grade 5 q 3... · web viewenglish language arts. 3. rd. nine weeks. grade 5. recurring...

Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.

English Language Arts 3rd Nine Weeks Grade 5

IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025.

By 2025,● 80% of our students will graduate from high school college or career ready● 90% of students will graduate on time● 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students, across content areas. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools and are the underpinning for the development of the English/Language Arts curriculum maps.

Designed with the teacher in mind, the English/Language Arts (ELA) curriculum maps focus on literacy teaching and learning, which include instruction in reading, writing, speaking and listening, and language. This map presents a framework for organizing instruction around the TN State Standards (CCR) so that every student meets or exceeds requirements for college and career readiness. The standards define what to teach at specific grade levels, and this map provides guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials.

A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum maps. Educators will use this map and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.

Shelby County Schools2015/2016

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How to Use the Literacy Curriculum MapsOur collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.

This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:

(1) Regular practice with complex text and its academic language.

(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.

(3) Building knowledge through content-rich nonfiction.

Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access:

The TNCore Literacy Standards


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The TNCore Literacy Standards (also known as the College and Career Ready Literacy Standards):

http://www.tncore.org/english_language_arts.aspx

Teachers can access the TNCore standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.

Shift 1: Regular Practice with Complex Text and its Academic Language

Student Achievement Partners Text Complexity Collection:

http://achievethecore.org/page/642/text-complexity-collection

Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection.

Student Achievement Partners Academic Word Finder: http://achievethecore.org/page/1027/academic-word-finder

Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.

Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text

Student Achievement Partners Text-Dependent Questions Resources:

http://achievethecore.org/page/710/text-dependent-question-resources

Teachers can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.

Shift 3: Building Knowledge through Content-Rich Non-fiction

Student Achievement Partners Text Set Projects Sequenced:

http://achievethecore.org/page/1112/text-set-project-building-knowledge-and-vocabulary

Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.


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Curriculum Maps, Grades 3-5

● Begin by examining the text(s) selected for the week. Read them carefully and become familiar with both the text(s) and the “big Idea” for the week.

● Locate the TDOE Standards in the left column. Analyze the language of the standards, and match each standard to a learning target in the center column. Note that Reading Anchor Standard 1 and Reading Anchor Standard 10 are not included in the curriculum maps but should be addressed every week, as students should consistently be reading rigorous grade-level texts and citing evidence when writing or speaking about the text:

○ CCR Reading Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

○ CCR Reading Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently.

● Consult your Journeys Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction.● Plan your weekly and daily objectives, using the learning target statements to help.● Study the suggested performance assessments in the right-hand column, and match them to your objectives.● Plan the questions you will ask each day using these three types of questions: those that derive general understanding, those

that address craft and structure, and those that elicit an overall meaning of the text. Be sure that the questions you ask will lead students to success on your selected performance assessments.

● Examine the other standards and skills you will need to address—writing, reading foundational skills, language skills, and speaking and listening skills.

● Using your Journeys TE and other resources cited in the curriculum map, plan your week using the SCS lesson plan template. Remember to include differentiated activities for small group instruction and literacy stations.

Resources to Help Prepare Students for the TNReady Assessments

The following tools are available for teachers to assist them in preparing their students for the TNReady Assessments:

The Item Sampler (MICA) can be found here: https://micatime.com/ TDOE TNReady Practice Tools homepage : A summary of TNReady practice tools Classroom Chronicles: Using MICA to prepare for TNReady : Hear how other teachers in TN are using MICA! Ten Things to Know about TNReady from the TDOE


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http://tn.gov/assets/entities/education/attachments/tnready_10_things_to_know.pdf

http://tnclassroomchronicles.org/using-mica-prepare-students-tnready/

http://tennessee.gov/education/article/tnready-practice-tools

https://micatime.com/



TNReady Blueprints: Blueprints provide a summary of what will assessed in each grade, including the number of items that will address each standard on each part of TNReady. This webpage also includes the ELA writing rubrics that will be used to score students’ writing on the TNReady assessment. The appropriate rubrics for current writing tasks have been referenced in the Curriculum Maps each week.

Descriptions of TNReady Writing Types : This document outlines the three types of writing expected by the standards and information about how they will be assessed on TNReady, including what types of passages will be used, what to expect from tasks, and examples of tasks.

Using the WIDA MPIs

WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.


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http://tn.gov/assets/entities/education/attachments/tnready_ela_writing_types.pdf

http://tn.gov/education/article/tnready-blueprints



TN DOE Curriculum Standards Learning Outcomes Content & Tasks

Week 1 - Lesson 17Reading Selections LAFF (Lexile Level 800) From Dreams to Reality (Lexile Level 850; paired selection) 3, 2, 1…Blast Off (Lexile Level 840) http://www.readworks.com/passages/3-2-1blast Inventions of the Future (Lexile Level 930) http://www.readworks.org/passages/inventions-futureBig Idea: Everyone has a story to tell.

Reading Literature and Informational TextRL.5.4- Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. 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. RL.5.6- Describe how a narrator’s or speaker’s point of view influences how events are described.RI.5.4-Deteremine the meaning of general academic and domain -specific words and phrases in a text relevant to a grade 5 topic or subject area.

Strategies and SkillsComprehension Skill Story Structure Literary Device Point of View: First Person

Comprehension Strategy Infer/Predict

Learning Targets (I Can…) Determine the meanings of words and phrases, including figurative

language. Analyze how the author’s word choice creates memorable

characters. Describe how a narrator’s or speaker’s point of view influences how

events are described.

Performance Assessments Journeys Grab-and-Go Assessments, Lesson 17 Journeys Progress Monitoring, Lesson 17 Journeys Reader’s Notebook, Lesson 17 Written summary of a “cold read” text or texts, drawing on

specific details from the text Teacher-made or district common assessments in testing

format. Anecdotal evidence from classroom discussions

Performance Task-Optional Select 3 short passages; have students identify which one

of the passages is written in first person and explain using evidence from the text. As students read, have them pay attention to the narrator and ask themselves how the story would be different if told by an omniscient narrator.

Sample MICA Items on RL.5.4, RL.5.5, and RL.5.6https://micatime.com/ Create an assessment using Question IDs 44799, 44800,

and 44787

Text Dependent Questions Peter didn’t have any friends. Why do you think it was

difficult for him to build relationships with others? Use evidence from the text to support your answer. (general


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https://micatime.com/Exam/Create

http://www.readworks.org/passages/inventions-future

http://www.readworks.com/passages/3-2-1blast




understanding) On page 513, read the sentence, “I yelped and turned

around.” Since yelped means to cry out, what is a synonym you could use to convey the same meaning? What is the difference between the denotation and the connotation of these words? (vocabulary/text structure)

Based on what you have read so far, what can you infer/conclude about Peter’s time machine? (inference)

Literacy Station Activities Comprehension Station-Have students work in groups to

discuss LAFF; students should use projectable 17.2 to analyze the text to plot LAFF- setting, characters, conflict, events, and resolution, write a summary of a passage, Journeys flip charts (modify to add rigor)

http://www.fcrr.org/curriculum/ studentCenterActivities45.shtm Comprehension Part 1, C.005-Plotting the Plot

Link to point of view practice http://www.internet4classrooms.com/grade_level_help/literature_point_of_view_language_arts_fifth_5th_grade.htm

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RL.5.6- Describe how a narrator’s or speaker’s point of view influences how events are described.

Level 1: Entering Level 2: Emerging Level 3: Developing Level 4: Expanding Level 5: Bridging

Identify descriptive words within visually supported oral statements using a T- chart and word bank.

Classify points of view from oral statements using illustrated graphic organizers and word banks.

Compare two points of view from text read aloud when participating in oral discussions using graphic organizers and/or word banks.

Evaluate points of view from complex text read aloud with partner support.

Interpret points of view from complex grade-level text read aloud in expanded oral discourse.

For additional information on scaffolding within the domains of Reading, Writing, Speaking, and Listening please see: North Carolina Live binder http://www.livebinders.com/play/play?id=1089921-Click on Transformed MPIs/ELAs

Reading Foundational SkillsRF 5.3a- Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately

Strategies and SkillsDecoding Review phonics patterns that students have not mastered.

Phonics and fluency Intonation Recognizing Common Word Parts


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http://www.livebinders.com/play/play?id=1089921

http://www.internet4classrooms.com/grade_level_help/literature_point_of_view_language_arts_fifth_5th_grade.htm

http://www.internet4classrooms.com/grade_level_help/literature_point_of_view_language_arts_fifth_5th_grade.htm

http://www.fcrr.org/curriculum/studentCenterActivities45.shtm





unfamiliar multisyllabic words in context and out of contrast RF 5.4a- Read grade-level text with purpose and understanding RF 5.4b- Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings

Use common word parts to read longer words accurately.

