5th Grade 1st Six Weeks Mod - West Orange-Cove ...

Unit Learning Standards and Core Concepts

Major Concepts:

Theme: Week 1: Smart Start Week 2: Fighting Back

Phonics/Word Study - Short Vowels; Multisyllabic Words; Morphology

Vocabulary - Homophones; Words In Context; Selection Vocabulary

Grammar/Mechanics - Sentence Combining; Punctuate Compound Sentences

Fluency - Expression and Accuracy

Comprehension - Analyze Story Structure - Character and Setting;

Writing - Launching Writer's Workshop; Generating Ideas for Personal Narratives

Assessment - Diagnostic Assessments; Fluency Goals

Processes:

Establish and discuss classroom procedures.

Learn key instructional routines, including Daily Five and Literacy Centers.

Review previous-grade skills, through diagnostic assessments, fluency checks, and writing.

Monitor and adjust comprehension (e.g., using background knowledge, creating sensory image, rereading a portion aloud,

generating questions). (Readiness Standard)

Make inferences about text and use textual evidence to support understanding (Readiness Standard).

Make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres, and

provide textual evidence. (Readiness Standard)Use context (e.g., in-sentence restatement) to determine or clarify the meaning of unfamiliar or multiple meaning words.

(Readiness Standard)

English Language Arts and Reading Curriculum Overview 5th Grade 1st Six Weeks - Week 1 and 2

Topic/Theme: Taking a Stand

Learning Standards

Reading During the first few weeks of school, teachers are building common core routines and frameworks within the literacy block. By

building this learning structure in the classroom, teachers demonstrate and focus teaching on what the child and teacher are

doing inside each component of the literacy block, thereby building a learning community. The goal is for all students to

internalize expectations and shared experiences in a way that allow for every child to become engrossed in their reading and

writing.

(1) Reading/Fluency.

Students read grade-

level text with fluency

and comprehension.

(6)

Reading/Comprehensi

on of Literary

Text/Fiction. Students

understand, make

inferences and draw

conclusions about the

structure and elements

of fiction and provide

evidence from text to

support their

understanding.

(2)

Reading/Vocabulary

Development.

Students understand

new vocabulary and

use it when reading

and writing.

Summarize and paraphrase texts in ways that maintain meaning and logical order within a text and across texts. (Readiness

Standard)

Describe incidents that advance the story or novel, explaining how each incident gives rise to or foreshadows future events.

Read independently for a sustained period of time and summarize or paraphrase what the reading was about.

Identify and explain the meaning of common idioms, adages, and other sayings. (Supporting Standard)

Use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations,

alternate words choices, and parts of speech of words. (Readiness Standard)

Essential Question (s): Literature Connection (s)

Week 1 Week 2

Diagnostic Assessment (1) Lunch Counter Encounter (preteach)

Fluency Probe (1) Goin' Someplace Special (Main)

Set Up Writing Notebook (1) Through My Eyes (Paired)

Comprehension Passages (2) Time for Kids (Nonfiction)

Leveled Readers:

The Way It Should Be (below)

Gramma's Garden (On)

Sandy's Song (Above)

Dreaming of a Garden(ELL)

Teacher Selected Reading Classroom Library School Library

Media Connection (s) Instructional Resources

Texas Treasures (Macmillan/McGraw Hill) Teachers Edition

Texas Treasures (Macmillan/McGraw Hill) Student Edition

Daily Five

Write Source

Establishing a Literacy Learning Community:

Use context (e.g., in-sentence restatement) to determine or clarify the meaning of unfamiliar or multiple meaning words.


(8)

Reading/Comprehensi

on of Literary

Text/Sensory

Language. Students

understand, make

inferences and draw

conclusions about

how an author's

sensory language

creates imagery in

literary text and

provide evidence

from text to support

their understanding.

Write responses to literary or expository texts and provide evidence from the text to demonstrate understanding. (Readiness

Standard)

Plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate

topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a

thesis or controlling idea.

Have you ever seen an unfair situation? How did you

react to this situation?

Why do people take action to support what they believe

in?

(9)

Reading/Comprehensi

on of

Text/Independent

Reading. Students

read independently

for sustained periods

of time and produce

evidence of their

reading.

What happens in the beginning of the story? The

Middle? The End?

What conflicts did the main character have, and how

were they affected by the setting?

Was there ever a time you tried to stand up for what you

believe was right? What did you do?

Please visit the WOCCISD LiveBinder for the

Media Connections related to this unit.Figure: 19

Reading/Comprehensi

on Skills. Students

use a flexible range of

metacognitive reading

skills in both assigned

and independent

reading to understand

an author’s message.

Students will continue

to apply earlier

standards with greater

depth in increasingly

more complex texts as

they become self-

directed, critical

readers.

Focus Lesson/Direct Instruction/Modeling

Begin to establish relationships and routines that will build your Literacy Learning Community

* Invite students to share their ideas and discuss suggestions to establish learning community norms (See Example) .

* Set up Reading/Writing Notebooks, explaining to students how these will be used to support learning. (See Example)

* Begin to establish Literacy Block Routines (See Intermediate Literacy Framework).

Introducing the Theme: Week 2

Figure: 19

Reading/Comprehensi

on Skills. Students




and independent




to apply earlier




they become self-

directed, critical

readers.

Creating a community starts with getting to know each other the first day of school and is embedded in the schedules the

teacher designs together, the rules teachers/students construct together, and the stories that are read and drawn upon. The

teacher will need to extensively model expectations for students.

* Plan for appropriate interventions and provide support early in the year for reluctant /struggling readers (use STAAR results

as a measure to determine struggling readers), by engaging individual students in a One Minute Fluency Probe. Listen to each

student read orally from a passage at their independent and instructional levels for one minute. After completing the fluency

probe, conference with students to aid in setting fluency goals. (Beat Your Best Record Sheets can be found on LiveBinder)

Guided Reading, Guided Writing, Assessing, Conferring

(16) Writing/Literary

Texts. Students write

literary texts to

express their ideas

and feelings about

real or imagined

people, events, and

ideas.

* Establish the power and influence reading has by inviting students to create a visual representation of their Reading Journey

(texts they have read that significantly impacted their lives). Tell them they will have opportunities to update their journeys as

the year progresses.

Writing

(15) Writing/Writing

Process. Students use

elements of the

writing process

(planning, drafting,

revising, editing, and

publishing) to

compose text.

* Administer a Personal Interest Survey e.g., favorite music artist, pastime, school subject, goals, dislike).and adapt instruction

to their readiness and interests. The surveys may be displayed around the room. Alternatively, you may have students complete

• The theme, “Taking a Stand” allows students to engage in reflecting on what they have learned so far about the different ways

people take a stand on injustices - while reading, thinking, discussing, and writing about the texts. Students will demonstrate

mastery of the learning outcomes for the six weeks by a writing a Personal Narrative and preparing an Research Project as a

culminating activity. The projects will require students to incorporate literary elements such as characters, setting, and plot.

Additionally, the study of main ideas and details will allow students to deepen understanding of nonfiction text. The published

personal narratives can be displayed in the classroom. With "Taking a Stand" students will need to access previous knowledge

regarding the Civil Rights Movement. Using various teaching strategies, access student's prior knowledge about the subject and

engage in a discussion that will clear misconceptions and help students deepen their understanding of the cultural significance

of the Civil Rights Movement. Use Primary Resources, such as pictures, newspaper articles, and sources, to deepen students'

understanding of Jim Crow laws. A discussion of the people associated with the Civil Rights Movement, such as Martin Luther

King, Jr., Rosa Parks, César Chavez and others, would be necessary.

Daily Message/Journal Writing Prompts:

Discuss how people take action to support their beliefs.

If M.L. King were alive today, what aspects of American Society would he feel had become a part of his "dream"?

Have you ever been the victim of racism or discrimination by peers or by power-holders in our society?

What rights do you think citizens of the United States should have?

Whole Group - Read Aloud

Strategy: Story Structure - Character/Setting Genre: Fiction; Realistic Fiction

Before Reading

During Reading

Mini-Lesson: Exploring Character and Setting

Oral and Written

Conventions Suggestion— Establish a routine of frequently beginning class with a read aloud. Read for approximately 15-20 minutes and

allow students to write a personal response to the text in their Reader’s/Writer’s notebook.

(20) Oral and Written

Conventions/Conventi

ons. Students

understand the

function of and use

the conventions of

academic language

when speaking and

writing. Students

continue to apply

earlier standards with

greater complexity.

