written pieces, long and short

pieces, research



http://writingfix.com/WAC/RAFT.htm

http://www.fcrr.org/studentactivities/c_024c.pdf





Sample Formative Assessments:

Quick Write Quick Write is a three-to-five minute literacy strategy designed to give students the opportunity to think about and

record their learning. It can be used at the beginning, middle or end of a lesson. Short, open-ended statements are

usually given as prompts.

On-Demand Writing Words Provide opportunities for students to work with the direction or command words that are often included in on-

demand writing prompts. Teach the direction words as students are developmentally and academically ready to

tackle the tasks associated with them.

• Describe means to show the characteristics of the subject to the reader using visual or sensory details.

• Explain means to make something clear or easy to understand.

• Discuss means to provide information about all sides of a subject.

• Compare means to show how things are the same; contrast means to show how things are different.

• Analyze means to break apart the subject and explain each part.

• Persuade means to convince the reader of an argument or claim.

• Justify means to give reasons, based upon established rules, to support an argument.

• Evaluate means to make a judgment about the good and bad points of a subject.

(Adapted from free teacher resource material at http://penningtonpublishing.com/.)

CCSS Professional Websites: Tennessee Curriculum Center (click on teacher tab)




Additional Resources: http://writingfix.com/picture_book_prompts.htm


http://www.tncurriculumcenter.org/learning_expectation/1836





SPEAKING AND LISTENING

SL.5.1 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.

a. 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.

b. Follow agreed-upon

rules for discussions and

carry out assigned roles.

c. Pose and respond to

specific questions by

making comments that

contribute to the

discussion and elaborate

on the remarks of others.

o d. Review the key ideas

expressed and draw

conclusions in light of

information and

knowledge gained from

the discussions.



for this standard.

Model having a discussion and being respectful to others

Invite visitors and other classes to participate in collaborative discussions

Occasionally require preparation for collaborative discussion

Allow students to create their own set of rituals and routines for discussion

Think Pair Share Think Pair Share is a strategy designed to provide students with food for thought on a given topic enabling them to

formulate individual ideas and share these ideas with another student. Students pair off and share ideas with one

another related to a question or topic under discussion. Once each partner has discussed the idea or topic, students

share with the whole group.

Sample Formative Assessments: Arrange a day for a celebration or conference on a topic of student interest (Earth Day, the premier of a popular

children’s movie, a holiday). Students will be assigned elements on the topic on which to be prepared to share.

Conduct a collaborative discussion modeled on the idea of an academic conference on the subject, with students

sitting round-table or panel style and sharing information. The session could be recorded, or a class recorder(s)

could take notes. You might arrange to have decorations or refreshments on the theme



Teaching the Common Core Speaking and Listening Standards: Strategies and Digital Tools by Kristen Swanson

Teaching ESL/EFL Listening And Speaking written by I.S.P Nation

Additional Resources: http://www.sharemylesson.com/teaching-resource/Satchmo-and-39-s-Blues-50011912/

http://www.sharemylesson.com/teaching-resource/Maya-Lin-Architect-of-Memory-50012016/

http://www.discoveryeducation.com/teachers/free-lesson-plans/listening-and-speaking-strategies.cfm

http://www.teachingideas.co.uk/english/talkingwithpuppets.htm

http://www.teachingideas.co.uk/english/files/speakingactivities.doc http://www.teachingideas.co.uk/english/speakingnonsense.htm

http://www.corestandards.org/ELA-Literacy/SL/5/1/

http://www.corestandards.org/ELA-Literacy/SL/5/1/a/

http://www.corestandards.org/ELA-Literacy/SL/5/1/d/

http://www.tncurriculumcenter.org/component/curriculum/?controller=map&task=strand&id=108&grade=5

http://www.sharemylesson.com/teaching-resource/Satchmo-and-39-s-Blues-50011912/

http://www.sharemylesson.com/teaching-resource/Maya-Lin-Architect-of-Memory-50012016/

http://www.discoveryeducation.com/teachers/free-lesson-plans/listening-and-speaking-strategies.cfm

http://www.teachingideas.co.uk/english/talkingwithpuppets.htm

http://www.teachingideas.co.uk/english/files/speakingactivities.doc

http://www.teachingideas.co.uk/english/speakingnonsense.htm



SL.5.2 Summarize a

written text read aloud or

information presented in

diverse media and

formats, including

visually, quantitatively,

and orally.



for this standard.