Learning Targets (I Can…) Use knowledge of letter-sound correspondences, syllabication

patterns, and morphology to read accurately. Read on-level text with purpose and understanding. Read orally with accuracy, appropriate rate, and expression. Recognize common word parts.

Performance assessments Oral reading fluency checks/running records Spelling of grade-appropriate words in daily/weekly writing Use of learned patterns to decode unfamiliar words

Literacy Station Activities

Decoding: Have students work in pairs to change 9-15 base words into new words. Give each student a blank 9-square grid (or 12 /15 square grid) as a game board. Write a variety of base words on the board, including familiar adjectives (kind, fresh, slow, etc.) and verbs (agree, cover, play, etc.) from the set. Have students copy 9-15 of the words onto their game boards in random order. Place the prefixes and suffixes cards in a bag. Students take turns to draw from bag and read it aloud. Students try to make a word by adding that prefix or suffix to one of their base words, and writing it in the square. Continue until one student has changed all of his or her words into new words. Use these words to write sentence and underline the new word.

Link to word part practice https://learnenglishkids.britishcouncil.org/en/category/vocabulary/word-building

Fluency (optional): Have students echo-read each sentence. Point out that the punctuation marks help them to know when to pause, when to stop, and when to make their voice rise or fall. Remind students that the author gives clues in the passage about how each character is speaking.

Writing/ResearchW.5.1a- Introduce a topic or text clearly, state an opinion, and create an organizational structure in

Strategies and SkillsSkills Opinion Writing

Routine Writing Forming a text-based opinion Citing evidence to support opinion


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https://learnenglishkids.britishcouncil.org/en/category/vocabulary/word-building

https://learnenglishkids.britishcouncil.org/en/category/vocabulary/word-building




which ideas are logically grouped to support the writer’s purpose. W.5.1b-Provide logically ordered reasons that are supported by facts and details. W.5.1c- Link opinion and reasons that are supported by facts and details. W.5.1d- Provide a concluding statement or section related to the opinion presented.

Linking Words Topic Sentence Concluding Statement

Strategy Writing pre-assessment of paragraph written from a prompt about a

text POW + TREELL mnemonic and graphic organizer

http://tncore.org/training/2014fall-training-materials/2014ftts-literacy3-5.aspx (Username: tneducation; password: fastestimproving)

Modeled response to text Peer editing pre-assessment for clear evidence in text Self editing pre-assessment and self-reflection Writing post-assessment to similar prompt

Learning Targets (I Can…) Form an opinion based on something I have read. Give between 4 to 5 reasons from the text that support my opinion. Use Linking words to connect my opinion to my reasons. Write my paragraphs always containing a clear topic sentence. Writing my paragraphs with a clear concluding statement.

Using linking words Including topic sentence and concluding statement

Writing Tasks Pre-assessment writing task: Practice Writing Test on

MICA Portal or Microsoft Word Post-assessment writing task: Self-reflection on practice

MIST testUse scoring rubric from TNReady: http://www.tennessee.gov/assets/entities/education/attachments/tnready_rubric_opinion-argue_gr4-5.pdf

Speaking and ListeningSL.5.1a- 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.SL.5.2- Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.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.

Strategies and Skills Create a Multimedia Presentation Engage in group discussions Express ideas TNCore Accountable Talk resource:

http://tncore.org/sites/www/Uploads/files/ELA_/EL_Accountable_Talk_Academic_Discussion.pdf

Learning Targets (I Can…) Pose and respond to questions, make comments that contribute to

the discussion.

Performance Assessments Oral reports Adding audio and visual information Using formal English in appropriate situations Participating in and conducting discussions, read alouds,

and q/sessions Teacher observation


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http://www.tennessee.gov/assets/entities/education/attachments/tnready_rubric_opinion-argue_gr4-5.pdf


http://tncore.org/training/2014fall-training-materials/2014ftts-literacy3-5.aspx





Review key ideas and draw conclusions. Summarize a written text read aloud or information presented in

diverse media and formats. Report on a topic or text or present an opinion, sequencing ideas

logically. Include multimedia components (e.g., graphics, and visual displays

in presentations.

LanguageL.5.1d- Recognize and correct inappropriate shifts in verb tense.L.5.2- Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing. L.5.4c- Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify meaning of key words and phrases.

Strategies and SkillsSkills Adverbs

StrategyLearning Grammar through Writing https://wvde.state.wv.us/strategybank/VocabularyStrategies.html http://grammar.ccc.commnet.edu/grammar/quiz_list.htm

Learning Targets (I Can…) Identify adverbs and the verbs that they describe while reading. Use adverbs correctly to enhance writing and speaking. Identify and adjust incorrect verb tense. Edit writing for capitalization errors and spelling. Use reference materials to find pronunciations and word meanings.

Vocabulary Reference Materials

Vocabulary for Explicit Instruction Produced, destination, infer, invention, reference http://achievethecore.org/content/upload/

Liben_Vocabulary_Article.pdf http://achievethecore.org/page/61/which-words-do-i-teach-

and-how-detail-pg (Supplemental Resources, click Vocabulary Quadrant)

Literacy Activities Vocabulary Station-Using reference materials have

students locate and organize information on a topic. Link to Reference Materials http://eduscapes.com/tap/topic9.htm Link to adverb practice

http://learnenglishkids.britishcouncil.org/en/grammar-games/adverbs

http://www.fcrr.org/curriculum/ studentCenterActivities45.shtm Vocabulary Part 3, V.020-Word Parts

Language Arts Adverbs


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http://eduscapes.com/tap/topic9.htm

http://achievethecore.org/page/61/which-words-do-i-teach-and-how-detail-pg


http://achievethecore.org/content/upload/Liben_Vocabulary_Article.pdf


https://wvde.state.wv.us/strategybank/VocabularyStrategies.html




Performance Assessments Edit for weekly grammar skill Edit for grade-level capitalization and punctuation errors.

Week 2 - Lesson 18Reading Selections The Dog Newspaper (Lexile Level 880) Poetry About Poetry (Lexile Level NP; paired selection) Talking to Your Dog ( Donyall Dickey, Complex Text, RI.5.1) Do Animals Have Feelings? (Lexile Level 870) http://www.readworks.org/passages/do-animals-have-feelingsBig Idea: Everyone has a story to tell.

Reading Literature and Informational TextRL.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; summarize the text. 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 RI.5.2-Determine two or more main ideas of a text and explain how they are supported by key details.

Strategies and SkillsComprehension Skill Fact and Opinion Main Idea and Details Narrative Pacing

Comprehension Strategy Analyze/Evaluate

Learning Targets (I Can…) Determine which statements in text can be proved true or false. Use clues when expressing an opinion. Identify main idea and details in two or more texts.




Performance Task-Optional Ask students to turn facts into opinions and opinions into

facts.

Text Dependent Questions How is B.J.’s life different from that of Fluffy, Max and

other local dogs? (general understanding) On page 545, what does the author mean by destruction?

How does the description of the scene help you understand the meaning of the word? (vocabulary/text structure)

Why does the author stop writing The Dog Newspaper? Do you think this was a good idea? Why or why not?


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http://www.readworks.org/passages/do-animals-have-feelings




(inference)

Literacy Station Activities Comprehension Station-Have students scan the text for

clues that helped them understand why the soldiers wanted to care for the puppy. Write a summary of a passage, Journeys flip charts (modify to add rigor), comprehension activities fromhttp://www.fcrr.org/curriculum/studentCenterActivities45.shtm

Link to practice main ideahttp://www.oswego.org/ocsd-web/quiz/mquiz.asp?filename=jwildemainidea

Link to fact and opinion practice http://www.wartgames.com/themes/languagearts/fact-opinion.html

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.


Select illustrations of details that support orally stated main ideas with peer support.

Sort orally stated main ideas and details to explain how main ideas are supported by key details with visual and peer support.

Determine main ideas and details from within excerpts of orally read text selections to explain how main ideas are supported by key details with peer support.

Determine main ideas and details from an orally read text to explain how main ideas are supported by key details with graphic organizer support.

Determine main ideas and supporting details of orally read grade-level text.


Reading Foundational SkillsRF 5.3a- 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 contrast RF 5.4a- Read grade-level text with purpose and understanding

Strategies and Skills Recognize suffixes Decode words with suffixes


patterns, and morphology to read accurately.

Phonics and fluency Phrasing: Punctuation Recognizing Suffixes

Performance assessments Oral reading fluency checks/running records


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http://www.wartgames.com/themes/languagearts/fact-opinion.html

http://www.wartgames.com/themes/languagearts/fact-opinion.html

http://www.oswego.org/ocsd-web/quiz/mquiz.asp?filename=jwildemainidea

http://www.oswego.org/ocsd-web/quiz/mquiz.asp?filename=jwildemainidea






Read on-level text with purpose and understanding. Read orally with accuracy, appropriate rate, and expression.