(17) Writing.

Students write about

their own

experiences.

Demonstrate how you use the strategy while reading the sample text and stopping to think aloud as you read. Explain to

students that you will be sharing what you are thinking as you read. This lets your students see and hear the invisible, cognitive

processes of reading. Select a piece of text to use as you model.

Routine: Read the title of the book and show the front cover. Establish prior knowledge, purpose, and predictions: Provide

background information or allow students to share ideas that they have based on the title or the picture. Invite students to make

predictions or pose questions about the book based on their knowledge of the author, title, topic, or picture. Remind students to

think about their predictions as you read aloud. Introduce and/or review vocabulary. Introduce words found in the text and

important words to students' comprehension. Provide opportunities for students to use the words, either in a quick activity, or

in sentences. Introduce and/or review the focus strategy. Explain to students how to use the strategy.


Conventions/Handwri

ting, Capitalization,

and Punctuation.

Students write legibly

and use appropriate

capitalization and

punctuation

conventions in their

compositions.

Routine: Read the story. Stop occasionally to model a Think Aloud. Model and practice the focus strategy. Stop at

predetermined points to invite students to react or reflect on thinking with a partner; write a note in their journal, share thinking

using "CAFE" Comprehension Strategies, such as prediction and differencing. Using sample Read Aloud Questions/Prompts,

hold students accountable for the knowledge in the text and accountable for rigorous thinking. (See Examples)

Task: Analyze a story by noticing what the characters say and do and by noticing how the setting (place and time) affects what

the characters say and do. Review the definitions of character, setting and plot using previously read literature. Model how to

use a graphic organizer, such as a story map, to track and frame the text while reading. Class Artifact: Graphic Organizer

Week One Selections: Use a text of your own choosing.

Week Two Selections: Lunch Counter Encounter (Preteach); Goin' Someplace Special (Main); Through My Eyes (Paired)

After Reading

Mini Lesson: Direct and Indirect Characterization

Materials: Direct and Indirect Characterization handout

* What does the character say? (dialogue)

* What does the character do? (action)

* What do the characters think? (interior monologue)

* What do others say about them?

* How does the author use syntax to reveal the character's traits?

Using the Defining Characterization handout, discuss the definitions of direct and indirect characterization.

(27) Listening and

Speaking/Listening.

Students use

comprehension skills

to listen attentively to

others in formal and

informal settings.

Students continue to

apply earlier


complexity.

Task: Review the story by allowing students to analyze the characters and setting. During week one, teachers may choose a

text to read. Suggestion: read a book(s) from the Picture Books that Illustrate Well-Developed Characters. During week two,

chose a book from the unit selections. After reading the book together, use a graphic organizer to help students analyze the

character. Ask students to identify examples in the picture book that illustrate the development of main character, or

protagonist, in the story. Require students to use examples from the text to support their answers. Guide students through the

Direct and Indirect Characterization Mini-Lesson (see below):

The ability to analyze how an author uses the elements of language - diction, imagery, figurative language, syntax, sound

devices - to develop characters is an important reading skill. Writers develop characters through direct and indirect

characterization. In direct characterization, the character is revealed through the author's direct statements. Indirect

characterization involves the following:


Conventions/Handwri


and Punctuation.


and use appropriate

capitalization and

punctuation


compositions.

Read Aloud "The Cat in the Hat" by Dr. Seuss. Guide students as they analyze the use of indirect characterization in the story.

As a class, discuss several examples of how the author uses indirect characterization to develop the characters. To illicit

responses, ask indirect characterization questions, such as: - What does the character say? What does this reveal about its

character? What does the character do? How does these actions reveal information about his/her character? - and so on. Insist

that students use text evidence to support their answers. Student answers should be recorded on the chart.

Task: Analyze a story by noticing what the characters say and do and by noticing how the setting (place and time) affects what

the characters say and do. Review the definitions of character, setting and plot using previously read literature. Model how to

use a graphic organizer, such as a story map, to track and frame the text while reading. Class Artifact: Graphic Organizer


Conventions/Spelling.

Students spell

correctly. Routine: Follow-up to focus strategy. Ask students to respond to reading by sharing their reflections and reactions. Have

students demonstrate comprehension by retelling, summarizing, discussing ideas, answering questions, or other after reading

activities. Determine an indicator of mastery for focus strategy. At a minimum, mastery should indicate a satisfactory

understanding of focus strategy, text, concepts, and enduring understandings.

Listening and

Speaking

(28) Listening and

Speaking/Speaking.

Students speak clearly

and to the point, using

the conventions of

language. Students

continue to apply


greater complexity.

Class Artifact: Direct and Indirect Characterization Chart Student Artifact: Characterization Graphic Organizer

Direct and Indirect Characterization in Goin' Someplace Special by Patricia McKissak.

Whole Group - Phonics/Word Study

Task: Assess students' decoding abilities using the Quick Phonics Survey. Week 2 Task: Short Vowels

Whole Group - Fluency

Task: Assess students' oral reading fluency. Student Artifact: Beat Your Best Record fluency sheets

Whole Group - Vocabulary

Note: Expectations at 5th grade are considerably more sophisticated and teachers are expected to guide students to think in

terms of protagonists and antagonists in stories, to think about how characters change over time, to give evidence for

conclusions and inferences drawn about characters, and to use very sophisticated language to describe all of these things.

Teachers should guide the students in understanding a character's motivation and ethics, how characters influence other

characters and the plot overall, and even to describe the depth and sophistication of the character. Students should be able to

talk about how the author portrays a character, how the story would be different if a particular character was different, and how

believable a character in a story is. (cited)

(29) Listening and

Speaking/Teamwork.

Students work

productively with

others in teams.


apply earlier


complexity.

Task: Using the Goin' Someplace Special characterization handout, students will locate five instances where the author uses

direct and indirect characterization to develop the character 'Tricia Ann. Student Artifact: Characterization Chart

In the first few weeks of school, students should be introduced to the tools that the teacher will be using to teach phonics and

word study. Teachers should introduce the Word Wall, and talk about routines and procedures used in class as part of word-

study instruction.

In the first few weeks of school, teachers should introduce routines that students will be doing every day throughout the year to

practice fluency. For example, many teachers use Morning Message or Community Circles to give students a passage of text

(perhaps a poem) to practice all day. Tell students that fluency involves three key aspects of reading: speed, accuracy, and

expression. With students, establish yearly fluency goals. Assess each student's oral reading fluency to establish each student's

baseline. The goal for the beginning of 5th grade is 110 wcpm. Use the results to provide appropriate small group instruction.

In the first few weeks of school, teachers should introduce vocabulary routine, the vocabulary strategies, discuss morphology,

review a dictionary and thesaurus. Rich vocabulary instruction should include intentional explicit vocabulary instruction,

teaching independent strategies to unlock the meaning of new words (e.g. affixes, context, reference), differentiate instruction

based on the needs of ELL students and emergent readers, and developing a structured environment that builds word awareness.

Task: Build Vocabulary Routine

Writing Workshop

Task: Launching the Writing's Workshop

Essential Questions: What is the Writing Workshop? What is the Writer's Notebook?

Mini-Lesson: Building a Community of Writers

Mini-Lesson: Set up the Writer's Notebook (see link in live binder)

Mini-Lesson: Writing from the Heart (see copy of lesson plan in livebinder)

Mini-Lesson: Generating ideas for Personal Narrative Writing

Explain to students that the writer's notebook is a place where they will be collecting many different things

throughout the year. It is a place to record memories, thoughts, ideas, wonderings, and story ideas. Show the class

examples of writer's notebooks. Guide students through setting up their writing notebooks. Allow time for students

to personalize their notebooks. Suggestion: Ask students to bring artifacts from home, such as baseball tickets,

movie stubs, pictures, etc. to include in their notebooks. Allow students to discuss these items and their significance.

Explain to students that many writers keep a collection of things they know or care about to draw from whenever

they want to write so that they never suffer writer's block. Guide students through the Writing From the Heart

lesson. The purpose of this lesson is to build a bank of ideas from which students will write. These heart maps will

be placed inside of their writer's notebook as a resource to use when students are struggling with story ideas.

