Alexander County Schools 2012-2013 County Schools 2012-2013 Unit: Grade 5 Reading - Speaking and Listening 5.1 Q1 Q2 Q3 Q4 Common Core and/or Essential Standards: S.L.5.1 Engage effectively

Alexander County Schools 2012-2013

Unit: Grade 5 Reading - Speaking and Listening 5.1

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: S.L.5.1 Engage effectively in a range of collaborative discussions (one- on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing own ideas clearly. SL.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.b Follow agreed-upon rules for discussions and carry out assigned roles. 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. SL.5.1.d Review the key ideas expressed and draw conclusions in light of information and knowledge gained from discussions.

Transfer: Students will be able to independently use their learning to… Discuss, confirm, dispute, and/or change ideas on the topic. Collaborate with peers to create rules to ensure respectful group discussions. Identify and define roles for participants in discussions. Demonstrate command of the conventions of Standard English grammar and usage when speaking. Listen to identify topic and key ideas of speakers. Use personal experiences, prior knowledge of the topic, and the information presented to draw conclusions about a topic.

Meaning

Understandings: Students will understand that…

Listening skills are critical for learning and communicating. People communicate through speaking. Visual materials/multimedia enhances understanding.

Essential Question(s):

What impact does listening have? In what ways are ideas communicated orally? How are conclusions made from the information gained from discussions? How do visuals impact our thoughts and actions?

Acquisition

Students will know:

How to stay on topic and be able to participate in discussion of topic. How to make connections between comments of others. How to list important information about the topic to be discussed. How to ask questions when there is no understanding.

Students will be skilled at:

Identifying and following agreed upon rules in a discussion and carrying out assigned roles. Staying on topic by making comments about the information being discussed. Identifying information presented in different formats-charts, graphs, websites, etc. Summarizing information to determine main idea and supporting ideas/details.

Essential Vocabulary: elaborate, collaborative discussion, opinion, summarize, reason, topic, theme, main idea, role, claim, evidence, visual display, presentation, details, fact

IT Standards: 5.SI.1- Apply criteria to determine appropriate information resources

for specific topics and purposes. 5 IN.1. - Analyze appropriate strategies when reading for enjoyment and information.

IT Strategies: 5.SI.1.1- Use various types of resources to gather information (including

print and online media). 5.SI.1.3- Use reliable sources of information

Reading - Speaking and Listening 5th

Grade ELA

STAGE 2

Understandings:

Listening skills are critical for learning and communicating. People communicate through speaking. Visual materials/multi-media enhance understanding.

Essential Questions:

What impact does listening have? In what ways are ideas communicated orally? How do visuals impact our thoughts and actions?

How are conclusions made from the information gained from discussions?

Revised Blooms

Creating:

Can the student

create new product or point of view?

Assemble, construct,

create, design, develop,

formulate & write.

Evaluating:

Can the student

justify a stand

or decision?

Appraise, argue, defend,

judge, select, support,

value & evaluate

Analyzing:

Can the student distinguish between

the different parts?

Appraise, compare, contrast, criticize,

differentiate, discriminate,

distinguish, examine, experiment,

question & test.

Applying:

Can the student

use the information in a new way?

Choose, demonstrate,

dramatize, employ, illustrate, interpret,

operate, schedule,

sketch, solve, use & write.

Understanding:

Can the student explain ideas or

concepts?

Classify, describe, discuss, explain,

identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:

Can the student recall or remember

the information?

Define, duplicate, list,

memorize, recall, repeat,

reproduce & state

Formative Assessments (Evidences)

Hand signals – i.e., Thumbs up/Thumbs

Down

Student conference

Oral questioning

Choral response

Think-Pair-Share

Literature Circles

Debriefing/Reflection

Inside/Outside Circle

Collaborative Discussion

Student-led following directions activity Writing response to an oral prompt Self-assessment Narrated Power Point

Museum Box

Oral presentation

Mock Interviews

Summative Assessment

Cooperative learning groups present/discuss a topic for an audience. Audience grades on a peer rubric and completes outline of presentation.

STAGE 3

Approximate number of days spent on unit:

W – Where are we going? Why? What is expected?

H – How will we Hook and Hold students?

E – How will we Equip students to Explore and Experience?

R – How will we help students Rethink, Rehearse, Revise, and Refine?

E – How will student self Evaluate and reflect on learning?

T – How will we Tailor learning to vary needs, interests, and styles?

O – How will we Organize and sequence the learning?

Resources:

www.readwritethink.net www.readworks.org www.teacherspayteachers.com/Product/Common-Core-Speaking-and-Listening-Resource-Posters-Rubrics-Planning-Forms

www.teacherspayteachers.com/Product/Common-Core-Speaking-and-Listening-Graphic-Organizers Free graphic organizers for Common Core Speaking and Listening

http://www.readingrockets.org/atoz/vocabulary http://www.eslpartyland.com/teachers/nov/conv.htm http://blogs.fcps.net/total/files/2011/11/SmallGroupRubric_SL5.1.pdf Link to simple self-assessment rubric for speaking/listening https://www.teachingchannel.org/videos/developing-communication-skills 1 min. 36 sec. video for developing communication skills including revoicing, restating, and reasoning to create structure for discussions