Spelling of grade-appropriate words in daily/weekly writing. Participating in and conducting discussions, read alouds,

and q/a sessions Use of learned patterns to decode unfamiliar words

Literacy Station Activities Decoding/Word Study-Choose a passage and have

students work in pairs to decode words with suffixes. Identify and chart different words with suffixes –ful, -less, -ness, -ment. Draw (or use) a four-column chart with headings –ful, -less, -ness, -ment. Then write the words in the correct columns of the chart and have students copy it into their notes. Have students add words on display on chart, then write suffix word meanings, suffix word used in a sentence, and suffix word illustration.

Link to suffix practice http://www.vocabulary.co.il/suffixes/#intermediateLinks to suffix practice http://www.tv411.org/vocabulary/understanding-how-words-work/suffixes/activity/1/1

Fluency (optional)- Read aloud and pause appropriately using punctuation as a guide; time each other and graph results.

http://www.fcrr.org/curriculum/ studentCenterActivities45.shtm Fluency Part 2, F.018-Follow My Lead

Writing/ResearchW.5.1a- 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. W.5.1b-Provide logically ordered reasons that are supported by facts and details. W.5.1c- Link opinion and reasons that are supported by facts and details. W.5.1d- Provide a concluding statement or section

Strategies and SkillsSkills Opinion Writing Linking Words Topic Sentence Concluding Statement

Strategy Writing pre-assessment of paragraph written from a prompt about a

Routine Writing Forming a text-based opinion Citing evidence to support opinion Using linking words Including topic sentence and concluding statement

Writing Tasks Pre-assessment writing task: Practice Writing Test on

MICA Portal or Microsoft Word


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http://www.tv411.org/vocabulary/understanding-how-words-work/suffixes/activity/1/1

http://www.tv411.org/vocabulary/understanding-how-words-work/suffixes/activity/1/1

http://www.vocabulary.co.il/suffixes/#intermediate




related to the opinion present text POW + TREELL mnemonic and graphic organizer



Learning Targets (I Can…) Form an opinion based on something I have read. Give between 4 to 5 reasons from the text that support my opinion. Use Linking words to connect my opinion to my reasons. Write my paragraphs always containing a clear topic sentence. Writing my paragraphs with a clear concluding statement.

Post-assessment writing task: Self-reflection on practice MICA test

Use scoring rubric from TNReady: http://www.tennessee.gov/assets/entities/education/attachments/tnready_rubric_opinion-argue_gr4-5.pdf

Speaking and ListeningSL.5.1c- Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.SL.1d- Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. SL.5.2- Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Strategies and Skills Use Formal and Informal English TNCore Accountable Talk resource:


Learning Targets (I Can…) Come to discussions prepared/explicitly draw on preparation and

other information about the topic. Pose and respond to questions, make comments that contribute to

the discussion. Review key ideas expressed and draw conclusions. Report on a topic or text or present an opinion, sequencing ideas

logically. Infer meanings of general academic and domain-specific vocabulary

words and phrases from within the text.

Performance Assessments Oral reports Cold Reads Adding audio and visual information Using formal English in appropriate situations Participating in and conducting discussions, read alouds,

and q/sessions Teacher observation

LanguageL.5.1- Demonstrate command of the conventions of

Strategies and Skills Vocabulary Using Context


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standard English grammar and usage when writing or speakingL.5.2- Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing.

Skills Prepositions Prepositional PhrasesStrategyLearning Grammar through Writing https://wvde.state.wv.us/strategybank/VocabularyStrategies.html http://grammar.ccc.commnet.edu/grammar/quiz_list.htm

Learning Targets (I Can…) Recognize and explain the role of prepositional phrases in

sentences. Use prepositional phrases correctly when speaking and writing. Edit writing for capitalization errors and spelling.

Vocabulary for Explicit Instruction Autobiography, edition, formula, analyze, local http://achievethecore.org/content/upload/



Literacy Station Activities Vocabulary Station-Students read sentences and

determine the meaning of the word using cross sentence clues or prior knowledge. Then explain what clues in the sentence helped determine the word meaning.

Link to context clues practice http://www.tv411.org/reading/understanding-what-you-read/using-context-clues/activity/1/1

Vocabulary Station-Using a piece of text, have students underline prepositions and highlight phrases.

Link to prepositions and prepositional phrases practice http://www.eduplace.com/cgi-bin/hme-quiz-start.cgi?Grade=6&Unit=7&Topic=Prepositional+Phrases&x=25&y=9

http://www.tv411.org/reading/understanding-what-you- read/using-context-clues/activity/1/1

Language Arts Propositions Prepositional Phrases


Week 3 - Lesson 19Reading Selections


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http://www.tv411.org/reading/understanding-what-you-read/using-context-clues/activity/1/1


http://www.eduplace.com/cgi-bin/hme-quiz-start.cgi?Grade=6&Unit=7&Topic=Prepositional+Phrases&x=25&y=9













Darnell Rock Reporting (Lexile Level 850) Volunteer! (Lexile Level 990; paired selection) Cool to Be Kind (Lexile Level 890) http://www.readworks.com/passages/cool-be-kind The Volunteer (Lexile Level 1000) http://www.readworks.org/passages/volunteerBig Idea: Everyone has a story to tell.

Reading Literature and Informational TextRL.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; summarize the text.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). 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.

Strategies and SkillsComprehension Skill Author’s Purpose Dialogue Characterization

Comprehension Strategy Summarize

Learning Targets (I Can…) Identify author’s purpose. Explore the use of dialogue. Examine how an author achieves characterization.




Performance Task-Optional Guide students to think about how Linda and Darnell’s

arguments are different intone and style.

Sample MICA Items on RL.5.2 and RL.5.3https://micatime.com/ Create an assessment using Question IDs 43399 and

42882

Text Dependent Questions How do people, both adults and young people, treat

Darnell differently after his article is published? Cite evidence from the text to support your answer. (key details)

On page 525, the author states Linda began reading her article in the snootiest voice that Darnell had ever heard. Why does the author describe her voice this way? (vocabulary & text structure)

According to Darnell’s article, why does he think a community garden would offer Mr. Jones and other homeless people a chance to try to improve their lives?


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http://www.readworks.org/passages/volunteer

http://www.readworks.com/passages/cool-be-kind



TN DOE Curriculum Standards Learning Outcomes Content & Tasks(inference)

Literacy Station Activities Comprehension Station- Use a graphic organizer to

identify characterization; practice identifying the author’s purpose of texts (use projectable 19.2); write a summary of a passage, Journeys flip charts (modify to add rigor); Read a short description of an event. Identify a character trait that is revealed by each action. Explain your answer by referencing the text. Example-Jake is Cassie’s older brother. One day they are walking home from school when a cold front rolls in the temperature drops 20 degrees. Jake is dressed more appropriately for the weather than Cassie. He takes off his hooded sweatshirt and offers it to her. She gratefully accepts. Jake is now colder, but he is happier. What character trait does Jake demonstrate? Explain your answer by referencing the text.

http://www.fcrr.org/curriculum/ studentCenterActivities45.shtm Comprehension Part 3, C.030-What’s the Purpose?

Link to practice on characterization https://www.superteachertools.us/jeopardyx/jeopardy-review-game.php?gamefile=292007#.Vj6EIsss3DM

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RI.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

Level 1: Entering Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

Level 2: EmergingMatch domain-specific words and phrases to definitions to determine the meaning of domain-specific words & phrases in an illustrated text with a peer.

Level 3: DevelopingDetermine meanings of general academic and domain-specific words and phrases within grade-level text using an illustrated dictionary, online dictionary, and/or peer support.

Level 4: ExpandingInfer meanings of general academic and domain-specific words and phrases within grade-level text using context clues and glossary support.

Level 5: BridgingInfer meanings of general academic and domain-specific vocabulary words and phrases from within the text.

For additional information on scaffolding within the domains of Reading, Writing, Speaking, and Listening please see: North Carolina Live binder http://www.livebinders.com/play/play?id=1089921 -Click on Transformed MPIs/ELAs

Reading Foundational Skills Strategies and Skills Phonics and fluency


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https://www.superteachertools.us/jeopardyx/jeopardy-review-game.php?gamefile=292007#.Vj6EIsss3DM

https://www.superteachertools.us/jeopardyx/jeopardy-review-game.php?gamefile=292007#.Vj6EIsss3DM






RF.5.3a- 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 contrast. RF.5.4a- Read grade-level text with purpose and understanding.

Analyze common suffixes Decode words with common suffixes

Learning Targets (I Can…) Use combined knowledge of all letter-sound correspondences,

syllabication patterns, and morphology to read accurately unfamiliar multisyllabic words in context and out of contrast.