Tell students that you will teach them ideas for generating personal narratives. Write on a chart, "Think of a person

who matters to you, then list clear, small moments you remember with him or her. List the moments with crystal-

clear clarity." Model the process by writing on a chart about a person who matters to you. Explain to students that

what you demonstrated is what they will do. Students will first list, on their fingers, the 2-to-3 moments with that

person. Ask students to zoom in on the most important parts of that moment. Ask students to partner with someone

and tell that person the story. Be sure to include tiny sensory details. Next, students will write the stories they have

just told. Student Artifact: Personal Narrative: Important Person





Introduce the Define/Example/Ask vocabulary words. Preteach vocabulary, using the Visual Vocabulary Resources to

demonstrate and discuss each word. In addition to the selection vocabulary, add academic language related to Character

Analysis, such as: evidence, character, trait, protagonist, antagonist, supporting character, motivation, desire, ambition,

influence, conflict, role, plot, conflict, and relationship. Student Artifact: Vocabulary Activities

Discuss what the writer's workshop looks like and what it is. Have students create a list of what it should look

like/sound. Use this list to establish the norms of the workshop. Keep these norms posted in your classroom.

Possible list may be "Why We Have the Writer's Workshop" and "Our Norms for Writing Workshop".

Grammar/Mechanics Mini-Lessons: Sentence Types, Commands and Exclamations

Grammar Practice Book pages 1-5

Small Group - With Teacher

Guided Reading

Alternatively, teacher may utilize this time to complete Fluency Probes on each student to assess reading fluency.

Small Group - Guided Writing

Small Group - Work on Reading

Launching Daily 5 and Café Mini-Lessons (Days 1-10):

Read to Self - Sustained silent reading is a period of uninterrupted silent reading. Provide 15 - 30 minutes for students to enjoy

independent reading.

Tell students that you will teach them ideas for generating personal narratives. Write on a chart, "Think of a person

who matters to you, then list clear, small moments you remember with him or her. List the moments with crystal-

clear clarity." Model the process by writing on a chart about a person who matters to you. Explain to students that

what you demonstrated is what they will do. Students will first list, on their fingers, the 2-to-3 moments with that

person. Ask students to zoom in on the most important parts of that moment. Ask students to partner with someone

and tell that person the story. Be sure to include tiny sensory details. Next, students will write the stories they have

just told. Student Artifact: Personal Narrative: Important Person

Teachers should be focusing on routines and procedures. Teachers also have reading assessments to conduct in the first few

weeks, so Guided Reading is not recommended during the first three weeks of class.

Teachers should be focusing on routines and procedures. Teachers also have reading assessments to conduct in the first few

weeks, so Guided Writing is not recommended during the first three weeks of class.

The teacher should not be pulling small groups at this point in the school year. Instead, the teacher should be introducing

students to expectations for independent reading. Using the Launching Daily 5 and Cafe Menu , the teacher should engage

students in a series of mini-lessons to show students how to select a "just right book." The teacher should be creating rules for

systems to support independent reading (e.g. show respect for the organization of the classroom library; keep a collection of

books at your seat in a book bag, etc.). Students should also be taught about the importance of reading every day.

Using the Grammar Practice Book, guide students through grammar and mechanics practice. For writing purposes,

these skills should be supported during guided writing, discussed during student/teacher conference, and included in

revision and editing activities.

Major focus should be spent on launching Daily 5 and Café. Launching lessons for each of the five program components;

"Good-Fit Books" and "Three Ways to Read a Book" lessons; discussion the specific needs of older learners; troubleshoot with

students on dealing with crowded classrooms and missing materials; and management of classroom resources.

Collaboration 1 - Read to Someone

Using Leveled Readers:

Observe writing behaviors that will move the writing forward.

Characterization Graphic Organizer Mini-Lesson: The Writer's Job During a Writing Conference

Characterization Chart

Vocabulary Activities

Writer's Notebook

Heart Map

o What are you working on as a writer?

Writing: Personal Narrative (Important Person) o What are you trying to do as a writer?

o What will you do today in your writing?

Fluency Probes

(More Challenging)

Independent Practice with Conferring

Practice Task (s) Student/Teacher Conferring

1. Teacher explains that during the writing conference, the child’s job

will be to talk to the writing teacher about their thinking.

2. The teacher will want to know what they are trying to do as a

writer, what they’ve done so far, and what they are planning to do next.

3. The teacher will begin the conference by interviewing the writer,

asking questions about their writing (not their topic).

Collaborative Learning

Collaboration 2 Collaboration 3

Have students work with a partner. Students

will take turns reading a text to each other

and asking questions about the story. Direct

students to ask each other questions about the

text, such as what was the story about? What

is the main idea?

Teachers tend to ask the following questions during a conference, so

students should be prepared to answer them:

Instructional Extensions and Modification

Extension Supporting ELL Suggestions for Differentiation

In the first weeks of school, the teacher

should find time (about 30 minutes, once

per week) in the schedule to pre-teach

concepts and material to students who

struggle to keep up with peers. It is very

helpful for those struggling and ELL

students to have early exposure to

materials, vocabulary, and key concepts

before the other students encounter them.

Pre-teach the key vocabulary, phrases,

and basic words for the suggested reading

selection to ELL students and others who

would benefit from pre-teaching. Use

English and Spanish Cognates, Phonics

Transfers, and Grammar Transfers

(TxTres. p. T16-37)

For students who struggle with oral

storytelling or with sequencing events, you

could offer them the option of creating a

storyboard to help them move through their

narrative step-by-step.

Writing Extension: The words bias,

prejudice, discrimination, and racism are

similar in meaning. Choose one of these

words and do the following: provide the

definition; give two examples that show

the meaning; write a sentence that applies

the word to our world today; write a

paragraph to another students to explain

how to handle a situation that involves

your word.

In the first weeks of school, the teacher

should find time (about 30 minutes, once

per week) in the schedule to pre-teach

concepts and material to students who

struggle to keep up with peers. It is very

helpful for those struggling and ELL

students to have early exposure to

materials, vocabulary, and key concepts

before the other students encounter them.

Pre-teach the key vocabulary, phrases,

and basic words for the suggested reading

selection to ELL students and others who

would benefit from pre-teaching. Use

English and Spanish Cognates, Phonics

Transfers, and Grammar Transfers

(TxTres. p. T16-37)

Writing Extension: The words bias,

prejudice, discrimination, and racism are

similar in meaning. Choose one of these

words and do the following: provide the

definition; give two examples that show

the meaning; write a sentence that applies

the word to our world today; write a

paragraph to another students to explain

how to handle a situation that involves

your word.

For students who are struggling to identify

character traits and infer about character

based on the clues from text, consider using

role-play in small group and have the

students describe how they think you are

feeling based on your actions, interactions,

words, body language, etc… Students

could also be given cards with a character

trait, such as frustrated, and act that out for

the group to describe. Once students are

successful with role-play, go back to a

previously read text and make a direct

connection to understanding characters in

texts based on the author’s clues.

Remember to include some of the critical

questions in your discussion with students.

English Language Arts and Reading Curriculum Overview 5th Six Weeks 1st Six Weeks - Week 3 and 4

Topic/Theme: What Makes People Take Action?

Assessment

Formative Summative

Observe students throughout the week as they complete assignments,

respond orally in class, and read aloud.

Fluency Benchmark - Diagnose fluency rates by administering individual

fluency probes: Fluency is the ability to read a text accurately and quickly.

When fluent readers read silently, they recognize words automatically.

For students below level, use the Diagnostic Assessment to assist you in

determining which students need interventions and help you provide

appropriate small group lessons.


Major Concepts:

Theme: Standing Up For What Is Right/Remembering the Past

Phonics/Word Study - Long Vowels; Multisyllabic Words; Long U

Vocabulary - Words In Context; Selection Vocabulary; Similes

Grammar/Mechanics - Sentence Combining/Complex Sentences; Colons, Commas

Fluency - Expression and Accuracy

Comprehension - Analyze Story Structure - Character and Setting; Making Inferences; Main Idea and Details

Writing - Develop a Moment; Personal Narratives

Assessment - Progress Monitoring-Fluency; Region 4 Assessment

Processes:


Review previous-grade skills, through diagnostic assessments, fluency checks, and writing.

Make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres, and

provide textual evidence. (Readiness Standard)


Monitor and adjust comprehension (e.g., using background knowledge, creating sensory image,

rereading a portion aloud, generating questions). (Readiness Standard)



Use and understand the function of the parts of speech in the context of reading, writing, and speaking.




Write a personal narrative that conveys thoughts and feelings about an experience.