Strategies: Students engage in collaborative conversations (such as book clubs, literature circles, etc.), and develop skills in active (close) listening and group discussion (looking at the speaker, turn taking, linking ideas to the speaker’s idea, sharing the floor, etc.) Students work individually to record ideas or opinions about provided topics or texts. Students collaborate, moving from pairs, to groups of four, to whole class discussions. During each setting, students share, compare, and extend ideas. Students use self-assessment checklists to demonstrate compliance with discussion rules and roles. (e.g., Did I listen to the person speaking?; Did I contribute positively?; Did I remain on topic?, etc.) (See self-assessment rubric in resources) Students participate in student-led discussions, eliciting and considering questions and responses from other group members to identify points of agreement and disagreement. Students reflect on key ideas from previous discussions and write conclusions that synthesize learning. Common Core – Critical Thinking For Life!

http://www.readwritethink.net/

http://www.readworks.org/

http://www.teacherspayteachers.com/Product/Common-Core-Speaking-and-Listening-Resource-Posters-Rubrics-Planning-Forms

http://www.teacherspayteachers.com/Product/Common-Core-Speaking-and-Listening-Resource-Posters-Rubrics-Planning-Forms

http://www.teacherspayteachers.com/Product/Common-Core-Speaking-and-Listening-Graphic-Organizers


http://www.readingrockets.org/atoz/vocabulary

http://www.eslpartyland.com/teachers/nov/conv.htm

http://blogs.fcps.net/total/files/2011/11/SmallGroupRubric_SL5.1.pdf

https://www.teachingchannel.org/videos/developing-communication-skills


Resources, con’t.

www.prometheanplanet.com – flip charts

www.prezi.com

www.animoto.com

www.edmodo.com

www.glogster.com

www.uen.org

www.edsitement.neh.gov,

www.teachertube.com

www.commoncore.org

http://www.prometheanplanet.com/

http://www.prezi.com/

http://www.animoto.com/

http://www.edmodo.com/

http://www.glogster.com/

http://www.uen.org/

http://www.edsitement.neh.gov/

http://www.teachertube.com/

http://www.commoncore.org/


Unit: Grade 5 Speaking and Listening/Presentation of Knowledge and Ideas 5.2 – 5.6

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.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.5.5 Include multimedia components (e.g., graphics, sound, and visual displays in presentations when appropriate to enhance the development of main ideas or themes. SL.5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

Transfer: Students will be able to independently use their learning to…

Summarize text that is read aloud. Interpret and summarize information found on charts, graphs or other visual displays. Create and share multi-media presentations, (e.g. slide shows, video clips) to summarize read aloud texts. Gather information and formulate opinions. State reasons supporting opinions during discussions and debates.

Meaning


Listening skills are critical for learning and communicating. People communicate through speaking. Visual materials/multimedia enhances understanding. A summary can be created from a written text that is read aloud, using reasoning and evidence.

Essential Question(s): What impact does listening have? In what ways are ideas communicated orally? How do visuals impact our thoughts and actions? How does a summary of a written text read aloud explain the speaker’s point of view?

Acquisition

Students will know: How listening skills impact their learning. Ideas are communicated orally by speaking, multi-media presentations, visual materials, audio media. Visuals enhance our understanding of concepts and topics. A summary will explain the speaker’s point of view.


Listening effectively to teachers and peers Appropriately recall evidence to support their reasoning when giving presentations, classroom discussions and debates. Actively participating in oral presentations through listening, viewing, and note taking. Writing a summary from a written text that is read aloud.

Essential Vocabulary: key details, diverse media, evidence, elaborate, text, collaborative discussion, format, visual display, summarize, conclusion

IT Standards:5.1.N.1-Analyze appropriate strategies when reading for enjoyment and

information 5.TT.1-Use technology tools and skills to reinforce and extend classroom concepts and activities 5.RP.1 Apply a research process as part of collaborative research 5.SE.1- Understand issues related to the safe, ethical, and responsible use of information and technology resources

IT Strategies: 5.IN.1/.2- Differentiate strategies when reading informational texts and various

genres in a variety of formats (e.g. – print, online, audio, etc.) to complete assigned tasks. 5.TT.1.1/.2 use a variety of technology tools to gather and organize data and information (e.g. web based resources, e-books, online communication tools, word processor, graphic organizers, audio/visual recording, online collaboration tools, etc.) 5.RP.1.1- Implement research process by collaborating effectively with other students 5.SE.1-.3- understand guidelines, ethical behavior and Internet safety precautions when using technology (e.g. copyright, not plagiarizing, netiquette, personal information, passwords, etc.)

Reading - Speaking and Listening 5.2 – 5.6 5th

Grade ELA

Stage 2

Understandings:

Listening skills are critical for learning and communicating. People communicate through speaking. Visual materials and multimedia enhance understanding. A summary can be created from a written text that is read aloud, using reasoning and evidence.


What impact does listening have? In what ways are ideas communicated orally? How do visuals impact our thoughts and actions? How does a summary of a written text read aloud explain the speaker’s point of view?

Revised Blooms

Creating:

Can the student


assemble, construct,


formulate & write.

Evaluating:

Can the student

justify a stand or decision?

appraise, argue, defend,

judge, select, support, value & evaluate

Analyzing:



appraise, compare, contrast, criticize,



question & test.

Applying:

Can the student

use the information

in a new way?

choose, demonstrate,

dramatize, employ,

illustrate, interpret, operate, schedule,

sketch, solve,

use & write.