Read grade-level text with purpose and understanding.

Stress More Common Suffixes

Performance assessments Select a passage of dialogue from Darnell Rock. Take turns

reading aloud to practice phrasing and stress. Oral reading fluency checks/running records. Spelling of grade-appropriate words in daily/weekly writing. Participating in and conducting discussions, read alouds, and

q/a sessions Oral reports Adding audio and visual information Using formal English in appropriate situations Use of learned patterns to decode unfamiliar words

Literacy Station Activities Decoding/Word Study- Students work in pairs with suffix cards

that end with the suffixes –able, -ible. Sort spelling words based on their suffixes. Create a chart using suffix words, suffix meanings, suffix words used in a sentence, and suffix illustration.

Link to suffix activitieshttp://www.internet4classrooms.com/grade_level_help/language_root_words_language_arts_fifth_5th_grade.htm

Fluency (optional)- Read aloud and pause appropriately using punctuation as a guide; time each other and graph results.

Writing/ResearchW.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

Strategies and SkillsSkills Informative/Explanatory Writing Linking Words Topic Sentence Concluding Statement

Strategy

Routine Writing Writing to explain or inform Using linking words Including topic sentence and concluding statement

Writing Tasks You have read two stories about volunteering/community

service projects. Write an essay in which you compare and contrast the methods Darnell used to give back to the


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http://www.internet4classrooms.com/grade_level_help/language_root_words_language_arts_fifth_5th_grade.htm





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 or explanation presented.

Modeled response to text Peer editing for clear evidence in text Self editing and self-reflection POW + TIDE mnemonic and graphic organizer

http://www.tncore.org/training/2014summer-training-materials.aspx

Learning Targets (I Can…) Write to explain or inform. Use Linking words to connect my key points. Write my paragraphs always containing a clear topic sentence. Writing my paragraphs with a clear concluding statement.

community with the methods used by other adults. Remember to cite evidence from both texts to create your key points.

Use scoring rubric from TNReady: http://www.tennessee.gov/assets/entities/education/attachments/tnready_rubric_info-expl_gr4-5.pdf

Sample MICA Informative Writing Taskhttps://micatime.com/ Create an assessment using Question ID 44190

Speaking and ListeningSL.5.3-Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence 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 SL 5.6- Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

Strategies and Skills Give and Evaluate a Persuasive Speech TNCore Accountable Talk resource:


Learning Targets (I Can…) Come to discussions prepared with the necessary materials. Pose and respond to specific questions. Summarize a written text aloud. Summarize points from the speaker. 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.

Performance Assessments Oral reports Adding audio and visual information Using formal English in appropriate situations Participating in and conducting discussions, read alouds, and

q/sessions Teacher observation

LanguageL.5.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speakingL.5.2- Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing.

Strategies and SkillsSkills Pronouns (indefinite, possessive, interrogative)

Strategy Learning Grammar through Writing

Vocabulary Greek and Latin Suffixes –ism, -ist, -able, -ible

Vocabulary for Explicit Instruction Issue, exception, dialogue, dependent http://achievethecore.org/content/upload/


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http://www.tennessee.gov/assets/entities/education/attachments/tnready_rubric_info-expl_gr4-5.pdf






L.5.4b- Use common, grade-appropriate Greek and Latin roots as clues to the meaning of a word or phraseL.5.4c- Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify meaning of key words and phrases

https://wvde.state.wv.us/strategybank/VocabularyStrategies.html http://grammar.ccc.commnet.edu/grammar/quiz_list.htm

Learning Targets (I Can…) Identify indefinite, possessive, and interrogative pronouns while

reading. Use pronouns correctly when writing. Edit writing for capitalization errors and spelling errors. Learn and use words with the Greek and Latin prefixes. Use reference materials to find pronunciations and word

meanings.



Literacy Station Activities Vocabulary Station-Scan the text, Darnell’s Rock Reporting.

Find 5-10 new vocabulary words that you would like to learn. Write the words and definitions in your vocabulary log.

Vocabulary Station- Have students create words with suffixes –ism, -able-, ible. Write the meaning of the word and use it in a sentence.

Link to Greek and Latin suffixes http://teacher.scholastic.com/activities/athens_games/game.htm

Link to pronoun practice https://www.superteachertools.us/jeopardyx/jeopardy-review-game.php?gamefile=542342#.Vj6HGsss3DM

Language Arts Pronouns (indefinite, possessive, interrogative)


Week 4 - Lesson 20Reading Selections The Black Stallion (Lexile Level 720) Horse Power (Lexile Level 1090; paired selection) Horses Pay the Price (Lexile Level 820) https://newsela.com/articles/horse-neglect/id/51/) Endangered Animals at a Glance (Lexile Level 980) http://www.readworks.org/passages/endangered-animals-glance-1Big Idea: Everyone has a story to tell.

Reading Literature and Informational TextRL.5.3- Compare and contrast two or more

Strategies and Skills Performance Assessments


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http://www.readworks.org/passages/endangered-animals-glance-1

https://newsela.com/articles/horse-neglect/id/51/

https://www.superteachertools.us/jeopardyx/jeopardy-review-game.php?gamefile=542342#.Vj6HGsss3DM

https://www.superteachertools.us/jeopardyx/jeopardy-review-game.php?gamefile=542342#.Vj6HGsss3DM

http://teacher.scholastic.com/activities/athens_games/game.htm

http://teacher.scholastic.com/activities/athens_games/game.htm








characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). 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. RI.5.8-Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

Related Science StandardGLE 0507.5.1 Investigate physical characteristics associated with different groups of animals.

Comprehension Skill Story Structure Characterization Theme

Comprehension Strategy Question

Learning Targets (I Can…) Identify the elements of a story. Examine how the author achieves characterization. Identify the theme of a story.

Journeys Grab-and-Go Assessments, Lesson 20 Journeys Progress Monitoring, Lesson 20 Journeys Reader’s Notebook, Lesson 20 Written summary of a “cold read” text or texts, drawing on



Performance Task-Optional Using a graphic organizer plot the Black Stallion (projectable

20.2).

Text Dependent Questions What was the first thing Alec needed once he reached the

island? How did he find it? (general understanding) On page 604, the author uses the word “carragheen.” What is

“carragheen?” Use your context clues and evidence from the text to support your meaning. (vocabulary and text structure)

What things did Alec need to survive? How did he meet that need? Would you have done anything differently? (opinion)

Literacy Station Activities Comprehension-Create a web of animals that humans bred to

exhibit certain traits to allow them to help others. Write a summary of a passage, Journeys flip charts (modify to add rigor)

http://www.fcrr.org/curriculum/studentCenterActivities45.shtm Comprehension Part 1, C.009-Story Mapping

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for 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.


Identify transitional words in the text Sequence main events (cited directly Sequence events from the text to Analyze specific events to determine Evaluate the effect of including


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that signify sequence to explain how a series of events fit together using a word bank.

from text) from a single page or multiple paragraphs to explain how a series of events fit together using a sequential thinking map with text support.

explain how a series of events fit together using a plot line and peer support.

whether they are the cause or effect of other actions to explain how a series of events fit together using a graphic organizer.

specific events within the text and the resulting overall plot.


Reading Foundational SkillsRF 5.3a- 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 contrast.RF 5.4a- Read grade-level text with purpose and understanding. RF 5.4b- Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

Strategies and Skills Analyze three-syllable words Decode words with three-syllables

Learning Targets (I Can…) Use combined knowledge of all letter-sound correspondences,

syllabication patterns, and morphology. Read grade-level text with purpose and understanding. Read grade-level prose and poetry orally with accuracy,

appropriate rate, and expression on successive readings.

Phonics and fluency Accuracy Stress in Three-Syllable Words

Performance assessments Oral reading fluency checks/running records Use of learned patterns to decode unfamiliar words

Literacy Station Activities Decoding/Word Study- Students work in pairs with a list of

words. Have students sort the three syllable words, re-write the words in segments. Take turns pronouncing each word in segments, then blend syllables together. Sample words-fantastic (fan tas tic), adventure (ad ven ture). Be sure to use other words so that students can determine if it is a three syllable word.

Link to practice three syllable words http://www.learninggamesforkids.com/vocabulary_games/syllables.html

Fluency (optional)- Read aloud for accuracy and self-correction; Time each other and graph results (examples on:

http://www.fcrr.org/curriculum/studentCenterActivities45.shtm Fluency Part 2, F.016-Reading Results)

Writing/ResearchW.5.2-Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a. Introduce a topic clearly, provide a general

Strategies and SkillsSkills Informative/Explanatory Writing

Routine Writing Writing to explain or inform Using linking words


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http://www.learninggamesforkids.com/vocabulary_games/syllables.html






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 or explanation presented.