(3)

Reading/Comprehen

sion of Literary

Text/Theme and

Genre. Students

analyze, make

inferences and draw

conclusions about

theme and genre in

different cultural,

historical, and

contemporary

contexts and

provide evidence

from the text to

support their

understanding.

Learning Standards

Reading




and comprehension.


Standard)




Standard)

(2)

Reading/Vocabulary

Development.

Students understand

new vocabulary and

use it when reading

and writing.


Week 1 Week 2

A Real Survivor (Preteach) Toward Freedom

Shiloh (Main) Maya Lin

Love at First Sight (Paired) A Salute to Service Women

Leveled Readers:

The Habits of Rabbits Ellis Island (All Levels)

The Elephant in the Room

Black Bear's Backyard

Elephants in Africa





Daily Five

Write Source

Introducing the Theme:

Daily Message/Journal Writing Prompt: Why is it important to take a stand when you notice wrongdoing?

(3)

Reading/Comprehen

sion of Literary

Text/Theme and

Genre. Students

analyze, make

inferences and draw

conclusions about

theme and genre in

different cultural,

historical, and

contemporary

contexts and

provide evidence

from the text to

support their

understanding.

(6)

Reading/Comprehensi

on of Literary


understand, make

inferences and draw





support their

understanding.

(7)

Reading/Comprehen

sion of Literary

Text/Literary

Nonfiction. Students

understand, make

inferences and draw

conclusions about

the varied structural

patterns and features

of literary

nonfiction and

provide evidence




Media Connections related to this unit.


• The theme, “Standing Up For What Is Right” allows students to engage in reflecting on doing the right thing - while reading, thinking,

discussing, and writing about the texts. The projects will require students to incorporate literary elements such as characters, setting, and

plot. Additionally, the study of main ideas and details will allow students to deepen understanding of nonfiction text. The published

personal narratives can be displayed in the classroom.

• Connect and Engage: Introduce the theme, “Standing Up For What Is Right ” by engaging students in a QuickWrite. Allow students to

respond to the question - Why is it important to take a stand when you notice wrongdoing? After students have had a chance to write,

record their responses to the following prompts on a chart in the following columns. 1. Why is it important to take a stand when you

notice wrongdoing? 2. What would you do if you happened upon someone who needed help? 3. Have you ever been in a situation where

you helped someone who needed it?



thesis or controlling idea.

Who is the main character in the selection? How

does the character react the events that take place in

the story?

What details help you make inferences about the

events in the plot?

What inference can you make about the character's

motivations?

Make an inference to explain the events might

affect, or foreshadow future events in the plot.

In what ways do people try to protect animals?

How would you make the public aware of social problems, such as the abuse of animals?

What inferences can you make about people who are like Dr. Struve and Marty?


Daily Message/Journal Writing Prompt: How do we honor people?

Are monuments a good way to pay tribute to, or praise people who have stood up for something important?

Who do you think deserves to be honored with a monument? Why?


Strategy: Story Structure - Character/Setting; Main Ideas and Details Genre: Fiction; Expository; Biography

Before Reading

Mini-Lesson: Setting Analysis - What does the setting reveal about the character?

(10)

Reading/Comprehen

sion of

Informational

Text/Culture and

History. Students

analyze, make

inferences and draw

conclusions about

the author's purpose

in cultural,

historical, and

contemporary

contexts and

provide evidence

from the text to

support their

understanding.


(9)

Reading/Comprehensi

on of

Text/Independent

Reading. Students

read independently


of time and produce

evidence of their

reading.

Suggestion— Establish a routine of frequently beginning class with a read aloud. Read for approximately 15-20 minutes and











(8)

Reading/Comprehensi

on of Literary

Text/Sensory

Language. Students

understand, make

inferences and draw

conclusions about

how an author's

sensory language

creates imagery in

literary text and

provide evidence



• The theme, “Remembering the Past” allows students to engage in reflecting on the importance of honoring individuals who stood up for

what they believed in - while reading, thinking, discussing, and writing about the texts. The projects will require students to incorporate

literary elements such as characters, setting, and plot. Additionally, the study of main ideas and details will allow students to deepen

understanding of nonfiction text. The published personal narratives can be displayed in the classroom.

• Connect and Engage: Introduce the theme, “Remembering the Past ”. Print copies of famous monuments that honor people, for example

Washington Monument, Lincoln Memorial, Vietnam Memorial, Taj Mahal, Mount Rushmore, and the Sphinx. Engage students in a

discussion of these monuments and their significance to the people who they honor. Allow students to connect to the theme by discussing

the necessity of remembering those who we honor.

During Reading

Questions for Analyzing Setting:

What characterizes the physical setting of the story?

When does the story take place - what historical period, what season, what time of the day?

How does the character(s) "fit in" with the setting?

Does the setting influence the plot or the character?

Does the setting establish an atmosphere or mood?

After Reading

(10)

Reading/Comprehen

sion of

Informational

Text/Culture and

History. Students

analyze, make

inferences and draw

conclusions about

the author's purpose

in cultural,

historical, and

contemporary

contexts and

provide evidence

from the text to

support their

understanding.

Building Background Discussion: In works of narrative (especially fictional), the setting includes the historical moment in time

and geographic location in which a story takes place, and helps initiate the main backdrop and mood for a story. Setting has

been referred to as story world, to include a context (especially society) beyond the immediate surroundings of the story.

Elements of setting may include culture, historical period, geography, and hour. The setting is a critical component for assisting

the plot. As children advance, the elements of the story setting are expanded to include the passage of time which might be

static in some stories or dynamic in others (e.g. changing seasons, day-and-night, etc.). The passage of time as an element of the

setting helps direct the child's attention to recognize setting elements in more complex stories. Setting is another way of

identifying where a story takes place. With the class, lead a discussion about the elements of setting. Using previously-read

text, illicit examples of settings. Explore setting as a place, backdrop, mood-setting device, passage of time, etc.

Figure: 19

Reading/Comprehensi

on Skills. Students




and independent




to apply earlier




they become self-

directed, critical

readers.

Read a text from the Picture Books that Illustrate Well-Developed Settings list, such as Water Hole Waiting by Jane Kurtz and

Christopher Kurtz, aloud to the class.





Routine: Follow-up to focus strategy. Ask students to respond to reading by sharing their reflections and reactions. Have



understanding of focus strategy, text, concepts, and enduring understandings. Writing



elements of the

writing process



publishing) to

compose text.

Task: After reading Water Hole Waiting by Jane Kurtz and Christopher Kurtz, or another book that has a well-developed

setting, students work as a class to chart the use of the three elements of setting in the story, using specific words and examples

from the text. Students then discuss the techniques that the book’s author used to develop the setting, making observations and

drawing conclusions about how authors make the setting they write about vivid and believable. Class Artifact: Three

Elements of Setting Chart

Text-to-Text Connections: Character and Setting Analysis

Class Artifact: Graphic Organizer Student Artifact: Comparison and Contrast paragraphs


Task: Review Short Vowels; Review Long Vowels; Multisyllabic Words; Long U

• After explicit instruction, use the 5-Day Spelling activities (Treasures TE, p. 33E) to practice short vowel sounds.

• Homework: Short Vowel activities; Phonics / Spelling Practice Book, p. 2-6 (On CD)

• Use Speed Drill on p. 120 of Teacher's Resource Book (On CD)

Use the routines and activities for Long Vowels described in Treasures TE (p. 35C).

• After explicit instruction, use the 5-Day Spelling activities (Treasures TE, 59E) to practice long vowel sounds.

• Homework: Long Vowel activities; Phonics / Spelling Practice Book, p. 8-12 (On CD)

• Use Speed Drill on p. 121 of Teacher's Resource Book (On CD)




literary texts to

express their ideas

and feelings about

real or imagined

people, events, and

ideas.



ons. Students

understand the

function of and use

the conventions of

academic language

when speaking and

writing. Students

continue to apply


greater complexity.

Task: Make connections between text by comparing characters, settings, and plot in two different selections. How does

knowing the character and setting help you understand the story? Students will analyze the main character and setting in two

previously read stories. Students will write two paragraphs detailing how the main characters, settings, and plot were both

similar and different. Students must use text evidence to support their answers.

It is time to begin explicit word study lessons. Begin with simple routines and activities described in Treasures TE (p. 7C). The

first phonics unit focuses on short vowels.

(17) Writing.


their own

experiences. • Practice: Have students practice reading short-vowel passages on p. 5 of Teacher's Resource Book (On CD) until they are able

to read them fluently.