Understanding:


concepts?

classify, describe, discuss, explain,

identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:


the information?

define, duplicate, list,


reproduce & state


Student conference

Oral questioning

Choral response

One sentence summary

Think-Pair-Share

Literature Circles

Debriefing/Reflection

Inside/Outside Circle

Student-led following directions activity Written response to an oral prompt

Summary


Narrated Power Point Flip Chart Animoto Prezi Museum Box Oral presentation

Mock Interviews

STAGE 3









Resources:

Math “Investigations” materials on charts and graphs

Social Studies textbook

www.fcrr.org Florida Center for Reading Research

www.readwritethink.net

www.readworks.org

www.teacherspayteachers.com/Product/Common-Core-Speaking-

and-Listening-Resource-Posters-Rubrics-Planning-Forms

www.teacherspayteachers.com/Product/Common-Core-Speaking-and-Listening-Graphic-Organizers-Free graphic organizers for Common Core Speaking and Listening

http://www.readingrockets.org/atoz/vocabulary http://www.eslpartyland.com/teachers/nov/conv.htm http://blogs.fcps.net/total/files/2011/11/SmallGroupRubric_SL5.1.pdf Link to simple self-assessment rubric for speaking/listening https://www.teachingchannel.org/videos/developing-communication-skills 1 min. 36 sec. video for developing

Strategies:

Teacher modeling varied presentation styles Teacher modeling “summarizing” techniques Use reading response journals Create a Power Point presentation Student-to-student blogging Use flip-cams to create a visual report Use web-cams to communicate with students in different places Students work with partners to interpret and summarize information found on charts, graphs, or other visual displays. Students create and share-multi-media presentations (e.g. PowerPoint, video clips, photos, etc.) to summarize read aloud texts. While listening to oral presentations, students write supporting evidence or reasons on outlines, listing key points of speakers’ messages.

http://www.fcrr.org/

http://www.readwritethink.net/


http://www.teacherspayteachers.com/Product/Common-Core-Speaking-%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20and-Listening-Resource-Posters-Rubrics-Planning-Forms

http://www.teacherspayteachers.com/Product/Common-Core-Speaking-%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20%20and-Listening-Resource-Posters-Rubrics-Planning-Forms



http://www.readingrockets.org/atoz/vocabulary

http://www.eslpartyland.com/teachers/nov/conv.htm

http://blogs.fcps.net/total/files/2011/11/SmallGroupRubric_SL5.1.pdf



communication skills including revoicing, restating, and reasoning to create structure for discussions.

Resources con’t.

www.prezi.com

www.animoto.com

www.edmodo.com

www.glogster.com

www.uen.org

www.edsitement.neh.gov,

www.teachertube.com

www.commoncore.org ,

Continued… Strategies, con’t. After listening to speakers, students work with partners to identify and summarize key points, citing evidence from presentations to justify main points. Given issues or problem situations, students gather information and formulate opinions. Students state reasons supporting opinions during panel discussions or debates. Students research topics, recording key points on note cards. Students use note cards to organize and present oral reports. Students design book jackets containing authors, titles, settings, characters, conflicts, and themes. Students display book jackets during oral presentations to pique classmates’ interests. Students create and record digital advertisements, emphasizing themes (e.g. friendship, loyalty, responsibility, courage) and demonstrate supporting elements found in literary selections. Students read story excerpts that model formal and informal English usage. Using Venn diagrams, students record likenesses and differences within word choices, tasks, and situations. Students read story excerpts that model formal and informal English usage. Using Venn diagrams, students record likenesses and differences within word choices, tasks, and situations. Students read two passages with common topics, one passage using formal language and the other using informal. On two-column charts with headings Formal, Informal, and side labels Audience, Task, Situation, Word Usage, students record required information about each passage. In small groups, students discuss necessary changes to transition from formal to informal or informal to formal English. Common Core – Critical Thinking for Life

http://www.prezi.com/

http://www.animoto.com/

http://www.edmodo.com/

http://www.glogster.com/

http://www.uen.org/

http://www.edsitement.neh.gov/

http://www.teachertube.com/

http://www.commoncore.org/


Unit:

5th Grade Reading Foundational Skills – 5.3 – 5.3a

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words. 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 context.

Transfer: Students will be able to independently use their learning to… Have an understanding and working knowledge of concepts of print and basic conventions of the English writing system.

Meaning


They can read any words if they use the proper decoding strategies.


Which decoding strategy should I use to figure out how to pronounce a word?

Acquisition

Students will know: How to divide a word into syllables. How to sound out vowel combinations. The meaning of prefixes and suffixes. How to establish root/base words. How to sound out blends, digraphs, and diphthongs.


Decoding multisyllabic, unfamiliar words.

Essential Vocabulary:

syllabication, roots, prefixes, suffixes, blends, digraphs, diphthongs, chunking, vowel combinations IT Standards: 5.IN.1 Analyze appropriate strategies when reading for enjoyment and

for information.

IT Strategies: 5.IN.1.1 Differentiate strategies when reading informational text in a variety of formats (e.g. print, online, audio, etc.) to complete assigned tasks. 5.IN.1.2 Differentiate strategies when reading various genres.

Reading Foundational Skills 5th

Grade ELA

STAGE 2

Understandings:

They can read any

words if they use the

proper decoding

strategies.


Which decoding strategy should I use to figure out how to pronounce a word?

Revised Blooms

Creating:

Can the student




formulate & write.

Evaluating:

Can the student

justify a stand

or decision?



value & evaluate

Analyzing:






question & test.