Linking Words Topic Sentence Concluding Statement

Strategy Modeled response to text Peer editing for clear evidence in text Self editing and self-reflection POW + TIDE mnemonic and graphic organizer

http://www.tncore.org/training/2014summer-training-materials.aspx.

Including topic sentence and concluding statement

Writing Tasks Some animals have to adapt to live in harsh conditions in order

to survive. Think about a living creature that must adapt to survive. Give a description of how they adapt, and why. Use Black Stallion, Horses and Horses Pay the Price as your texts. Remember to cite evidence from both texts to create your key points.

Use scoring rubric from TNReady: http://www.tennessee.gov/assets/entities/education/attachments/tnready_rubric_info-expl_gr4-5.pdf

Speaking and ListeningSL.5.1a- 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.SL.5.1b-Follow agreed-upon rules for discussions and carry out assigned roles. SL.5.1c- Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

Strategies and Skills Hold a Literature Discussion TNCore Accountable Talk resource:


Learning Targets (I Can…) Come to discussions prepared with the necessary materials. Follow agreed upon rules. Pose and respond to specific questions. Review key ideas expressed. Summarize a written text aloud.

Performance Assessments Participating in and conducting discussions, read alouds, and

q/a sessions Oral reports Adding audio and visual information Using formal English in appropriate situations

LanguageL.5.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.5.2d- Use underlining, quotation marks, or italics to indicate titles of works.L 5.5a- Interpret figurative language, including similes

Strategies and SkillsSkills Proper Mechanics (underlining, quotation marks, italics for titles) Capitalizing Titles

Strategy Learning Grammar through Writing

Vocabulary Figurative Language

Vocabulary for Explicit Instruction Piercing, fury, bared, savage, peered http://achievethecore.org/content/upload/

Liben_Vocabulary_Article.pdf


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and metaphors, in context.L 5.5b- Recognize and explain the meaning of common idioms, adages, and proverbs.

https://wvde.state.wv.us/strategybank/VocabularyStrategies.html http://grammar.ccc.commnet.edu/grammar/quiz_list.htm

Learning Targets (I Can…) Use underlining, quotation marks, or italics to indicate titles Know the rules for capitalization of titles Use the correct rules to indicate titles when I am writing Edit writing for mechanical, capitalization and spelling errors Determine the meanings of words and phrases, including

figurative language and idioms. Interpret the meaning of similes and metaphors in context.

http://achievethecore.org/page/61/which-words-do-i-teach- and-how-detail-pg (Supplemental Resources, click Vocabulary Quadrant)

Literacy Station Activities Vocabulary Station-Create a class Word wall using words that

describe the Black Stallion and Alec. Add to the Word Wall as you continue to read the book.

Vocabulary Station: Using the sentence, “The island seemed to be totally uninhabited.” Find as many words as you can that have the same meaning as uninhabited and write on a synonym word web. Use the word in a sentence. Complete this task with other vocabulary words.

Link to figurative language practicehttp://www.learninggamesforkids.com/vocabulary_games/syllables.html

Link to capitalization practice http://interactivesites.weebly.com/capitalization.html

Language Arts Proper Mechanics (underlining, quotation marks, italics for

titles) Capitalizing Titles


Week 5 - Lesson 21Reading Selections Tucket’s Travels (Lexile Level 820) Wild Weather (Lexile Level 940; paired selection) Hurricane Katrina (Donyall Dickey, Complex Text, RI.5.6) Earth Science-Hurricanes (Lexile Level 830) http://www.readworks.org/passages/earth-science-hurricanesBig Idea: Under Western Skies


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http://www.readworks.org/passages/earth-science-hurricanes

http://interactivesites.weebly.com/capitalization.html









Reading Literature and Informational TextRL.5.4- Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.RL.5.5-Explain how a series of chapters, scenes, or stanzas fit together to provide the overall structure of a particular story, drama, or poem.RL.5.6- Describe how a narrator’s or speaker’s point of view influences how events are described. RI.5.6-Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

Related Science StandardGLE 0507.8.1 Analyze and predict how major landforms and bodies of water affect atmospheric conditions.

Strategies and SkillsComprehension Skill Sequence of Events Figurative Language Author’s Word Choice

Comprehension Strategy VisualizeLearning Targets (I Can…) Identify sequence of events in complex text. Determine the meaning of words and phrases, including

figurative language. Describe how a narrator’s or speaker’s point of view influences

how events are described. Read and comprehend informational texts.




Performance Task-Optional Using projectable 21.2, have students place events in

chronological order (sequence of events).

Text Dependent Questions The author gives clues to let readers know the children are

exhausted. Using evidence from the text, describe and list the clues words given. (general understanding)

On page 642, the author uses the word, salvation. What does salvation mean? Why do you think the author uses this word. Support you answer by using evidence from the text. (vocabulary and text structure)

Look at the illustration on pages 638-639, how does this picture express the children’s feelings? Use evidence from the text to support your answer. (inferences)

Literacy Station Activities Comprehension Station- Create a timeline using the text,

Tucket’s Travel. Have students work in pairs to generate questions for Tucket’s Travel, write a summary of a passage, Journeys flip charts (modify to add rigor)

http://www.fcrr.org/curriculum/studentCenterActivities45.shtm Comprehension Part 1, C.006-Plot Plan

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.


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Model Performance Indicator for 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.


Represent figurative language expressions by locating online images with peer or instructor support.

Match written similes and metaphors to illustrations to determine the meaning of words and phrases with teacher or peer support.

Determine the meaning of figurative language within the text using visual support and partner assistance.

Determine the meaning of figurative language within the text with partner assistance.

Infer the meaning of figurative language in grade-level text using context clues and prior knowledge.


Reading Foundational SkillsRF.5.3a- 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 contrast. RF.5.4a- Read grade-level text with purpose and understanding.

Strategies and Skills Analyze words with common final syllables Decode words with common final syllables


patterns, and morphology to read accurately. Read on-level text with purpose and understanding. Read orally with accuracy, appropriate rate, and expression.

Phonics and fluency Phrasing: Pauses Common Final Syllables


Literacy Station Activities Decoding-word building with final syllable words, word sorts

with final syllable words, word building with multisyllabic words, review decoding skills not mastered.

Fluency (optional)-Using projectable 21.1, read aloud modeling pausing. Have students re-read with you pausing at commas and end punctuation.

Writing/ResearchW.5.1a- 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. W.5.1b-Provide logically ordered reasons that are supported by facts and details. W.5.1c- Link opinion and reasons that are supported by facts and details. W.5.1d- Provide a concluding statement or section


Strategy Timed pre-assessment in response to state writing test sample


Writing Tasks Pre-assessment writing task: Practice Writing Test on MICA

Portal or Microsoft Word


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related to the opinion present. Modeled response to text Peer editing pre-assessment for clear evidence in text Self editing pre-assessment and self-reflection POW + TREELL mnemonic and graphic organizer


Learning Targets (I Can…) Form an opinion based on something I have read. Give between 4 to 5 reasons from the text that support my

opinion. Use Linking words to connect my opinion to my reasons. Write my paragraphs always containing a clear topic sentence. Writing my paragraphs with a clear concluding statement.

Post-assessment writing task: Self-reflection on practice MIST test


Speaking and ListeningSL.5.1.c- Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. SL.5.2- Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Strategies and Skills Present Quantitative Information TNCore Accountable Talk resource:


Learning Targets (I Can…) Prepare for a discussion and then participate actively by

contributing comments and questions. Compare and contrast story settings, drawing on details and

other evidence in the text. Participate in a collaborative discussion, drawing on preparation

and carrying out assigned roles. Make contributions to the discussion, review key ideas

expressed and draw conclusions. Identify the reasons and evidence a speaker uses. Organize information for an oral report.


q/a sessions Oral reports Adding audio and visual information Using formal English in appropriate situations

Language Strategies and Skills Vocabulary


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L.5.1b- Form and use the perfect verb tenseL.5.1c- Use verb tense to convey various times, sequences, states, and conditions.L.5.4a- Use context as (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.L.5.5a- Interpret figurative language, including similes and metaphors, in context.

Skills “Be” and “Have” Verbs

Strategy Learning Grammar through Writing https://wvde.state.wv.us/strategybank/VocabularyStrategies.html http://grammar.ccc.commnet.edu/grammar/quiz_list.htm

Learning Targets (I Can…) Identify and use the verbs be and have in all their forms correctly

in speaking and writing. Edit writing for capitalization errors and spelling errors. Use context as a clue to the meaning of a word or phrase and to

confirm understanding. Interpret the meaning of similes and metaphors in context.