• Practice: Have students practice reading long-vowel passages on p. 6 of Teacher's Resource Book (On CD) until they are able

to read them fluently.

Oral and Written

Conventions



elements of the

writing process



publishing) to

compose text.

Task: After reading Water Hole Waiting by Jane Kurtz and Christopher Kurtz, or another book that has a well-developed

setting, students work as a class to chart the use of the three elements of setting in the story, using specific words and examples

from the text. Students then discuss the techniques that the book’s author used to develop the setting, making observations and

drawing conclusions about how authors make the setting they write about vivid and believable. Class Artifact: Three

Elements of Setting Chart

Major focus should be spent on launching Daily 5 and Café. During the first two weeks of this six weeks, time was spent on

lessons 1-10. During the next two weeks, specific focus should be on Lessons 11 - 20, which include; building stamina for

Read-to-Self, launching and managing Work Word, what to do when you're done, making a mental picture, and the launch of

Listen-to-Reading.


Task: Context Clues, Selection Vocabulary, Similes

Writing Workshop

Task: Launching the Writing's Workshop (Continued)

Essential Questions: What do good writer's do?

Mini-Lesson: Generating ideas for Personal Narrative Writing

Exemplar Text: Shortcut by Donald Crews

Mini-Lesson: Watermelons vs. Seeds Quality of Writing (Focus, Detail, and Structure)

Link to SmartBoard Graphic and PowerPoint

http://exchange.smarttech.com/details.html?id=5ccf8372-0b55-4d96-a6cb-96271cd51742

Link to Specific Lesson can be found in Live Binder



ons. Students

understand the

function of and use

the conventions of

academic language

when speaking and

writing. Students

continue to apply


greater complexity.


Conventions/Handwri


and Punctuation.


and use appropriate

capitalization and

punctuation


compositions.

Tell children that today’s teaching point will begin with focus. Explain that when we think of a topic and then list

specific instances, sometimes those specific instances are still too big. Writers know that to write a story that draws

readers close to listen, it helps to write about a small episode, something that happened in twenty minutes, or even in

just three minutes! It is important to zoom in on one small story and to tell the parts of the story that matter, leaving

out sections that don’t matter. Writers retell the sequence of events in our stories, writing with details, telling the

story in a step-by-step way. Student Artifact: Seed Stories

Major focus should be spent on launching Daily 5 and Café. During the first two weeks of this six weeks, time was spent on

lessons 1-10. During the next two weeks, specific focus should be on Lessons 11 - 20, which include; building stamina for

Read-to-Self, launching and managing Work Word, what to do when you're done, making a mental picture, and the launch of

Listen-to-Reading.





The emphasis this week is on using context clues to determine the meaning of unknown words. In addition to direct instruction

of key vocabulary words, teachers this week must also teach students how to use context clues to figure out words on their own.

In addition to the vocabulary words emphasized in the text (listed above), the teacher can also ask students to use context clues

to figure out certain words that have good context support like: dismayed, emerging & galloped (p. 338). Note: The teacher

should NOT pronounce these words out loud for the students -- students should decode them and examine them on their own.



Students spell

correctly.

Tell students that you will teach them ideas for generating personal narratives. Write on a chart, "Think of a place

that matters to you, then list clear, small moments that happened in that place. Describe the place with crystal-clear

clarity. Include sensory details." Model the process by writing on a chart about a place that matters to you. Explain

to students that what you demonstrated is what they will do. Students will first list, on their fingers, the 2-to-3

memories of the place. Ask students to zoom in on the most important parts of that moment. Ask students to partner

with someone and tell that person the story. Be sure to include tiny sensory details. Next, students will write the

stories they have just told. Student Artifact: Personal Narrative: Important PlaceListening and

Speaking

(27) Listening and

Speaking/Listening.

Students use




informal settings.


apply earlier


complexity.

http://exchange.smarttech.com/details.html?id=5ccf8372-0b55-4d96-a6cb-96271cd51742

Mini-Lesson: Writing with Specific Details

Mini-Lessons: Building a Story Step-by-Step

Grammar/Mechanics Mini-Lessons: Subjects and Predicates, Compound Subjects and Predicates, Conjunctions



Guided Reading

GR Mini-Lessons during this term:

* Procedural: Discuss GR Format




Tell children that today’s teaching point will begin with focus. Explain that when we think of a topic and then list

specific instances, sometimes those specific instances are still too big. Writers know that to write a story that draws

readers close to listen, it helps to write about a small episode, something that happened in twenty minutes, or even in

just three minutes! It is important to zoom in on one small story and to tell the parts of the story that matter, leaving

out sections that don’t matter. Writers retell the sequence of events in our stories, writing with details, telling the

story in a step-by-step way. Student Artifact: Seed Stories

Tell children that today’s teaching point will begin with writing with specific details. Select an exemplar from the

class that shows how a student extended his/her own writing by telling exact details. As a result, the student may

have created a movie in his/her head. Provide a specific example to help students understand this idea. One possible

idea might be to show how a photographer zooms in on one tiny part of a larger picture. For example, instead of

photographing a whole meadow, a photographer might just zoom in on three daisies within that meadow.

Student Artifact: Story Plan

Explain that personal narratives are often organized chronologically, told as a sequence of events and not a

description of events. Model what it means to story tell an event. For example, instead of: I went swimming with my

best friend. It was hot. He showed me how to flip backwards. A personal narrative would say, On Saturday John and

I spent the whole day in the neighborhood pool. When we couldn’t think of any other games to play, John asked, “Do

you know how to do a backwards flip underwater?” Explain that writers tell their stories step-by-step, getting the

memory in their head and then thinking, ‘What happened first, then next, then next.’ Model telling a story step-by-

step using one of your own stories. Student Artifact: Story Sequence

(27) Listening and

Speaking/Listening.

Students use




informal settings.


apply earlier


complexity.

(28) Listening and

Speaking/Speaking.



the conventions of

language. Students

continue to apply


greater complexity.

(29) Listening and

Speaking/Teamwork.

Students work

productively with

others in teams.


apply earlier


complexity.

Mini-Lesson: Preparing for Guided Reading: Teachers should be preparing for Guided Reading instruction (which begins Week 4) by

conducting assessments, forming groups, preparing the Guided Reading instructional space, and talking to the students about the class

rules related to Guided Reading.

* Unfamiliar Words

* Using Context Clues


Small Group - Work on Writing

* Response to Literature

* Writing to a Prompt

* Writing letters, creating list, or writing poetry.

Small Group - Read to Self -or- Listening to Reading

Collaboration 1 - Read to Someone

Using Leveled Readers: Analyzing Story Setting

(29) Listening and

Speaking/Teamwork.

Students work

productively with

others in teams.


apply earlier


complexity.


Collaboration 2 Collaboration 3





text, such as what was the story about? Who

are the characters? Etc.

Students work in small groups to analyze the

setting in a picture book, using a graphic

organizer. Students should have a copy of a

book with a well-developed setting (see list).

Require students to complete a Three

Elements of Setting chart, include textual

evidence as support.

Frequency: Guided writing happens as teachers observe the need to bring a small group together to reinforce some aspect of

writing. Teacher role: Teacher meets with small groups of 6-8 students to teach and give feedback to group/individuals.

Feedback usually reflects current or previous mini-lesson work. Teacher keeps anecdotal notes which count as conferences for

these children. Student role: Students meet with teacher in guided writing groups. Children might focus on a teacher directed

topic, investigation topic or individual choice during guided writing.

Small group mini-lessons are based on a common need. Talk to students before/during/after a piece. Ask probing questions.

Two positive comments and one improvement (tactful/specific/focused). Make an action plan (goal setting). Use rubrics and

check list before, during, and after.

Work on Writing can be merged with Writing Workshop. Alternatively, Work on Writing can be used as a vehicle for

practicing writing fluency. Work on Writing can include an number of activities to promote writing, such as:

After launching Work on Writing, create a choice board of activities students can independently complete. These choices

should change as often as every two weeks or monthly.

Students will get their book bags (full of good-fit books of their choice) or choose from our classroom library, find a

comfortable spot in the classroom, and will read to themselves.

Sustained silent reading is a period of uninterrupted silent reading. Provide 15 - 30 minutes for students to enjoy independent

reading.

Practice Task (s) Student/Teacher Conferring

Text-to-Text Comparison Paragraph

Phonics/Word Study: Short and Long Vowels

Writing: Important Place

Writing: Seed Stories

Writing: Story Sequence

(less challenging) Context Clues Context Clues

Frequency: Conferencing happens daily, whenever guided writing is not

happening.