Teach summarizing strategies

Provide students with opportunities to use diverse media

Encourage students to think critically about media (for example how kids are portrayed, or stereotypes they

notice)

Have students conduct an inventory of the average amount of media consumed by their peers and which

types of media most information comes from; students could also discuss the reliability of the most-often-

consumed media outlets

Famous Speeches The Internet is a good resource for finding speeches of famous people. Share Caldecott or Newbery acceptance

speeches with students. Have them analyze the speeches for the authors’ major points and arguments and determine

what evidence these authors used to support their points. If students have had the opportunity to read work by one of

the authors, have them discuss the ways the message of the speech is reflected in their work.

Sample Task for Integration: Split the class into 3 or 4 teams. You will assign all students a common research topic (tied to texts under

consideration by the class), but each team will only be allowed to conduct research in one medium (one team will

use only websites, another will use only televised news or documentaries, another only print sources, etc.) Have

each team create a PowerPoint or Prezi presenting their findings. Have students take careful notes on each

presentation, noting the differences in information gathered from the different sources. After the presentations

engage students in a collaborative discussion on the ways in which the information was shaped and filtered by the

medium through which it was retrieved. Students may be required to write a brief analysis or response on their

findings.




Teaching ESL/EFL Listening And Speaking written by I.S.P Nation Comprehension & Collaboration: Inquiry Circles in Action by Stephanie Harvey and Harvey “Smokey” Daniels





Listen Hear!: 25 Effective Listening Comprehension Strategies by Michael Opitz with Matthew Zbaracki

Additional Resources: http://www.readwritethink.org/parent-afterschool-resources/games-tools/cube-a-30180.html

http://www.readwritethink.org/classroom-resources/lesson-plans/covered-creating-magazine-covers-1092.html

http://www.readwritethink.org/classroom-resources/lesson-plans/guided-comprehension-summarizing-using-

231.html

http://writingfix.com/RICA/Summarizing/Snowball_Notes.htm

SL.5.3 Summarize the

points a speaker makes

and explain how each

claim is supported by

reasons and evidence.



for this standard.

Engage the students in using graphic organizers to summarize

Model summarizing the claims made by the speaker or presenter and then explain how each claim is

supported by evidence

Provide students opportunities to listen to a speaker either in person or electronically

Presenting with Multimedia In small groups, students view and analyze sample multimedia presentations and create a list of characteristics of the

genre and of what makes a good presentation. Students then list programs and tools they could use to make their

own multimedia presentations. Teachers can review copyright and plagiarism with the students at this point. Small

groups plan and make a storyboard for their own multimedia presentations. (Adapted from a lesson at

www.readwritethink.org.)

Powerful Words This strategy helps students understand that words used in persuasive speaking are critical to the effectiveness of the

outcome. Present students with a series of paired statements and have them select the sentence that is the most

persuasive. An example of sentence pairs is:

• Fifth-grade students should be allowed to chew gum in school.

• Because mint increases brainpower, chewing gum should be required in the fifth grade.