Applying:

Can the student




operate, schedule,


Understanding:


concepts?


identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:


the information?



reproduce & state


Word sorts

T-chart (unfamiliar word – strategy

used)

Spelling pre-tests/beginning of year

inventory

Teacher observation

Questioning strategies throughout the lesson to keep track of student understanding (Why might we break words into syllables? How might long and short vowel sounds help us in decoding a word?)

Exit slips or Ticket out the Door – divide a given word into syllables

Jerry John’s IRI

Reading 3D

Voyager Passport

SORT-Slosson Oral Reading Test


Words Their Way or other

spelling assessments

Timed fluency drills of

decodable words containing

specific sound/letter

combination

Written tests of syllabication

rules

Reading 3D EOYAssessments

Voyager Passport EOY

Assessments

STAGE 3

Approximate number of days spent on unit: ongoing








Resources:

Reading A to Z Voyager Passport Nonsense word lists Words their Way/Spelling program Readworks.org Basal phonics resources Florida Center for Reading Research Center activities Decoding Strategy Posters http://firstgradefactory.blogspot.com/2011/02/word-attack-strategies.html http://www.bainbridgeclass.com/beanieposters.pdf http://www.balancedreading.com/Word_Work_Overview.pdf http://www.readingteachersnetwork.org/attachments/wysiwyg/6/Reading_Comprehension_Screening_for_Fifth_Grade.pdf

Strategies:

Teachers will model and demonstrate grade level strategies, spelling, and word attack skills to ensure student success in decoding words. Students flag unfamiliar words in text with sticky notes. On sticky notes, students record knowledge of words, e.g., familiar word parts, meaning of affixes, similar words. Students use print or digital resources to confirm information in sticky notes and read words accurately.

http://firstgradefactory.blogspot.com/2011/02/word-attack-strategies.html

http://www.bainbridgeclass.com/beanieposters.pdf

http://www.balancedreading.com/Word_Work_Overview.pdf

http://www.readingteachersnetwork.org/attachments/wysiwyg/6/Reading_Comprehension_Screening_for_Fifth_Grade.pdf


Unit:

5th Grade Reading - Foundational Skills 5.4

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: RF.5.4 Read with sufficient accuracy and fluency to support comprehension. RF.5.4.a Read on-level text with purpose and understanding. RF.5.4.b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. RF.5.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Transfer: Students will be able to independently use their learning to… Read grade-level text, prose, and poetry fluently Reread text and use context clues to aid their own comprehension

Meaning


Fluency helps the reader process language for meaning and

enjoyment.


Does my reading sound like regular speech? Am I using phrasing and punctuation correctly? How does my reading affect my understanding of the text?

Acquisition

Students will know:

How to recognize if they are reading fluently and accurately while comprehending the text.


Obtaining fall, winter, and spring targets for reading words correct per minute for appropriate grade level. For instance, 5th Grade- Fall: 105, Winter: 125, Spring: 140

Essential Vocabulary: fluency, inflection, intonation, accuracy, punctuation, rate of reading, words per minute

IT Standards:

5.SI.1 Apply criteria to determine appropriate information resources for specific topics and purposes.

IT Strategies: 5.SI.1.1 Use various types of resources to gather information (including print and online media). 5.SI.1.2 Use relevant sources of information for an assigned task. 5.SI.1.3 Use reliable sources of information.

Reading – Foundational Skills 5th

Grade: ELA

STAGE 2

Understandings:

Fluency helps the reader process language for meaning

and enjoyment.


Does my reading sound like regular speech? Am I using phrasing and punctuation correctly? How does my reading affect my understanding of the text?

Revised Blooms

Creating:

Can the student




formulate & write.

Evaluating:

Can the student

justify a stand

or decision?



value & evaluate

Analyzing:






question & test.

Applying:

Can the student




operate, schedule,


Understanding:


concepts?


identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:


the information?



reproduce & state


Timed fluency drills for goal setting

(students graph their own progress)

Reading 3D

Readers’ Theater

Poetry

Great Leaps

Fast Phrases

Ticket to Read/Voyager Passport

Super Speed Fluency

Reading Series Fluency Drills (i.e.

Treasures)

STAR reading


Passport EOY assessment

SRI assessments

EOG test

Reading 3-D EOY assessments

Great Leaps EOY Assessments

STAGE 3









Resources: Voyager Passport/Ticket to Read Reading 3-D Fast Phrases Reading A to Z Basal Reading Series Great Leaps www.readinga-z.com http://www.reading-strategies-help.com/reading-fluency-activities.html http://www.jimwrightonline.com/pdfdocs/prtutor/prtutor_lesson3.pdf http://www.readwritethink.org/classroom-resources/lesson-plans/poetry-feast-form-fluent-22.html http://www.readwritethink.org/classroom-resources/lesson-plans/readers-theatre-172.html

Strategies:

Teachers will model fluent reading. Provide frequent opportunities for students to read aloud Repeated/Timed reading Echo Reading (pair a struggling reader with a higher level reader) Choral Reading Readers’ Theatre presentation Poems for Two Voices

http://www.readinga-z.com/

http://www.reading-strategies-help.com/reading-fluency-activities.html

http://www.reading-strategies-help.com/reading-fluency-activities.html

http://www.jimwrightonline.com/pdfdocs/prtutor/prtutor_lesson3.pdf

http://www.readwritethink.org/classroom-resources/lesson-plans/poetry-feast-form-fluent-22.html

http://www.readwritethink.org/classroom-resources/lesson-plans/poetry-feast-form-fluent-22.html

http://www.readwritethink.org/classroom-resources/lesson-plans/readers-theatre-172.html

http://www.readwritethink.org/classroom-resources/lesson-plans/readers-theatre-172.html


Unit: 5th Grade Reading- Informational Text Key Ideas and Detail 5.1-5.3

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: RL.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RL.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize text. RL.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.