Teacher Role: Teacher conferences with students to give feedback on

writing, collect data, and to teach specific elements of writing/spelling.

Feedback usually reflects current or previous mini-lesson work.

Conferencing is used primarily with children not currently meeting in

guided writing groups.

Student Role: Students meet individually with the teacher in conferences

to share written pieces that serve as a basis for assessment and instruction.







text, such as what was the story about? Who

are the characters? Etc.

Students work in small groups to analyze the

setting in a picture book, using a graphic

organizer. Students should have a copy of a

book with a well-developed setting (see list).

Require students to complete a Three

Elements of Setting chart, include textual

evidence as support.


Writing Extension: Describe the bedroom

of a person so the reader can figure out a

lot about the person without telling about

the person directly. For example, what

kinds of games, books, and clothes do

you see? The setting can tell a lot about

the person. How much of this person's

character can you reveal by giving the

reader important details?

Usually it is a good idea to pre-teach

vocabulary to ELL students and others,

but this week the learning intention is for

students to figure out vocabulary

definitions on their own. Teachers can

still help ELL students and others,

however, by going over the story (Shiloh)

with the students to help them understand

the plot and the characters. The teacher

can also pre-teach strategies for figuring

out unknown words (replace with word or

phrase that makes sense) and the teacher

can use Vocabulary Strategy

Transparency to help students practice

using context clues to determine word

meaning.

Many of our struggling readers are unable

to use context (both the immediate

context in the surrounding sentences as

well as the whole context of the story) to

determine the meaning of unknown words

because so many words in the context are

unknown to them. For struggling

students, teachers and intervention

specialists should drop down to a level

where 90% of the words are known to the

student before attempting to teach the

student strategies for using context to

determine the meaning of unknown

words.

(more challenging)

Teacher-Created Test

Review and Assess the weekly skills reviewed/learned: Fluency Probe

Phonics/Word Study - Short and Long Vowels

Vocabulary - Selection Vocabulary; Context Clues Progress Monitoring

Fluency - Fluency Probe (Target 110 wpm)

Comprehension - Character and Setting Three Week Common Assessment

Spiral Review - Author's Purpose


Major Concepts:

Phonics/Word Study - r- Controlled Vowels, Multisyllabic Words

Vocabulary - Selection Vocabulary; Word Parts/Suffixes

Grammar/Mechanics: Run-on Sentences; Correcting Fragments

Fluency - Expression and Phrases

Comprehension - Summarize; Problem and Solution; Drawing Conclusions

Writing - Personal Narratives; Relevant Text Evidence



English Language Arts and Reading Curriculum Overview 5th Grade 1st Six Weeks - Week 5 and 6

Topic/Theme: Heroes Young and Old

Learning Standards

Reading




and comprehension.

Writing Extension: Describe the bedroom

of a person so the reader can figure out a

lot about the person without telling about

the person directly. For example, what

kinds of games, books, and clothes do

you see? The setting can tell a lot about

the person. How much of this person's

character can you reveal by giving the

reader important details?

Usually it is a good idea to pre-teach

vocabulary to ELL students and others,

but this week the learning intention is for

students to figure out vocabulary

definitions on their own. Teachers can

still help ELL students and others,

however, by going over the story (Shiloh)

with the students to help them understand

the plot and the characters. The teacher

can also pre-teach strategies for figuring

out unknown words (replace with word or

phrase that makes sense) and the teacher

can use Vocabulary Strategy

Transparency to help students practice

using context clues to determine word

meaning.

Many of our struggling readers are unable

to use context (both the immediate

context in the surrounding sentences as

well as the whole context of the story) to

determine the meaning of unknown words

because so many words in the context are

unknown to them. For struggling

students, teachers and intervention

specialists should drop down to a level

where 90% of the words are known to the

student before attempting to teach the

student strategies for using context to

determine the meaning of unknown

words.

Allow students to browse the internet for

facts on Maya Lin and the Vietnam

Veterans Memorial. Give students

approximately 30 minutes to complete the

activity. Each group should be required

to write down at least five things which

are particularly interesting to them.

Assessment

Formative Summative

Assessment - Six Weeks Assessment

Processes:


Read aloud grade-level stories with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.


Explain the roles and functions of characters in various plots, including their relationships and conflicts.


Draw conclusions from the information presented by an author and evaluate how well the author's purpose was achieved.

Monitor and adjust comprehension (e.g., using background knowledge, creating sensory image,

rereading a portion aloud, generating questions). (Readiness Standard)


Make connections (e.g., thematic links, author analysis) between and across multiple texts of

various genres, and provide textual evidence/ (Readiness Standard)

determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes




Write a personal narrative that conveys thoughts and feelings about an experience.

Revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.


What does it mean to be a good friend?

(2)

Reading/Vocabulary

Development.

Students understand

new vocabulary and

use it when reading

and writing.


Standard)




Standard)



thesis or controlling idea.Revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding,

deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose,

(3)

Reading/Comprehen

sion of Literary

Text/Theme and

Genre. Students

analyze, make

inferences and draw

conclusions about

theme and genre in

different cultural,

historical, and

contemporary

contexts and

provide evidence

from the text to

support their

understanding.

(4)

Reading/Comprehensi

on of Literary

Text/Poetry. Students

understand, make

inferences and draw



of poetry and provide


support their

understanding.

Week 1 Stories for Six Weeks Review

Letter from the Revolution A Voice in the Dark

Sleds on Boston Common The Story of Radio

Paul Revere's Ride

Leveled Readers

Around the World (all)





Daily Five

Write Source


Building Background: The American Revolution

What conflicts did the main character have, and how

were they affected by the setting?

What problems do the characters in this story have

and how does it affect their relationships?

How do the characters resolve their problems in the

text? Does this change the character in any way?

(4)

Reading/Comprehensi

on of Literary

Text/Poetry. Students

understand, make

inferences and draw



of poetry and provide


support their

understanding.

How can drawing conclusions help you to sequence

the plot's main events and explain their influences

on future events?


Media Connections related to this unit.


• The theme, "Heroes Young and Old” allows students to learn about the historical significance of the American Revolution -

while reading, thinking, discussing, and writing about the texts. The projects will require students to incorporate literary

elements such as characters, setting, and plot. Additionally, the study of main ideas and details will allow students to deepen

understanding of nonfiction text. The culminating project is a personal narrative.

(7)

Reading/Comprehen

sion of Literary

Text/Literary


understand, make

inferences and draw

conclusions about



of literary

nonfiction and

provide evidence



• Connect and Engage: Introduce the theme, “Heroes Young and Old” by reviewing the term "Historical Fiction." Explain to

students that historical fiction presents readers with a story that takes place during a notable period in history, and usually

during a significant event in that period. Historical fiction often presents actual events from the point of view of fictional people

living in that time period. Discuss the characteristics of historical fiction, including characters, description, setting, plot,

conflict and dialogue. Mentor Text: The British Are Coming!

Assess students on what they know about the American Revolution and its causes. Explain that the American Revolution was a

war between Great Britain and the American Colonies, fought between 1775-1783. Explain that General George Washington

led the Continental army. It may be prudent to review the historical facts of the American Revolution. Additionally, it may be

prudent to review the causes of the American Revolution by discussing the following topics: Stamp Act, Taxation without

Representation, Intolerable Act, Townsend Act, Boston Massacre, Continental Army, George Washington, Declaration of

Independence. (see LiveBinder for instructional links)

(6)

Reading/Comprehensi

on of Literary


understand, make

inferences and draw





support their

understanding.

Daily Message/Journal Writing Prompt:

What do you know about the American Revolution? Why did the colonists decide to fight the British?

What does it mean to be a hero? Who embodies the characteristic of a hero and why?

How has life in the United States changed over time since the American Revolution?