Have students listen to or read excerpts of famous speeches paying attention to the power words and phrases. As

they craft their own speeches, encourage students to include power words and phrases to increase the persuasive

effectiveness.

http://www.readwritethink.org/parent-afterschool-resources/games-tools/cube-a-30180.html

http://www.readwritethink.org/classroom-resources/lesson-plans/covered-creating-magazine-covers-1092.html



http://writingfix.com/RICA/Summarizing/Snowball_Notes.htm




Sample Formative Assessments: Each year the President of the United States gives a “Back to School” speech. Have your students view the current

speech at http://www.whitehouse.gov/mediaresources/. Provide students with a graphic organizer to help them

identify the President’s main points. Engage them in a discussion, perhaps including several additional viewings, of

whether any claims were made and whether or not those claims were supported. What reasons did the president give

for his or her assertions? As an extension of this activity, students will create their own speech using information the

President provided and their own reasons for the importance of having an education.





Additional Resources: http://www.teachingideas.co.uk/english/storycircles.htm http://www.teachingideas.co.uk/english/speakingnonsense.htm

http://www.teachingideas.co.uk/english/whydoyoulikeit.htm

http://www.teachingideas.co.uk/english/nowwhostheteacher.htm

http://www.teachingideas.co.uk/english/intervie.htm http://www.teachingideas.co.uk/themes/lightscameraaction/index.htm

SL.5.4 Report on a topic

or text or present an

opinion, sequencing ideas

logically and using

appropriate facts and

relevant, descriptive

details to support main

ideas or themes; speak

clearly at an

understandable pace.



for this standard.

Include opportunities for public speaking and presentation not only in the classroom environment, but in

real-world situations as you are able (such as presenting on the school news show, morning announcements,

school assembly, PTO meeting, etc.)

Encourage students to record or videotape their presentations and produce reflective feedback on their

performance

Demonstrate how to use appropriate facts and details to support main ideas or themes

Model using graphic organizers to organize ideas

Include opportunities for students to present within a group, sharing responsibilities for different aspects of

the information to enhance their ability to integrate and synthesize the information as well as to work

effectively with others


http://www.teachingideas.co.uk/english/storycircles.htm

http://www.teachingideas.co.uk/english/speakingnonsense.htm

http://www.teachingideas.co.uk/english/whydoyoulikeit.htm

http://www.teachingideas.co.uk/english/nowwhostheteacher.htm

http://www.teachingideas.co.uk/english/intervie.htm

http://www.teachingideas.co.uk/themes/lightscameraaction/index.htm




Sample Formative Assessment: Put students into teams and have them prepare for a formal debate on a topic associated with the theme of your

current unit. Rules and format for a simple classroom debate can be found at

http://www.educationworld.com/a_lesson/lesson/lesson304b.shtml . Invite another class to be the audience for your

debate and provide them with the rubric (on the site above) to judge the performance of each team in defending their

position. You may add rubric items for speaking at an understandable pace, making eye contact, etc.





Additional Resources: http://www.readwritethink.org/classroom-resources/printouts/oral-presentation-rubric-30700.html

http://www.readwritethink.org/classroom-resources/lesson-plans/searching-gold-collaborative-inquiry-960.html

http://www.readwritethink.org/classroom-resources/lesson-plans/great-american-inventors-using-957.html

SL.5.5 Include

multimedia components

(e.g., graphics, sound) and

visual displays in

presentations when

appropriate to enhance the

development of main

ideas or themes.



for this standard.

Develop meaningful rubrics that include appropriate domain-specific language for technology

Require various kinds of complementary texts within assignments (PowerPoint, Prezi, posters, videos, etc.)

to ensure that students do not become overly dependent on a single platform or medium (such as

PowerPoint)

Sample Formative Assessments: For the presentation of one of their argumentative or informational essays, have students research the newest

presentation platforms (PowerPoint has been supplanted by Prezi and Rocket Slide in recent years, and new

platforms are emerging all the time). They might use a blog, a wiki, SchoolTube, an i-movie, a trifold poster board

with holographic pictures, etc. Encourage them think outside the box, mixing old and new technologies, adding

sound tracks, employing live “actors,” using social media, or PR strategies such as flash mobs. Be creative! If

necessary put students in teams to cut down on presentation time. At the conclusion of the activity, have students

discuss which presentations were most effective and why.