Shades of meaning

Vocabulary for Explicit Instruction Seep, pace, vain, factor, travel http://achievethecore.org/content/upload/



Literacy Station Activities Vocabulary Station- create a T-chart and list similes and

metaphors in the text, Tucket’s Travel. Link to Shades of Meaning practice

http://www.k12reader.com/subject/vocabulary/shades-of-meaning/

Links to verb “Be” practice http://www.englishexercises.org/makeagame/viewgame.asp?id=2813 and http://www.eclecticenglish.com/grammar/PresentSimpleToBe1A.html

Language Arts “Be” and “Have” Verbs

Performance Assessments Edit pre-assessment draft for weekly grammar skill Edit for grade-level capitalization and punctuation errors.

Week 6 - Lesson 22 Reading Selections The Birchbark House (Lexile Level 980) Four Seasons of Food (Lexile Level 790; paired selection) North American Diversity (Lexile Level 880) http://www.readworks.com/passages/north-america-north-american-diversity Bear Care (Lexile Level 960) http://www.readworks.com/passages/bear-care Creepy Cave Crawlers (Lexile Level 980) http://www.readworks.com/passages/creepy-cave-crawlers-1


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http://www.readworks.com/passages/creepy-cave-crawlers-1

http://www.readworks.com/passages/bear-care

http://www.readworks.com/passages/north-america-north-american-diversity

http://www.eclecticenglish.com/grammar/PresentSimpleToBe1A.html

http://www.eclecticenglish.com/grammar/PresentSimpleToBe1A.html

http://www.englishexercises.org/makeagame/viewgame.asp?id=2813

http://www.englishexercises.org/makeagame/viewgame.asp?id=2813











Big Idea: Under Western Skies

Reading Literature and Informational TextRL.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; summarize the text. 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.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 RI.5.5- Compare and contrast the overall structure of events, ideas, concepts, or information in two or more texts.

Related Social Studies Standard5.2 Interpret the sectional differences between the North and South in economics, transportation, and population.

Strategies and SkillsComprehension Skill Theme Author’s Word Choice Visual Elements

Comprehension StrategyInfer/Predict

Learning Targets (I Can…) Determine a theme of a story from details in the text. Explain how a series of chapters fit together to provide the

overall structure of a story. Examine the author’s word choice. Use text details to visualize a story’s characters, settings, and

events.




Performance Task-Optional Have students chart the similarities and differences of

Omakayas and the cubs.

Sample MICA Item on RI.5.3https://micatime.com/ Create an assessment using Question ID 44780

Text Dependent Questions What kind of person is Omakayas? What words does the

author use to describe her culture? Use evidence from the text to support your answer. (general understanding and key details)

What context clues help you figure out the meaning of the word envy? (vocabulary)

How does the author describe the bear’s breath? Why do you think the author describes the bear’s breath this way? (text structure)

On page 675, why do you think the author uses this illustration in this story? (inference)

Literacy Station Activities Comprehension Station-Create a character web for

Omakayas, write a summary of a passage, Journeys flip Shelby County Schools

2015/2016 of 46





charts (modify to add rigor)

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for 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; summarize the text.


Match the main ideas in illustrated text (cited directly from the text) to paragraphs in the text.

Identify the main idea of illustrated text at the paragraph level by selecting from a choice of two answers.

Identify the main idea of individual pages in the text with illustrated support.

Identify themes of multiple pages within the text with graphic organizer support and analyze character response using a cause & effect graphic organizer.

Determine the themes and positive/negative outcomes of characters’ actions within the entire text using a graphic organizer.


Reading Foundational Skills RF.5.3- Know and apply grade-level phonics and word analysis skills in decoding words.RF.5.4- Read with sufficient accuracy and fluency to support comprehension.

Strategies and Skills Fluency and Decoding

Learning Targets (I Can…) Read aloud with accuracy, appropriate rate, and expression. Use tone, volume, and pace to read with expression. Use text cues to adjust intonation.

Phonics and fluency Fluency: Rate More Final Syllables

Performance assessments Oral reading fluency checks/running records Spelling of grade-appropriate words in daily/weekly writing Use of learned patterns to decode unfamiliar words

Literacy Station Activities Decoding/Word Study-Work in pairs to sort words with final

syllables /ij/, /iv/, /is/. Use two colors of markers to write the final syllable words one syllable at a time . Have partner sound out the syllable and then blend the word as a whole. After words are decoded, briefly discuss meanings of the words that may be unfamiliar.

Use a decodable reader and practice reading aloud with a partner. Chart all words with final syllable-le.

Provide students with copies of final syllable sentences. Have them locate and circle words with final syllables. Write your own sentence using the final syllable circled. Then practice


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reading the sentences with a partner. Fluency (optional)- Read aloud repeatedly to improve reading

rate; Time each other and graph results.

Writing/ResearchW.5.1-Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.W.5.9-Draw evidence from literary or informational texts to support analysis, reflection, and research.


Strategy Writing pre-assessment of paragraph written from a prompt about

a text POW + TREELL mnemonic and graphic organizer



Learning Targets (I Can…) Form an opinion based on something I have read. Give between 4 to 5 reasons from the text that support my

opinion. Use Linking words to connect my opinion to my reasons. Write my paragraphs always containing a clear topic sentence. Writing my paragraphs with a clear concluding statement.


Writing Tasks Pre-assessment writing task: Practice Writing Test on MICA

Portal or Microsoft Word Post-assessment writing task: Self-reflection on practice MIST

test


Speaking and ListeningSL.5.1- Engage effectively in a range of collaborative discussions with diverse partners on grade 5 topics and texts, building others’ ideas and expressing their own clearly.SL.5.3- Summarize the points a speaker makes and explain how each claim is supported by reasons and

Strategies and Skills Come to discussions prepared Pose and respond to questions Make comments that contribute to the discussion Elaborate on other’s remarks Draw conclusions in light of information from the discussions

Performance Assessments Oral Reports Using formal English in appropriate situations Participating in and conducting discussions, read alouds, and

q/a sessions Adding audio and visual information Teacher observation


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evidenceSL.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

TNCore Accountable Talk resource: http://tncore.org/sites/www/Uploads/files/ELA_/EL_Accountable_Talk_Academic_Discussion.pdf

Learning Targets (I Can…) Restate, sequentially, the main idea/events/points from a story. Stay on topic by making comments about information being

discussed. Present my ideas and/or opinions with facts and details.

LanguageL.5.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speakingL.5.1b- Form and use the perfect verb tenses L.5.2- Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing. L.5.4c- Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify meaning of key words and phrasesL.5.5b- Recognize and explain the meaning of common idioms, adages, and proverbs

Strategies and SkillsSkills Perfect Tense


Learning Targets (I Can…) Identify perfect tenses when writing. Form and use perfect tenses when writing and speaking. Edit and revise writing for incorrect verb tense usage. Use reference materials to find pronunciations and word

meanings. Recognize and explain the meaning of idioms, adages, and

proverbs.

Vocabulary Reference Materials

Vocabulary for Explicit Instruction Spared, bared, nerve, bark, birch http://achievethecore.org/content/upload/



Literacy Station Activities Look up your vocabulary words in a thesaurus and make a list

of synonyms for each word; write a sentence using all vocabulary words.

Link to Reference Materials practicehttp://eduscapes.com/tap/topic9.htm

Link to perfect tense practice https://learnenglish.britishcouncil.org/en/english-grammar/verbs/present-tense/present-perfect

Language Arts Perfect Tense

Performance Assessments


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https://learnenglish.britishcouncil.org/en/english-grammar/verbs/present-tense/present-perfect

https://learnenglish.britishcouncil.org/en/english-grammar/verbs/present-tense/present-perfect

http://eduscapes.com/tap/topic9.htm











Edit for weekly grammar skill Edit for grade-level capitalization and punctuation errors.

Week 7 – Trade Book (Week 1 of 3; Chapters 1-9)Reading Selections Secret Garden (Lexile Level 970)Big Idea: One person can make a dent in a reality so daunting.

Reading Literature and Informational TextRL 5.1-Quote accurately from a text when explaining what the text explicitly and when drawing inference from the text.RL.5.2-Determine a theme of a story, drama, or poemfrom 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; summarize the text.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).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

Strategies and SkillsComprehension Skill Understanding Characters Sequence of Events Metaphor Parts of Plot Theme

Comprehension Strategy Question Summarize Analyze/Evaluate Infer/Predict

Learning Targets (I Can…) Distinguish between major and minor characters. Review key plot elements. Summarize a chapter. Refer to the text when discussing the plot or characters. Identify the theme of a story. Cite evidence from the text when discussing how characters

respond to plot events.

Performance Assessments Teacher created test Anecdotal evidence from classroom discussions

Performance Task-Optional Have students explain the selfish behavior by Mary and make

inferences regarding the impact of the cholera outbreak in Frances Hodgson Burnett’s The Secret Garden by explicitly referring to details and examples from the text from chapters read this week.