Skills Focus: r-Controlled Vowel Syllables; Multisyllabic Words, Run-on Sentences; Correcting Fragments

Class Artifact: Morning Message Charts (Save for review)


Strategy: Summarize; Main Ideas and Details; Problem and Solution Genre: Historical Fiction, Expository, Poetry

Before Reading

Mini-Lesson: Story Structure (Problem and Solution)

(7)

Reading/Comprehen

sion of Literary

Text/Literary


understand, make

inferences and draw

conclusions about



of literary

nonfiction and

provide evidence



Assess students on what they know about the American Revolution and its causes. Explain that the American Revolution was a

war between Great Britain and the American Colonies, fought between 1775-1783. Explain that General George Washington

led the Continental army. It may be prudent to review the historical facts of the American Revolution. Additionally, it may be

prudent to review the causes of the American Revolution by discussing the following topics: Stamp Act, Taxation without

Representation, Intolerable Act, Townsend Act, Boston Massacre, Continental Army, George Washington, Declaration of

Independence. (see LiveBinder for instructional links)

(10)

Reading/Comprehensi

on of Informational

Text/Culture and

History. Students

analyze, make

inferences and draw


author's purpose in

cultural, historical,

and contemporary

contexts and provide

evidence from the text

to support their

understanding.

(8)

Reading/Comprehensi

on of Literary

Text/Sensory

Language. Students

understand, make

inferences and draw

conclusions about

how an author's

sensory language

creates imagery in

literary text and

provide evidence




Suggestion— Establish a routine of frequently beginning class with a read aloud. Read for approximately 15-20 minutes and





(9)

Reading/Comprehensi

on of

Text/Independent

Reading. Students

read independently


of time and produce

evidence of their

reading.







Remind students that the plot of a story usually begins with a problem and ends with a solution. The plot development moves

from conflict to resolution. Read aloud a paragraph from a mentor text in which the character faces a problem and finds a

solution. Tell them that they will identify the problem and the solution, or resolution of the conflict, in this paragraph. Ask a

volunteer to state the problem that the character faced. Then ask how the character solved the problem. Write the problem and

the subsequent solution on a class-sized graphic organizer. Choose three different mentor text that contain a problem/solution

story structure. After reading aloud the mentor text, allow the class to analyze the problem and the solution. Write each

response on the Problem/Solution chart. Class Artifact: Problem Solution Chart

During Reading

Questions for Problem and Solution

What conflicts did the main character have, and how were they affected by the setting?

What problems do the characters in this story have and how does it affect their relationships?

How do the characters resolve their problems in the text? Does this change the character in any way?

After Reading

Task: Post-Mortem of a Protagonist (see LiveBinder)

Ø To work as an expert team of “forensic pathologists” and perform an “autopsy” of a character

from a previously-read story.

Ø To demonstrate knowledge and understanding of character analysis.

Ø To use textual evidence to find images and details that reveal qualities of your character.

Ø To select the best examples to support assertions made in the “autopsy.”

Ø To show how the images / details symbolize qualities of the character.

Ø To document textual evidence properly.

Figure: 19

Reading/Comprehensi

on Skills. Students




and independent




to apply earlier




they become self-

directed, critical

readers.

Routine: Follow-up to focus strategy. Ask students to respond to reading by sharing their reflections and reactions. Have



understanding of focus strategy, text, concepts, and enduring understandings.

As a culminating project for this six weeks, students will work with a partner(s) to conduct a post-reading "autopsy" of a main character in

a previously read story. Groups will complete a thorough character analysis. Instruct students to choose a memorable character that they

will be comfortable with completing the following requirements:

For the chosen character, groups will be creating a body biography -- a visual and written portrait illustrating several aspects of

the character's life within the literary work.

(10)

Reading/Comprehensi

on of Informational

Text/Culture and

History. Students

analyze, make

inferences and draw


author's purpose in

cultural, historical,

and contemporary

contexts and provide

evidence from the text

to support their

understanding.

Remind students that the plot of a story usually begins with a problem and ends with a solution. The plot development moves

from conflict to resolution. Read aloud a paragraph from a mentor text in which the character faces a problem and finds a

solution. Tell them that they will identify the problem and the solution, or resolution of the conflict, in this paragraph. Ask a

volunteer to state the problem that the character faced. Then ask how the character solved the problem. Write the problem and

the subsequent solution on a class-sized graphic organizer. Choose three different mentor text that contain a problem/solution

story structure. After reading aloud the mentor text, allow the class to analyze the problem and the solution. Write each

response on the Problem/Solution chart. Class Artifact: Problem Solution Chart





Student Artifact: Post-Mortem Poster Board


r- Controlled Vowels

• Use the routines and activities for R-Controlled Vowels described in Treasures TE (p. 97C).

• After explicit instruction, use the 5-Day Spelling activities (Treasures TE, 125E) to practice R-Controlled Vowel sounds.

• Homework: R-Controlled Vowels activities; Phonics / Spelling Practice Book

• Use Speed Drill in the Teacher's Resource Book p. 124.



Mentor Text: Letters from the Revolution (Treasures, p98)

Word Parts

• Remind students to look at word parts to derive meaning

• Show students that words with similar parts often have similar meaning (vacation-vacant-evacuate-vacuum)

Writing The lesson plan and project rubric can be found in the LiveBinder . Student groups should be given ample time to complete the

post-mortem of their character. Tip: It may be necessary to complete two "body parts" for a previously-read character. Guide

students through this activity prior to releasing groups to independent work. Allow student groups to choose a minimum of four

"body parts" to complete. Teachers may differentiate this activity by assigning more or less "body parts."(15) Writing/Writing


elements of the

writing process



publishing) to

compose text.

Use the 5-Day Vocabulary activities (Treasures TE, p. 125C) to teach: navigation, instruct, patriots, tyrant, stark, governor,

and inspect.



literary texts to

express their ideas

and feelings about

real or imagined

people, events, and

ideas.

• Practice: Have students practice reading R-Controlled Vowels passages in Teacher's Resource Book (On CD) until they are

able to read them fluently.

Six Weeks Review: Review all phonics/word study lessons conducted during this six weeks. Determine level of student

mastery. Assess students for mastery for all phonics/word study activities. For students who do not meet the level of mastery,

determine the best course for remediation. Reminder: Keep parents informed of student progress.

(17) Writing.


their own

experiences.

Major focus should be spent on launching Daily 5 and Café. During the first four weeks of this six weeks, time was spent on

lessons 1-20. During the next two weeks, specific focus should be on Lessons 21-25, which include; building stamina for

Reading to Self, Reading to Someone, and Word Work; reviewing all Cafe strategies, and Listening to Reading. Additionally,

teachers using Work on Writing outside of the Writing Workshop should spend time building independence during this rotation.

Oral and Written

Conventions



ons. Students

understand the

function of and use

the conventions of

academic language

when speaking and

writing. Students

continue to apply


greater complexity.

• Help students remember key terms such as prefix, suffix, root word, base word, synonym, antonym, etc.

* Understand the final e is usually dropped when adding suffixes that begin with a vowel or when adding y to words.

For students who are struggling with basic reading skills, focus more on the prefixes and suffixes with base words.

Writing Workshop

Task: Launching the Writing's Workshop (Continued)

Essential Questions: What do good writer's do?

Mini-Lesson: Choosing a Seed Idea

Mini-Lesson: Revising Leads

(see Leads PowerPoint in LiveBinder)

Mini-Lesson: Writing a Draft

Mini-Lesson: Revising Endings

In this lesson you will be solidifying the foundation for writing focused pieces throughout the year. You’ll want to consider how

to make this conversation public in order to continue to build on these ideas later. Students will be taking one small idea - a

seed idea - and thinking about how to turn it into a complete story for publication. Tell students you’ll teach them to choose one

entry to develop into a publishable piece. Select any favorite narrative text that illustrates the idea of small treasures all around

us – the stories of our lives – that can be used to write a publishable piece. Model how you go back to your entries and you

reread them and think about whether one of your entries might be worth developing into a story that you’d like to publish.


Conventions/Handwri


and Punctuation.


and use appropriate

capitalization and

punctuation


compositions.

Tell students that writers improve leads by studying the work of authors and then applying their techniques. Explain that leads

in stories matter not only for the reader, but for the writer as well. Discuss with students ways that writers can improve their

leads – reading beautiful leads written by other authors and closely examining their work. Think aloud as you study the lead of

a mentor author. Chart the elements the mentor author included. They might include: main character doing a specific action,

main character saying or thinking something, another character doing an action. Model taking what you’ve noticed and

applying it to your own story or a class story, being explicit about what and how you are revising. You might say, I decided to

add action and a clearer picture of the setting to my lead. Share a lead written by one student. Ask children to revise the lead

out loud with a partner. Students will write a lead to their story. Student Artifact: Personal Narrative Lead(22) Oral and Written


Students spell

correctly.