http://www.readwritethink.org/classroom-resources/printouts/oral-presentation-rubric-30700.html

http://www.readwritethink.org/classroom-resources/lesson-plans/searching-gold-collaborative-inquiry-960.html









Additional Resources: http://www.teachingideas.co.uk/english/mediaawareness.htm http://www.teachingideas.co.uk/themes/lightscameraaction/index.htm

www.toondoo.com

www.bitstrips.com

www.animoto.com

SL.5.6 Adapt speech to a

variety of contexts and

tasks, using formal

English when appropriate

to task and situation.



for this standard.

Expose students to a wide variety of variations on speech in context, such as stories written in dialect, or

figurative or idiomatic language from various cultures

Explore creative ways to incorporate grammar and conventions into daily instruction

Sample Formative Assessment: Students will create various situations where they adapt speech to a variety of context and task. Students will create

task cards for their classmates. Students will draw a task card (talking to parent, best friend, teacher, police officer

etc). Students will write a dialogue using formal and informal English when appropriate. The students will read the

conversation to others in the class.



http://www.teachingideas.co.uk/english/mediaawareness.htm

http://www.teachingideas.co.uk/themes/lightscameraaction/index.htm

http://www.toondoo.com/

http://www.bitstrips.com/

http://www.animoto.com/








Additional Resources: http://www.readwritethink.org/professional-development/strategy-guides/introducing-content-with-seed-30631.html

http://www.readwritethink.org/classroom-resources/lesson-plans/wolf-this-fact-110.html?tab=4#tabs


http://www.readwritethink.org/professional-development/strategy-guides/introducing-content-with-seed-30631.html

http://www.readwritethink.org/classroom-resources/lesson-plans/wolf-this-fact-110.html?tab=4#tabs




LANGAUGE

L.5.1 Demonstrate

command of the

conventions of standard

English grammar and

usage when writing or

speaking.

a Explain the function of

conjunctions, prepositions,

and interjections in general

and their function in

particular sentences.

b Form and use the perfect

(e.g., I had walked; I have

walked; I will have walked)

verb tenses.

c Use verb tense to convey

various times, sequences,

states, and conditions.

d Recognize and correct

inappropriate shifts in verb

tense.*

o e Use correlative

conjunctions (e.g.,

either/or, neither/nor).


Punctuation PowerPoint Discuss and share the teacher-created Capitalization and Punctuation PowerPoint http://classroom.jc-

schools.net/la/activities/capital-punct_files/frame.htm. Have students work in small groups to create a PowerPoint

about a specific grammatical or mechanical structure.

Travel Guides Assign students to small groups. Have each group work together to make a travel brochure for the land of grammar.

Individual towns could be named Verb, Noun and Pronoun. The brochures should describe what makes each town

unique or special. Student groups, acting as tour guides, can teach the grammatical structure by taking classmates

on a virtual tour of their town.


Make students aware of the grammatical focus for your grade level as you undertake attentive reading of an

extended or short text. Create a chart where students receive points for each instance they are able to identify (when

reading in class) of grammatical concept in grade 5, such as perfect verb aspects and correlative conjunctions. As

items are identified they can be discussed within that “teachable moment,” and students who spot the items will not

only becoming adept at recognizing the construction, but will may become engaged in the hunt through the

competition and possible rewards, such as a homework pass.