Transfer: Students will be able to independently use their learning to… Summarize the text in their own words. Draw inferences from the text. Identify the main idea and find the most important details that strengthen the main idea. Explain 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.

Meaning


Inferences are based on student knowledge and information from text. Main ideas are supported by details from text. There is a relationship between individuals or events in a text.


Which details are most important in strengthening the main idea? How are the events/individuals in the text(s) connected?

Acquisition

Students will know:

How to draw an inference—student knowledge, textual information. How to identify main idea/details. The difference between main idea and summary.


Drawing inferences. Using details to formulate main idea. Summarizing.


Inference, text, main idea, detail, summarize (summary), technical, historical, scientific text, compare/contrast

IT Standards: 5.SI.1 Apply criteria to determine appropriate information resources for specific topics and purposes. 5.TT.1 Use technology tools and skills to reinforce and extend

classroom concepts and activities.

IT Strategies: 5TT.1.2 Use a variety of technology tools to gather data and information (e.g., word processor, graphic organizer, audio and visual recording, online collaboration tools, etc.) 5.SI.1.3 Use reliable sources of information

Reading- Informational Text Key Ideas and Detail 5.1-5.3 5th

Grade ELA

STAGE 2

Understandings:

Inferences are based on student knowledge and information from text. Main ideas are supported by details from text. There is a relationship

between individuals or

events in a text.


Which details are most important in strengthening the main idea?

How are the historical events/individuals connected?

Revised Blooms

Creating:

Can the student

create new product

or point of view?



formulate & write.

Evaluating:

Can the student

justify a stand

or decision?



value & evaluate

Analyzing:





distinguish, examine,

experiment,

question & test.

Applying:

Can the student




operate, schedule,


Understanding:


concepts?


identify, locate,

recognize, report, select, translate

& paraphrase

Remembering:


the information?



reproduce & state


Web – Main Idea/Supporting Details

T-chart

Thumbs up/Thumbs down or Yes/No

Cards for inferencing vs. explicit text

Venn Diagram/Graphic Organizers

Exit slips – students write the main idea

of the passage/selection

Think-Pair-Share

Poster

Oral/Written Summary

Given reading passage – identify main

idea and key details

Reflective Journal

Probe Notebooks

Notes


Benchmarks

Written Quiz/Test

STAGE 3









Resources:

www.fcrr.org (Florida Center for Reading)

http://www.internet4classrooms.com/grade_level_help/informational_text_main_language_arts_fifth_5th_grade.htm

http://www.internet4classrooms.com/grade_level_help/logic_inferences_language_arts_fifth_5th_grade.htm www.prometheanplanet.com www.readwritethink.org

www.readworks.org http://fcit.usf.edu/fcat/references/strategies/mi.htm (for main idea) http://fcit.usf.edu/fcat/strategies/qa/default.htm (for QAR strategies)

http://my.hrw.com/nsmedia/intgos/html/igo.htm http://www.vrml.k12.la.us/2nd/more/graphic_organizers.htm (interactive graphic organizers)

Strategies:

QAR strategy

Coding Text – Write in margins/sticky notes

Create an inference chart (3 columns: What happened? What does it mean? What do you think of that?)

Think-Aloud

Read aloud short passages from a literature book, magazine, newspaper, novel, etc., sharing your inferences as you read. Have students decide how you made those inferences.

Read-Pair-Share Think-Pair-Share

Observe uncaptioned pictures or illustrations, from informational passages and predict the topics of the passages. Students read the texts and confirm or correct predictions citing details from the texts.

Compile newscasts or advertisements explaining the main idea and details of a text.

Write letters to authors describing connections found between elements

within texts. Common Core – Critical Thinking for Life!

http://www.fcrr.org/



http://www.internet4classrooms.com/grade_level_help/logic_inferences_language_arts_fifth_5th_grade.htm

http://www.internet4classrooms.com/grade_level_help/logic_inferences_language_arts_fifth_5th_grade.htm


http://www.readwritethink.org/


http://fcit.usf.edu/fcat/references/strategies/mi.htm

http://fcit.usf.edu/fcat/strategies/qa/default.htm

http://my.hrw.com/nsmedia/intgos/html/igo.htm

http://www.vrml.k12.la.us/2nd/more/graphic_organizers.htm


Unit: 5th Grade Reading Informational Text-Range of Reading and Level of Text Complexity 5.10

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4/5 text complexity band independently and proficiently.

Transfer: Students will be able to independently use their learning to… Comprehend text and be able to recall facts from text related to history/social studies, science and technical texts.

Meaning


Interpreting/analyzing informational texts is important. Reading independently and accurately is essential to their future success when reading various type of informational text.


What skills are needed to comprehend information from text? What information is essential in order to comprehend technical text?

Acquisition

Students will know: How to read and interpret complex literary and informational texts. How to make connections among ideas and texts. Recognize inconsistencies and poor reasoning in text. Recognize ambiguities.


Discriminating between essential and non-essential information in text. Recalling essential facts.