In this lesson, teacher will show students that one way writers draft is by writing fast and long in order to get a whole story

down on paper as it comes to mind. Explain that when drafting, students will use loose-leaf notebook paper, write on only one

side, and skip lines. Students reread the lead that they wrote in their writer’s notebooks. After reviewing the lead that they

wrote, allow students ample time to write the first draft of their personal narrative.Listening and

Speaking



ons. Students

understand the

function of and use

the conventions of

academic language

when speaking and

writing. Students

continue to apply


greater complexity.

Remind students how they have been writing fast and long on their drafts and how they worked really hard to write leads that

would capture and hold the attention of the reader. Explain that we want to be sure that our ending fits with the idea that we are

writing about and that it stays with the reader. Examine an ending. Teacher rereads the mentor text and asks students to think

about what the author did to make the ending powerful. Teacher models drafting a strong ending that ties together important

ideas for his/her story. Remind students that writers work hard on endings. Writers study endings from mentor texts, make

plans for their endings, and then write rough draft endings. Students work quietly rereading and marking important actions,

words, images that could maybe be woven into the final scene or image. Have students try several endings for their piece

(important action, dialogue, images). Student Artifact: Personal Narrative Draft

(27) Listening and

Speaking/Listening.

Students use




informal settings.


apply earlier


complexity.

Grammar/Mechanics Mini-Lessons: Complex Sentences, Run-On Sentences, Correcting Run-On Sentences



Guided Reading

GR Mini-Lessons during this term:

* Reading for Different Reasons

* Reading with Expression

* Predicting Outcomes

* Finding the Main Idea - Theme

* Making Inferences


GR Mini-Lesson during this term:

* Story Details

Remind students how they have been writing fast and long on their drafts and how they worked really hard to write leads that

would capture and hold the attention of the reader. Explain that we want to be sure that our ending fits with the idea that we are

writing about and that it stays with the reader. Examine an ending. Teacher rereads the mentor text and asks students to think

about what the author did to make the ending powerful. Teacher models drafting a strong ending that ties together important

ideas for his/her story. Remind students that writers work hard on endings. Writers study endings from mentor texts, make

plans for their endings, and then write rough draft endings. Students work quietly rereading and marking important actions,

words, images that could maybe be woven into the final scene or image. Have students try several endings for their piece

(important action, dialogue, images). Student Artifact: Personal Narrative Draft

(27) Listening and

Speaking/Listening.

Students use




informal settings.


apply earlier


complexity.

Mini-Lesson: Preparing for Guided Reading: Teachers should be preparing for Guided Reading instruction (which begins Week 4) by

conducting assessments, forming groups, preparing the Guided Reading instructional space, and talking to the students about the class

rules related to Guided Reading.

Frequency: Guided writing happens as teachers observe the need to bring a small group together to reinforce some aspect of

writing. Teacher role: Teacher meets with small groups of 6-8 students to teach and give feedback to group/individuals.

Feedback usually reflects current or previous mini-lesson work. Teacher keeps anecdotal notes which count as conferences for

these children. Student role: Students meet with teacher in guided writing groups. Children might focus on a teacher directed

topic, investigation topic or individual choice during guided writing.

(29) Listening and

Speaking/Teamwork.

Students work

productively with

others in teams.


apply earlier


complexity.




(28) Listening and

Speaking/Speaking.



the conventions of

language. Students

continue to apply


greater complexity.

* Mechanics and Usage: Run-on Sentences, Fragments

Small Group - Word Work

Mini-Lesson: Word Work Materials in the Classroom

Small Group - Work on Writing

* Response to Literature

* Writing to a Prompt

* Writing letters, creating list, or writing poetry.

Small Group - Read to Self -or- Listening to Reading

Collaboration 1 - Read to Someone Collaboration 3

Leveled Reader: Peer Conferencing Practice

Show students where the dictionaries are, the thesauruses, the spellex's and how the Word Work area is organized. Show

students the various activities available.

Work on Writing can be merged with Writing Workshop. Alternatively, Work on Writing can be used as a vehicle for

practicing writing fluency. Work on Writing can include an number of activities to promote writing, such as:

After launching Work on Writing, create a choice board of activities students can independently complete. These choices

should change as often as every two weeks or monthly.

Students will get their book bags (full of good-fit books of their choice) or choose from our classroom library, find a

comfortable spot in the classroom, and will read to themselves.

Sustained silent reading is a period of uninterrupted silent reading. Provide 15 - 30 minutes for students to enjoy independent

reading.


(29) Listening and

Speaking/Teamwork.

Students work

productively with

others in teams.


apply earlier


complexity.

The goal of working with words is to provide children opportunities spelling and reading words through activities that build

phonemic awareness and application of phonetic skills. Teachers will select appropriate activities that build upon knowledge.

Collaboration 2

Have students work with a partner.

Students will take turns reading a text to

each other and asking questions about the

story. Direct students to ask each other

questions about the text, such as what was

the story about? Who are the characters?

Etc.

Practice with a partner by asking the

questions that were generated for a

conference. Students then study their

partner’s writing and name what is

working well in it. Repeat for second

partner.

Practice Task (s)

Writer's Job During Conferencing Mini-Lesson

Phonics/Word Study Activities

Vocabulary Activities

Grammar: Run-on Sentences; Correcting Fragments

Post-Mortem of a Protagonist Project

Writing: Personal Narrative Lead o What are you working on as a writer?

o What are you trying to do as a writer?

Writing: Draft Personal Narrative o What will you do today in your writing?

Fluency Probe

Six Weeks Assessment

(Content Extension)

Stamp Act

Taxation without Representation

Intolerable Act

Townsend Act

Boston Massacre

Boston Tea Party

* Teacher explains that during the writing conference, the student’s job

will be to talk to the writing teacher about their thinking.

* The teacher will want to know what they are trying to do as a writer,

what they’ve done so far, and what they are planning to do next.

* The teacher will begin the conference by interviewing the writer, asking

questions about their writing (not their topic).

* The teacher’s job will be to observe writing behaviors that will move

the writing forward.

* Teacher and a pre-selected student will demonstrate what a writing

conference might look like using a “fishbowl” format in which the class is

looking in on a possible writing conference. Debrief with students what

they saw.


Have students work with a partner.

Students will take turns reading a text to

each other and asking questions about the

story. Direct students to ask each other

questions about the text, such as what was

the story about? Who are the characters?

Etc.

Practice with a partner by asking the

questions that were generated for a

conference. Students then study their

partner’s writing and name what is

working well in it. Repeat for second

partner.


Student/Teacher Conferring

Tell children that today’s teaching point will center on the writing

conference and the structure in which they will be participating.


Give ELL students and other struggling

readers many opportunities to become

familiar with the terms and ideas related

to the word meaning (synonym, antonym,

root word, base word, prefix, suffix, etc.).

Struggling students should get in the habit

of retelling stories orally. The teacher or

intervention specialist should teach

students to take brief notes during

reading, and use those notes to retell

simple stories, focusing on characters,

setting, major events leading up to a

problem and a solution.

Research and write about the events and

people associated with the American

Revolution, such as:

Use the Treasures Visual Vocabulary

Resources to pre-teach the key

vocabulary, phrases, and basic words for

the suggested reading selection to ELL

students and others who would benefit

from pre-teaching.

Story arcs and story maps are also useful

graphic organizers to help struggling

students organize important information

from a story.

Continental Army

George Washington

Benjamin Franklin

Proclamation of 1763

Thirteen Original Colonies

Formative Summative

Team-Created Six Weeks Summative Assessment

Review and Assess the weekly skills reviewed/learned:

Phonics -r-Controlled Multisyllabic Words Texas Treasures Unit Assessment

Spelling/Vocabulary - Selection Vocabulary; Context Clues

Fluency - Expression and Phrasing Review Week 6 - Review and Assess

Comprehension - Summary; Main Ideas and Details

Writing: Personal Narrative

Spiral Review - Character and Setting

Assessment



Use the Treasures Visual Vocabulary

Resources to pre-teach the key

vocabulary, phrases, and basic words for

the suggested reading selection to ELL

students and others who would benefit

from pre-teaching.

Story arcs and story maps are also useful

graphic organizers to help struggling

students organize important information

from a story.Additionally, the teacher should pre-teach

the elements of good summaries. Teach

students about the story arc and make

sure they understand that a good summary

of narrative text conveys the setting,

characters, problem, and solution of the

story.

For students who are struggling with

basic reading skills, focus more on the

prefixes and suffixes with base words.

5th Grade 1st Six Weeks Mod - West Orange-Cove ...

Documents