Have students describe the importance of sequence, citing evidence from the text to support key points from chapters read this week.

Sample MICA Items for RL.5.3 and RL.5.4https://micatime.com/ Create an assessment using Question IDs 4474 and 44747

Text Dependent Questions Who is Mary Lennox and where did she live? Using evidence

from the text, explain the events happening in Mary’s life. (key details)

In the first paragraph the text states, “…when Mary was born she handed her over to the care of an Ayah.” What is an “Ayah”? Why does Mary’s mother hand her over to the care of an Ayah? (vocabulary)

In the first paragraph of the story, Mary is described as “selfish a little pig as ever live.” Why does the author use this phrase


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to describe Mary? What words or phrases in the text describe Mary’s actions? (general understanding and inference)

Look on page 49. “Look at the moor!” Look at the moor!” What a moor? Use contextual evidence to support your answer. (vocabulary)

On page 3, the author states everybody says Mary Lennox was the most disagreeable-looking child ever seen. Using evidence from the text, how does the author describe Mary? (author’s purpose)

Why do you think the author titled chapter 9, The Strangest House anyone ever lived in? (inference)

**See additional questions in the back of the book and on the SCS weebly, http://scsliteracy.weebly.com/fourth-grade-curriculum.html . The password is readandwrite.

Literacy Station Activities Comprehension Station-Give the students a passage (chunk)

from The Secret Garden. Instruct the students to read it independently the first time through. Provide them with three small sticky-note strips so the students can “tag the text” as they read. Instruct them to place the “sticky-note strips” on what they consider to be their three VIPs (Very Important Points) with a learning partner and listen to what the partner thought were the VIPs, write a summary of a passage, Journeys flip charts (modify to add rigor)

http://www.fcrr.org/curriculum/studentCenterActivities45.shtm Comprehension Part 1-C.004-The Main Events

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RL.5.1 Quote accurately from a text when explaining what the text explicitly and when drawing inference from the text.


Identify key words by highlighting them to explain what the text says explicitly using word bank support.

Categorize supporting details to explain what the text says explicitly and when drawing inferences from the text with partner or small group support.

Identify details quoted from the text that support main ideas to explain what the text says explicitly & when drawing inferences with partner or small group support.

Analyze texts to make inferences to explain what the text says explicitly and when drawing inferences with partner or small group support.

Evaluate texts for statements that support the author’s main arguments to explain what the text says explicitly and when drawing inferences.


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http://scsliteracy.weebly.com/fourth-grade-curriculum.html





Reading Foundational SkillsRF 5.3a- 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 contrast.RF 5.4a- Read grade-level text with purpose and understanding.RF 5.4b- Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.RF 5.4c- Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Strategies and Skills Decoding



Phonics and fluency Unfamiliar words Review phonics patterns that students have not mastered.


Literacy Station Activities Decoding/word study: Have students notice that decoding

unfamiliar words, you sometimes have to use several strategies/clues: synonyms, comparison, contrast, explanation, and examples or infer the meaning of the unfamiliar word by replacing it with the unfamiliar word. Give students a passage with unfamiliar words to use the strategies or clues taught to understand decoding unfamiliar words.

Link to unfamiliar word practicehttp://www.internet4classrooms.com/grade_level_help/language_unfamiliar_words_language_arts_fifth_5th_grade.htm

Fluency station (optional)-timed reading to practice pace and expression, performance reading

http://www.fcrr.org/curriculum/studentCenterActivities45.shtm Fluency Part 2, F.014-Practice and Read



Routine Writing Writing an opinion piece using notes from chapter readings

Writing Tasks Final task due in week 3: After reading Frances Burnett’s The

Secret Garden, use evidence from the excerpt to write your opinion whether or not Mary is justified (or right) in the way


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http://www.internet4classrooms.com/grade_level_help/language_unfamiliar_words_language_arts_fifth_5th_grade.htm







Strategy Modeled response to text Use graphic organizers to inform your writing Self editing and self-reflection POW + TREELL mnemonic and graphic organizer


Learning Targets (I Can…) Include an introduction. Give an opinion about whether or not Mary is justified (right) in

her behavior. Group related information into paragraph. Include reasons and examples from the text to support your

opinion. Use words and phrases to link your opinions with your reasons

(e.g., another, for example, for instance, also, in addition). Provide a conclusion related to the opinion presented. Check for proper grammar, spelling, capitalization, and

punctuation.

she acts. Use the week of writing guidelines.

Use the scoring rubric from TNReady:http://www.tennessee.gov/assets/entities/education/attachments/tnready_rubric_opinion-argue_gr4-5.pdf

Speaking and ListeningSL 5.1.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 SL 5.1.c- Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others




contributing comments and questions. Compare and contrast story settings, drawing on details and

other evidence in the text.


q/a sessions Using formal English in appropriate situations


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Participate in a collaborative discussion, drawing on preparation and carrying out assigned roles.

Make contributions to the discussion, review key ideas expressed and draw conclusions.

LanguageL.5.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speakingL.5.2- Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing.

Strategies and SkillsSkills Prepositions Prepositional Phrases


Learning Targets (I Can…) Recognize and explain the role of prepositional phrases in

sentences. Use prepositional phrases correctly when speaking and writing. Edit writing for capitalization errors and spelling.

Vocabulary Synonyms

Vocabulary for Explicit Instruction Cholera, cottage, garden, secret, phrase http://achievethecore.org/content/upload/



Literacy Station Activities Vocabulary Station-Make a list of grade level synonym word

pairs. Use a blue marker to write on blank index cards or 3- x 5 paper the first word in one of the synonym pairs. (For example, write sad on the first card, mistake on the second card, sleepy on the third card) Keep the cards in order. Use a red marker to write on the back of the first card the second word in the second synonym pair on your list (error). Continue by writing, in sequence, the second words in each synonym pair. So, on the back of mistake is drowsy; on the back of sleepy is maybe On the last card, write the second synonym in the first word pair on the list – in the example above, it would be unhappy. Mix up the cards and distribute them to students, one card per student -- don't forget one for yourself. Have students look at the blue word on the card they hold. Start the game by showing and calling out the red word on your card. The students must look at their cards to see who has the blue word that is a synonym for the word you call out. That student should call out the synonym.-For example, if leader show and call out the word error, the student who is holding the blue word that is a synonym for error -- in this example, mistake -- must call out that word.


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TN DOE Curriculum Standards Learning Outcomes Content & TasksThen, the student holding the card on which was written the synonym for your card (mistake) flips over his or her card and reads the red word (drowsy) on the back. Students look at their cards to see if they hold the blue word that is a synonym for drowsy. The game continues until you have gone all the way through the deck of cards.

Link to prepositions and prepositional phrases practice http://www.eduplace.com/cgi-bin/hme-quiz-start.cgi?Grade=6&Unit=7&Topic=Prepositional+Phrases&x=25&y=9

Language Arts Prepositions Prepositional Phrases

Performance Assessments Draft written from informal notes about topic Use of prepositional phrases in writing


Reading Literature and Informational TextRL 5.1-Quote accurately from a text when explaining what the text explicitly and when drawing inference from the text.RL.5.2-Determine a theme of a story, drama, or poemfrom 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; summarize the text.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).

Strategies and SkillsComprehension Skill Understanding Characters Compare and Contrast Theme Plot

Comprehension Strategy Question Summarize Analyze/Evaluate



inferences regarding the impact of the cholera outbreak in Frances Hodgson Burnett’s The Secret Garden by explicitly referring to details and examples from the text from chapters read this week.

Have students describe the importance of sequence, citing evidence from the text to support key points from chapters


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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

Infer/Predict

Learning Targets (I Can…) Quote accurately when explaining what the text says explicitly

and when drawing inferences. Determine two or more main ideas of a text. Explain the relationships, or interactions between two or more

individuals, events, ideas, or concepts. Distinguish between major and minor characters. Review key plot elements. Summarize a chapter. Refer to the text when discussing the plot or characters. Identify the theme of a story. Cite evidence from the text when discussing how characters

respond to plot events.

read this week.

Text Dependent Questions Using evidence from the text, why did Mary cry when she told

Dickon about her garden? (key details) In chapter 10, when Mary was in the secret garden, she felt

she was shut out of the world and in some fairy place. Why do you think she feels this way? Use evidence from the text to support your answer. (inference)

In the last paragraph in chapter 12, the author writes, “I will cum bak.” What does the author mean by this statement? (text structure)

In chapter 14, when Colin was born, why wouldn’t his father look at him? Do you think his father was right? Why or why not? Use evidence from the text to support your answers.(key details/inference)

In chapter 18, Mary said she hated people. What changed her mind? Why do you think Mary had those feelings? (key details/inference)

**See additional questions in the back of the book and on the SCS weebly, http://scsliteracy.weebly.com/fourth-grade-curriculum.html . The password is readandwrite.