Informational text, connections, social studies vocabulary, science vocabulary, technical vocabulary, summarize/paraphrase, essential information, non-essential information, identifying, highlighting, organizing, classifying, inferring, retrieving, listing, analyzing

IT Standards: 5.IN.1 Analyze appropriate strategies when reading for enjoyment and for information

IT Strategies: 5.IN.1.1 Differentiate strategies when reading informational text in a variety of formats (e.g., print, online, audio, etc.) to complete assigned tasks. 5.IN.1.2 Differentiate strategies when reading various genres

Reading Informational Text-Range of Reading and Level of Text Complexity 5th

Grade ELA

STAGE 2

Understandings:

Interpreting/analyzing informational texts is important. Reading independently and accurately is essential to their future success when reading various types of informational text.


What skills are needed to comprehend information from text? What information is essential in order to comprehend technical text?

Revised Blooms

Creating:

Can the student




formulate & write.

Evaluating:

Can the student

justify a stand

or decision?



value & evaluate

Analyzing:






question & test.

Applying:

Can the student




operate, schedule,


Understanding:


concepts?


identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:


the information?



reproduce & state


Note taking

Debate/Discussion of key learning

KWL

Quick Write

Journals

Student definitions of essential

vocabulary terms

Oral questioning

Idea spinner

DRA


EOG test

Oral presentation/Learning Fair

Chapter/Unit/Selection Tests

Benchmarks

Written summaries

Retell

STAGE 3









Resources:

Internet research Time for Kids Weekly Reader NC Studies Weekly If You Lived in the Time of ….. books on various topics If You Were There When They Signed the Constitution by Elizabeth Levy and Joan Holub Video – Schoolhouse Rock Election Collection 2009 www.discoveryeducation.com www.scholastic.com www.prometheanplanet.com www.readinga-z.com www.sciencea-z.com www.worldbook.com www.nationalgeographic.com Continued: www.readwritethink.com

www.readworks.com

Strategies:

Learning Fair – each student researches a topic and presents information at the fair. They need written information on what they have learned and where they got the information. Collaborative Strategic Reading/Cooperative Reading Groups with student learning logs Students read informational texts independently during scheduled time. Students use Before and After log pages in journal to record known information in Before columns and learned information in After columns. Following reading sessions, students record dates and pages read in left margins. Students read increasingly difficult texts that represent current topics of study in history/social studies, science, or technical subjects. Students demonstrate comprehension by making connections between texts and current units of study. Common Core – Critical Thinking for Life!

http://www.discoveryeducation.com/

http://www.scholastic.com/



http://www.sciencea-z.com/

http://www.worldbook.com/

http://www.nationalgeographic.com/

http://www.readwritethink.com/

http://www.readworks.com/


Unit: 5th Grade Informational Text/ Craft and Structure 5.4 – 5.6

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. RI.5.5 Compare and contrast the overall structure (e.g. chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. RI.5. 6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

Transfer: Students will be able to independently use their learning to…. Understand and categorize Tier One, Tier Two, and Tier Three words. Compare and contrast the overall structure in two or more texts. Understand multiple points of view of the same event and how that affects the text.

Meaning


The presentation of text features can aid in the comprehension of a story. The organization of information in a story is important to the essential detail gathered from the reading. Style, point of view, and purpose shape the content of the text.


How are words and phrases interpreted for meaning using context clues? What is similar and different about how the information is presented in a particular text? What does the author want the reader to understand about the text? How do various points of view on the same event affect the readers understanding of the text?

Acquisition

Students will know:

Various types of text features. How to interpret words and phrases in a given text using context clues/ glossaries. How to compare and contrast the overall structure of events, ideas, concepts, or information in two or more texts. How text is organized.


Recognizing text features. Comparing and contrasting various informational text. Finding unknown words in the glossary or using context clues to interpret text. Recognizing different points of view in a text.


Text features, nonfiction, informational text, glossary, diagrams, graphic source/labels, context clues, point of view, topics, similar, different

IT Standards: 5.TT.1 Use technology tools and skills to reinforce and extend classroom concepts and activities. 5 IN.1 Analyze appropriate strategies when reading for enjoyment and for information

IT Strategies: 5 TT 1.3 Use technology tools to present data and information (e.g., multimedia, audio and visual recording, online collaboration tools, etc.) 5.IN.1.2 Differentiate strategies when reading various genres.

Informational Text/ Craft and Structure 5TH

Grade ELA

STAGE 2

Understandings:



How are words and

phrases interpreted for

meaning using context

clues?

What is similar and different about how the information is presented in a particular text? What does the author want the reader to understand about the text? How do various points of view on the same event affect the readers understanding of the text?

Revised Blooms

Creating:

Can the student




formulate & write.

Evaluating:

Can the student

justify a stand

or decision?



value & evaluate

Analyzing:






question & test.

Applying:

Can the student




operate, schedule,


Understanding:


concepts?


identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:


the information?



reproduce & state


6 section foldable for vocabulary words

1. The word

2. Guess on meaning

3. Definition

4. Illustration

5. Synonym

6. Antonym

Teacher Observation:

1. Literature Circles

2. Discussion

Venn Diagrams

Retelling from different points of view

(characters)

Student-created board game

Diary entry

Reader’s Theater


Debate

Research report

Power Point

Prezi

Animoto

Written Test

STAGE 3






E – How will student self-Evaluate and reflect on learning?