Story Grammar for Elementary School: A Sentence-Composing Approach: A Student Worktext

The Power of Grammar: Unconventional Approaches to the Conventions of Language by Mary Ehrenworth and

Vicki Vinton

Practical Punctuation: Lessons on Rule Making and Rule Breaking in Elementary Writing By Dan Feigelson


http://writingfix.com/process/Revision/All_the_Places_to_Love.htm

http://writingfix.com/right_brain/Who_What_When_Where_Camping1.htm

http://www.writingfix.com/Picture_Book_Prompts/HowPirate2.htm


http://www.corestandards.org/ELA-Literacy/L/5/1/

http://www.corestandards.org/ELA-Literacy/L/5/1/a/

http://www.corestandards.org/ELA-Literacy/L/5/1/b/

http://www.corestandards.org/ELA-Literacy/L/5/1/c/

http://www.corestandards.org/ELA-Literacy/L/5/1/d/

http://www.corestandards.org/ELA-Literacy/L/5/1/e/


http://writingfix.com/process/Revision/All_the_Places_to_Love.htm

http://writingfix.com/right_brain/Who_What_When_Where_Camping1.htm

http://www.writingfix.com/Picture_Book_Prompts/HowPirate2.htm




L.5.2 Demonstrate

command of the

conventions of standard

English capitalization,

punctuation, and spelling

when writing.

a. Use punctuation to

separate items in a series.*

b. Use a comma to separate

an introductory element

from the rest of the

sentence.

c. Use a comma to set off

the words yes and no (e.g.,

Yes, thank you), to set off a

tag question from the rest

of the sentence (e.g., It’s

true, isn’t it?), and to

indicate direct address

(e.g., Is that you, Steve?).

d. Use underlining,

quotation marks, or italics

to indicate titles of works.

e. Spell grade-appropriate

words correctly, consulting

references as needed.

Sample Instructional Strategies: Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire

for this standard.

Consult the South Carolina “Composite Matrix” to plan continued instruction on key aspects of grammar

and conventions

Include explicit and implicit instruction on grade-level concepts such as comma usage - always in

connection to a text under consideration (never in isolation)

Insist upon legibility in student work

Provide a rubric on occasion for written work that focuses specifically on legibility, grammar, and

conventions in order to provide students with pointed feedback in these areas

Sample Formative Assessments: Engage students in a task that requires them to make a list of songs, movies, and/or books. This could be a list of

songs on an MP3 player, a list of their favorite things, a list of books that have been made into movies, etc.

Students will write a paragraph listing these things and explaining their rationale for the list. Instead of providing

explicit instruction on commas, super-commas, and conventions for writing titles, provide access to resource

materials and let the students know that they will need to punctuate the papers correctly and let them know to pay

particular attention to the titles in the work and the commas that separate the titles. Have students compare results

in small groups and edit their papers accordingly.



Story Grammar for Elementary School: A Sentence-Composing Approach: A Student Worktext

The Power of Grammar: Unconventional Approaches to the Conventions of Language by Mary Ehrenworth and

Vicki Vinton

Practical Punctuation: Lessons on Rule Making and Rule Breaking in Elementary Writing By Dan Feigelson


Punctuation Takes a Vacation by Robin Pulver


http://exchange.smarttech.com/details.html?id=90e9b3b0-f111-481f-acf3-053a145b99f5

http://writingfix.com/Literature_Prompts/Tale_Two_Cities1.htm

http://www.readwritethink.org/classroom-resources/lesson-plans/inside-outside-minilesson-quotation-


http://www.corestandards.org/ELA-Literacy/L/5/2/d/



http://exchange.smarttech.com/details.html?id=90e9b3b0-f111-481f-acf3-053a145b99f5

http://writingfix.com/Literature_Prompts/Tale_Two_Cities1.htm

http://www.readwritethink.org/classroom-resources/lesson-plans/inside-outside-minilesson-quotation-118.html?tab=1#tabs



118.html?tab=1#tabs

L.5.3 Use knowledge of

language and its

conventions when writing,

speaking, reading, or

listening.

a. Expand, combine, and

reduce sentences for

meaning, reader/listener

interest, and style.

o b. Compare and contrast

the varieties of English

(e.g., dialects, registers)

used in stories, dramas, or

poems.


for the standard.