Literacy Station Activities Comprehension Station-Compare and contrast Mary’s mother

to other mothers you know, write a summary of a passage, Journeys flip charts (modify to add rigor)

http://www.fcrr.org/curriculum/studentCenterActivities45.shtm Comprehension Part 1, C.003-Check-a-Trait

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for 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).


Highlight phrases that indicate comparing and contrasting from

Categorize phrases about the characters or events as similar or

Analyze grade-level paragraphs for sentences that indicate similarities or

Evaluate grade-level text at the page or multi- paragraph level to compare

Draw conclusions and make inferences about similarities and


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designated paragraphs with word bank and teacher support.

different in a T-chart to compare or contrast two or more characters or settings with a peer.

differences to compare or contrast two or more characters or settings using a word bank.

and contrast two or more characters, settings or events with partner assistance.

differences to compare and contrast two or more characters or settings in grade-level text based on specific details from the text.






Phonics and fluency Review phonics patterns that students have not mastered.


Literacy Activities Decoding/Word Study- Choose words with prefixes and

suffixes in The Secret Garden. Decode multisyllabic words by isolating prefixes and suffixes.

Links to prefix and suffix practice http://www.enchantedlearning.com/grammar/prefixsuffix and http://www.internet4classrooms.com/grade_level_help/language_root_words_language_arts_fifth_5th_grade.htm

Fluency (optional)- Read aloud repeatedly to improve reading rate; Time each other and graph results.



Strategy Modeled response to text

Routine Writing Writing an opinion piece using notes from chapter readings

Writing Tasks Final task due in week 3: After reading Frances Burnett’s The

Secret Garden, use evidence from the excerpt to write your opinion whether or not Mary is justified (or right) in the way she acts. Use the week of writing guidelines.


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http://www.enchantedlearning.com/grammar/prefixsuffix





Use graphic organizers to inform your writing Self editing and self-reflection POW + TREELL mnemonic and graphic organizer






punctuation.


Speaking and ListeningSL.5.1.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. SL.5.1.c- Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.




contributing comments and questions. Participate in a collaborative discussion, drawing on preparation


expressed and draw conclusions.



Language Strategies and Skills Vocabulary


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L.5.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speakingL.5.2- Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing.

Skills Pronouns (indefinite, possessive, interrogative)


Learning Targets (I Can…) Identify indefinite, possessive, and interrogative pronouns while

reading. Use pronouns correctly when writing. Edit writing for capitalization errors and spelling errors.

Language Arts Pronouns (indefinite, possessive, interrogative)

Vocabulary for Explicit Instruction Lectures, ivy, soot, hunchback, possessive http://achievethecore.org/content/upload/



Literacy Station Activities Vocabulary Station- Using 20 different kinds of pronouns, sort

the pronouns under the 3 categories, -indefinite, possessive, interrogative.

Link to pronoun practicehttp://www.bbc.co.uk/skillswise/game/en27pron-game-personal-pronouns-treasure-hunt

Performance Assessments Edit for grade-level capitalization and punctuation errors.


Reading Literature and Informational TextRL 5.1-Quote accurately from a text when explaining what the text explicitly and when drawing inference from the text.RL.5.2-Determine a theme of a story, drama, or poemfrom 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; summarize the text.

Strategies and SkillsComprehension Skill Understanding Characters Sequence of Events Parts of Plot Theme Figurative Language



inferences regarding the impact of the cholera outbreak in Frances Hodgson Burnett’s The Secret Garden by explicitly


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http://www.bbc.co.uk/skillswise/game/en27pron-game-personal-pronouns-treasure-hunt

http://www.bbc.co.uk/skillswise/game/en27pron-game-personal-pronouns-treasure-hunt









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).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

Comprehension Strategy Question Summarize Analyze/Evaluate Infer/Predict

Learning Targets (I Can…) Distinguish between major and minor characters. Review key plot elements. Summarize a chapter. Refer to the text when discussing the plot or characters. Identify the theme of a story.

Cite evidence from the text when discussing how characters respond to plot events.

referring to details and examples from the text from chapters read this week.

Have students describe the importance of sequence, citing evidence from the text to support key points from chapters read this week.

Text Dependent Questions In chapter 19, Colin has lots of tantrums. What causes Colin’s

tantrums? Who did they send for every time Colin has a tantrum and why? Use evidence from the text to support your answers. (key details)

Re-read chapter 23. Dr. Craven warned Colin he should not stay outside too long and overexert himself. Why does he warn Colin Not to do so? Do you think Colin made a good decision? Why or why not? (key details/inference).

When Colin was learning to walk, the robin thought it might mean he was preparing to pounce like a cat. What does pounce like a cat mean? Why did the robin make this connection with Colin learning to walk? Re-read chapter 25 and use evidence to support your answers. (vocabulary/inference)

Chapter 27, in the 2nd paragraph, it was Mary’s disagreeable thoughts that once made her a yellow-faced, sickly, bored, and wretched child. Why did the author describe Mary this way? (key details/text structure)

*See additional questions in the back of the book and on the SCS weebly, http://scsliteracy.weebly.com/fourth-grade-curriculum.html . The password is readandwrite.

Literacy Station Activities Comprehension- chunk a piece of text from The Secret Garden.

Have students generate text dependent questions and exchange with other students to answer using evidence from the text, write a summary of a passage, Journeys flip charts (modify to add rigor)

http://www.fcrr.org/curriculum/studentCenterActivities45.shtm Comprehension Part 1, C.008-Story Element Ease


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WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for 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 genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.


Represent figurative language expressions by locating online images with peer or instructor support.

Match written similes and metaphors to illustrations to determine the meaning of words and phrases with teacher or peer support.

Determine the meaning of figurative language within the text using visual support and partner assistance.

Determine the meaning of figurative language within the text with partner assistance.

Infer the meaning of figurative language in grade-level text using context clues and prior knowledge.






Phonics and fluency Review phonics patterns that students have not mastered.


Literacy Station Activities Decoding/Word Study- review phonics patterns that students

have not mastered. See unused activities, as appropriate to learners, from

Advanced Phonics, Part 3 http://www.fcrr.org/curriculum/studentCenterActivities45.shtm

Fluency (optional)- Read aloud repeatedly to improve reading rate; Time each other and graph results.


Strategies and SkillsSkills Opinion Writing Linking Words Topic Sentence

Routine Writing Final task due in week 3: After reading Frances Burnett’s The

Secret Garden, use evidence from the excerpt to write your opinion whether or not Mary is justified (or right) in the way she acts. Use the week of writing guidelines.


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Concluding Statement

Strategy Modeled response to text Use graphic organizers to inform your writing Self editing and self-reflection POW + TREELL mnemonic and graphic organizer






punctuation.


Speaking and ListeningSL 5.1.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 SL 5.1.c- Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others




contributing comments and questions. Participate in a collaborative discussion, drawing on preparation




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expressed and draw conclusions.

LanguageL.5.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speakingL.5.1b- Form and use the perfect verb tenseL.5.1c- Use verb tense to convey various times, sequences, states, and conditionsL.5.2- Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing.

Strategies and SkillsSkills “Be” and “Have” Verbs

Strategy Learning Grammar through Writing https://wvde.state.wv.us/strategybank/

VocabularyStrategies.html http://grammar.ccc.commnet.edu/grammar/quiz_list.htm

Learning Targets (I Can…) Identify and use the verbs be and have in all their forms

correctly in speaking and writing Edit writing for capitalization errors and spelling errors

Vocabulary Figurative Language

Vocabulary for Explicit Instruction Springtime, robin, autumn, laughter, moor http://achievethecore.org/content/upload/

Liben_Vocabulary_Article.pdf http://achievethecore.org/page/61/which-words-do-i-teach-and-

how-detail-pg (Supplemental Resources, click Vocabulary Quadrant)

Literacy Station Activities Have students fill in the blanks with the correct form of the

appreciate verb -to be or to have got (e.g.: I ha ve got a banana. She is Anne Smith).

Vocabulary Station- Create sentences using “be” and “have” along with other sentences without “be” and “have”. Have students sort these sentences and chart on a T-chart.

Vocabulary Station-Scan the novel, Secret Garden, for figurative language phrases. Record and label each phrase. Share with your group.

Link to Activities-figurative language practicehttp://www.timeforkids.com/homework-helper/study-helper/figurative-language

Language Arts “Be” and “Have” Verbs

Performance Assessments Teacher and/or District Assessment


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http://www.timeforkids.com/homework-helper/study-helper/figurative-language

http://www.timeforkids.com/homework-helper/study-helper/figurative-language







grade 5 q 3... · web viewenglish language arts. 3. rd. nine weeks. grade 5. recurring...

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