Resources:

http://www.readwritethink.org/classroom-resources/lesson-plans/traveling-terrain-comprehending-nonfiction-98.html http://t4.jordan.k12.ut.us/cbl/images/litfac/binfo.pdf www.discoveryeducation.com www.storyworks.com www.readinga-z.com www.unitedstreaming.com www.nationalgeographic.com The Human Body, www.sciencea-z.com Time for Kids/Weekly Reader Storia Famous speeches Florida Center for Reading Research What Happens to a Hamburger? By Paul Showers and Edward Miller Osmosis Jones, multimedia film

Strategies:

Students can do a scavenger hunt through an informational text or their science or social studies book to locate examples of text features. After reading/previewing several informational texts, students classify selections into categories (chronology, compare-contrast, cause-effect, problem-solution). In small groups, students read one of three different texts on a similar/same topic. Groups share how structures of assigned texts are similar or different. Read 2 accounts of the same event or topic. Student record key ideas on sticky notes, using a different color note for the 2 different accounts. Students arrange notes with like ideas together (leftover notes represent differences). Students explain connections between similar key ideas with regard to point of view. Given key vocabulary for a topic, students will create a 3 column chart: Tier 1 – I know this word and its meaning; Tier 2 – I have heard or seen this word; Tier 3 – I have never heard or seen this word. Students read informational passages and observe sentences from texts that contain words essential to understanding texts. Students generate lists of words that can replace original words. Students determine how replacement words alter messages of passages.

http://www.readwritethink.org/classroom-resources/lesson-plans/traveling-terrain-comprehending-nonfiction-98.html


http://t4.jordan.k12.ut.us/cbl/images/litfac/binfo.pdf


http://www.storyworks.com/


http://www.unitedstreaming.com/



Use signal words to identify: cause/effect, chronology, compare/contrast, problem/solution, (since, because; first, after; similar, different; dilemma, puzzling, etc.) Provide different text types, (i.e., magazines, newspaper article, informational passages, etc.) in which students can find examples of the above structures that are similar and note differences within two that are of the same structure.

Students read two informational accounts of the same events or topics. While reading, students record key ideas on sticky notes, using different colors of notes for each account. Students arrange notes with like ideas together, observing that the remaining notes represent differences. Students explain connections between similar key ideas with regard to point of view. Students use several sources on the same topics (e.g. books, websites, catalogs, brochures) to locate specific information. Students discuss features of sources and how those features assisted in locating information. Common Core – Critical Thinking for Life!

On a chart, list 6-8 vocabulary words on the left, then label the columns with

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

students to make checkmarks in the columns. Students, working in small

groups will discuss the three columns and try to determine meaning of words.

Come back together as a whole group to share small group information.

Students, working in small groups, use the Frayer model graphic organizer to show the essential and non-essential characteristics of a vocabulary word, and an example and non-example of a vocabulary word. Students share and discuss their examples. Students read about a historical event from two or more sources. Students

then put themselves in the time of the event and write diary entries about the

event as if they are present. They will reference the text in their entries and

agree or disagree with those opinions. Could be presented as a reader’s

theater in small groups.


Unit: 5th Grade / Language Conventions of Standard English

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: L.5.1 Demonstrate command of the conventions of standard

English grammar and usage when writing or speaking.

L.5.1.a Explain the function of conjunctions, prepositions, and

interjections in general, and their function in particular

sentences.

L.5.1 b. Form and use the perfect verb tenses.

L.5.1.c Use verb tense to convey various times, sequences, states, and conditions.

L.5.1.d Recognize and correct inappropriate shifts in verb tense. L.5.1.e Use correlative conjunctions (e.g., either/or, neither/nor).

Transfer: Students will be able to independently use their learning to: Recognize and correctly use conjunctions, prepositions, and interjections in general, when writing sentences. Recognize and use correlative conjunctions (such as either/or and neither/nor) when writing or speaking. Use correct verb agreement when writing or speaking.

Meaning

Understandings: Students will understand that… Language is essential for effective communication. The appropriate use of skills such as conventions, knowledge of vocabulary, and proper use of conjunctions, interjections, and prepositions are important when writing or speaking. The correct use of verb tense conveys various times, sequences, states, and conditions when speaking or writing sentences.

Essential Question(s): How are conjunctions, interjections, and prepositions appropriately used in a sentence when speaking or writing? How does using correct verb tense help to convey various times, sequences, states, and conditions? How are correlative conjunctions (such as either/or and neither/nor) appropriately used in a sentence when speaking or writing?

Acquisition

Students will know: How to identify various types of conjunctions, interjections, and prepositions and be able to use them when writing grammatically correct sentences or when speaking.

Students will be skilled at: Correctly identify or writing various prepositions, conjunctions, or interjections in sentences. Using correct verb tense to convey various times, sequences, states, and conditions when writing or speaking.

Essential vocabulary: grammar, verb tense, fragment, interjections, conjunction, preposition, correlative conjunctions,

IT Standards: 5. TT.1 Use technology tools and skills to reinforce and extend


IT Strategies: 5.TT.1.3 Use technology tools to present data and information (e.g., multimedia, audio and visual recording, online collaboration tools, etc. 5.SI.1.1 Use various types of resources to gather information (including print and online media). 5.SI.1.2 Use relevant sources of information for an assigned task.

Language: Conventions of Standard English 5.1 5th

Grade ELA

STAGE 2

Understandings:

Language is essential for effective communication. The appropriate use of skills such as conventions, knowledge of vocabulary, and proper use of conjunctions, interjections, and prepositions are important when writing or speaking. The correct use of verb tense conveys various times, sequences, states, and conditions when speaking or writing sentences.