Model how to combine, expand, and reduce sentences for meaning, reader/listener interest, and style

Proactively seek out examples of grammatical concepts under consideration in texts under consideration by

the class

Be sure to consult the South Carolina “Composite Matrix”

I Can See A Rainbow Give students multiple colors of highlighters. Have them color-code sentence types in a piece of their own writing

(i.e., sentences that start with a noun, declarative sentences, questions, complex sentences) using a different color

for each sentence type. If students can’t see a rainbow, they know they are not varying their sentence types.

Sample Formative Assessments: Have students examine the most recent essay in their portfolios to examine their sentence fluency habits. Provide a

rubric that guides them in things to check for. For example, begin by counting the number of sentences per

paragraph. Notice whether any of these sentences can be combined or reduced. Check for fragments and run-ons.

Can the student identify the subject and verb in each sentence? How many adverbs appear per paragraph, per

sentence? How about adjectives? Create your rubric so that it focuses on the issues you want your students to

notice. Have them analyze their results and if desired, create a new and improved draft of the document.



Code-Switching Lessons: Grammar Strategies for Linguistically Diverse Writers by Rebecca Wheeler and Rachel

Swords

Additional Resources: http://empoweringwriters.com/teachers-corner/student-writing-lessons/quick-writes/ (Sample Quick Writes)

http://www.writingfix.com/Picture_Book_Prompts/BraveMargaret1.htm

http://www.readwritethink.org/classroom-resources/lesson-plans/compiling-poetry-collections-working-354.html

http://www.readwritethink.org/classroom-resources/lesson-plans/inside-outside-minilesson-quotation-118.html?tab=1#tabs






http://www.writingfix.com/Picture_Book_Prompts/BraveMargaret1.htm

http://www.readwritethink.org/classroom-resources/lesson-plans/compiling-poetry-collections-working-354.html



L.5.4 Determine or clarify

the meaning of unknown

and multiple-meaning

words and phrases based

on grade 5 reading and

content, choosing flexibly

from a range of strategies.

a Use context (e.g.,

cause/effect relationships

and comparisons in text) as

a clue to the meaning of a

word or phrase.

b. Use common, grade-

appropriate Greek and

Latin affixes and roots as

clues to the meaning of a

word (e.g., photograph,

photosynthesis).

o c. Consult reference

materials (e.g.,

dictionaries, glossaries,

thesauruses), both print and

digital, to find the

pronunciation and

determine or clarify the

precise meaning of key

words and phrases.


for this standard.

Model techniques for using context clues to understand the meaning of a word or phrase

Encourage students to use their own resources to make an attempt at guessing the meaning of a new word

before accessing reference materials

Routinely list and explore new words introduced through class texts

Point out roots and patterns in unfamiliar words

Have a variety of reference materials on hand other than digital resources so that students gain a working

knowledge of the use of dictionaries, glossaries, thesauruses, and appendices.

Review the construction of dictionary entries to ensure that students understand each part

Four Corners This strategy focuses on vocabulary development. Have students divide their papers into four sections. Title the

sections as follows:

• Synonyms/Word Families

• Word/Definition

• Sentence

• Illustration

Students complete the four-corners sheet with new vocabulary and share with other students. Four-corners sheets

can be kept in a binder, dictionary style.

Linear Arrays This is a strategy for extending vocabulary by asking students to extend their understanding of words through using

opposites on each end of a line and add words that vary in shades of meaning between the two opposites. For

example:

Sample Formative Assessment: Have students keep a log book of all unfamiliar words encountered, both within texts and in academic and technical

contexts. Terms gleaned from texts should be logged with text reference of text, author, title, and page. Encourage

students to maintain this book beyond the school year, logging words they particularly like or are intrigued by.

Incentives for well-kept logs could include their allowance as reference when testing or writing, or during a






spelling bee.



Learning Words Inside & Out: Vocabulary Instruction That Boosts Achievement in All Subject Areas by Douglas

Fisher and Nancy Frey

Spelling Strategies and Patterns: What Kids Need to Know by Sandra Wilde

Essential Linguistics: What You Need to Know to Teach Reading, ESL, Spelling, Phonics, and Grammar By David

andYvonne Freeman



http://www.readwritethink.org/classroom-resources/printouts/common-content-area-roots-30842.html

http://ethemes.missouri.edu/themes/291

L.5.5 Demonstrate

understanding of figurative

language, word

relationships, and nuances

in word meanings.

a. Interpret figurative

language, including similes

and metaphors, in context.

b. Recognize and explain

the meaning of common

idioms, adages, and

proverbs.

c. Use the relationship

between particular words

(e.g., synonyms, antonyms,

homographs) to better

understand each of the

words.


for this standard.

Guide students in identifying various types of figurative language; provide contextual examples

Choose texts rich in figurative and connotative language

Provide opportunities for students to brainstorm out loud about the connotations of words to ensure that

they are applying this concept correctly

Require students to translate figurative expressions into concrete language and vice versa

Practice exploring connotations of common vocabulary as well as newer vocabulary

Sample Formative Assessment: Students will examine the impact of figurative language on the tone of a text by comparing and contrasting a

selection from the current extended text under study as originally written and with figurative and connotative

language removed. Access a selection from a text digitally (so that it can be edited by the students). Alternatively, a

poem that employs mostly figurative language can be used. Step one of the process will be for students to identify

each instance of figurative language or particularly connotative diction (they may work individually or in teams)

within the text. The second step of the process is for students to edit the piece so that it maintains grammatical

integrity with the figurative and connotative language removed, noticing the many ways in which the reader’s



http://www.readwritethink.org/classroom-resources/printouts/common-content-area-roots-30842.html

http://ethemes.missouri.edu/themes/291







experience will change.



Learning Words Inside & Out: Vocabulary Instruction That Boosts Achievement in All Subject Areas by Douglas

Fisher and Nancy Frey

Spelling Strategies and Patterns: What Kids Need to Know by Sandra Wilde

Essential Linguistics: What You Need to Know to Teach Reading, ESL, Spelling, Phonics, and Grammar By David

andYvonne Freeman

Additional Resources: http://www.wordle.net/

http://42explore.com/figlang.htm

http://www.sturgeon.k12.mo.us/elementary/numphrey/subjectpages/languagearts/figuresofspeech.html

http://empoweringwriters.com/teachers-corner/student-writing-lessons/quick-writes/ (click Sample Figurative

Lang. Quick Writes)

L.5.6 Acquire and use

accurately grade-

appropriate general

academic and domain-

specific words and phrases,

including those that signal

contrast, addition, and

other logical relationships

(e.g., however, although,

nevertheless, similarly,

moreover, in addition).


for this standard.

Expose students to a wide variety of words, both formal and informal, incorporating some kind of explicit

vocabulary instruction into lessons whenever possible.

Explore creative ways to incorporate grammar and conventions into daily instruction.

Refer to the South Carolina “Composite Matrix” which delineates the course of instruction for common

grammar and conventions principles for 5th

grade.

Sample Formative Assessment: Have students keep a record of new words or words they particularly like. Words that are collected by the class can

be used for extra credit when students creatively include them into existing assignments. Use the words yourself in

conversation and in assignments.




http://42explore.com/figlang.htm

http://www.sturgeon.k12.mo.us/elementary/numphrey/subjectpages/languagearts/figuresofspeech.html







Teaching the Brain to Read By Judy Williams, M.D.

Bringing Words to Life: Robust Vocabulary Instruction. By I.L. Beck, M.G. McKeown, and L. Kucan

Building Academic Vocabulary: Teacher’s Manual by R.J. Marzano




http://jc-schools.net/tutorials/vocab/strategies.html

https://wbb01474.follettshelf.com/shelf/servlet/presentshelfform.do?site=01474



http://jc-schools.net/tutorials/vocab/strategies.html

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