How are conjunctions, interjections, and prepositions appropriately used in a sentence when speaking or writing? How does using correct verb tense help to convey various times, sequences, states, and conditions? How are correlative conjunctions (such as either/or and neither/nor) appropriately used in a sentence when speaking or writing?

Revised Blooms

Creating:

Can the student




formulate & write.

Evaluating:

Can the student

justify a stand

or decision?



value & evaluate

Analyzing:






question & test.

Applying:

Can the student




operate, schedule,


Understanding:


concepts?


identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:


the information?



reproduce & state


Work with a small group or partner to

create:

Student-generated, written definitions of

conjunctions, interjections, prepositions,

verb tense, etc.

Written sentences using student

examples of conventions, conjunctions,

interjections, prepositions, verb tense,

etc.

Identify use of conjunctions,

interjections, prepositions, verb tense in

sentences or short passages.

“Daily Grammar Practice” journals

Written sentences


Test/quiz

Oral presentation

STAGE 3

Approximate number of days spent on unit: Ongoing








Resources:

Grammar/English text

Schoolhouse Rock: Grammar Classroom Edition [Interactive DVD] (2007) www.prometheanplanet.com: ActivBoard/Flip charts www.abcteach.com www.vocabularya-z.com www.Petespowerpointstation.com

Strategies:

Give students passages to identify parts of speech, circling conjunctions, highlighting prepositions, and underlining interjections. In teacher-led discussions, students explain roles of the words in sentences. Students use lists of verbs to complete three-column charts with the headings: Past Perfect, Present Perfect, Future Perfect. In pairs, students compose sentences containing verb tenses from charts. Students read sentences and compose second sentences which follow based on time, sequence, state, or condition. (Students can refer to digital or print grammar handbooks for examples). Given sentences that include incorrect verb tenses, students identify the incorrectly used verbs and replace with appropriate verb tenses. Using a list of correlative conjunctions, Work with a partner or in small groups to compose sentences.

Common Core – Critical Thinking for Life


http://www.abcteach.com/

http://www.vocabularya-z.com/

http://www.petespowerpointstation.com/


Unit: 5th Grade Language: Conventions of Standard English

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: 5.L.2 Demonstrate command of the conventions of standard English

capitalization, punctuation, and spelling when writing. 5.L.2.a Use punctuation to separate items in a series. 5.L.2.b Use a comma to separate an introductory element from the rest of the sentence. 5.L.2.c Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?). 5.L.2.d Use underlining, quotation marks, or italics to indicate titles of works. 5.L.2.e Spell grade-appropriate words correctly, consulting references as needed.

Transfer: Students will be able to independently use their learning to… Accurately apply the function of capitalization, punctuation, and spelling, in general, when writing sentences. Accurately place commas where needed when writing sentences. Show titles of works by underlining, using italics, or quotation marks. Spell grade-appropriate words and use reference materials to check spelling.

Meaning


Capitalization and punctuation, grammar, and spelling are essential for effective written communication. Commas separate items in sentences. Titles of literary works are shown by using underlining, italics, or quotation marks.


How are capital letters, punctuation marks, and correct grammar used when writing a sentence? What strategies can be used to spell words correctly? How are commas used to separate items in a sentence?

Acquisition

Students will know: How to create a written product with correct grammar mechanics and spelling. That incorrect grammar usage and mechanics affect meaning. The importance of correct spelling and how to use reference materials for assistance in spelling words correctly.

Students will be skilled at: Using capitalization of proper nouns, titles of literary works, movies, songs, etc., when creating written products. Spelling grade-level words correctly when writing and using reference materials as needed. Using commas to separate items when writing a sentence.

Essential Vocabulary: grammar mechanics, italics, comma, quotation marks, punctuation, reference materials, conventions, series,

capitalization.

IT Standards: 5.TT.1 Use technology tools and skills to reinforce and extend


IT Strategies:5.TT.1.1 Use a variety of technology to gather data and

information (e.g.,Web-based resources, e-books, online communication tools). 5.TT,1.2 Use a variety of technology tools to organize data and information (e.g., word processor, graphic organizer, audio and visual recording, online collaboration tools, etc.). 5.TT.1.3 Use technology tools to present data and information


Grade ELA

STAGE 2

Understandings:

Capitalization and punctuation, grammar, and spelling are essential for effective written communication. Commas separate items in sentences.

Titles of literary works

are shown by using

underlining, italics, or

quotation marks.


How are capital letters, punctuation marks, and correct grammar used when writing a sentence? What strategies can be used to spell words correctly? How are commas used to separate items in a sentence?

Revised Blooms

Creating:

Can the student




formulate & write.

Evaluating:

Can the student

justify a stand

or decision?



value & evaluate

Analyzing:






question & test.

Applying:

Can the student




operate, schedule,


Understanding:


concepts?


identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:


the information?



reproduce & state


Use mini-lessons to practice punctuation

and capitalization

Daily grammar lessons

Use magazines and newspapers to cut

out examples of punctuation and

capitalization.

Daily sentence editing

Practice sheets to edit writings

Peer editing.

Spelling practice

Word sorts


Student written and oral presentations Tests

Spelling Tests

STAGE 3









Resources:

Daily Grammar Practice (flipcharts for DGP located on netstorage) Daily Oral Language Daily Oral Geography Dictionaries Thesaurus Word Walls Internet Books, Magazines, Newspapers English and or grammar text books Words Their Way/Spelling Program

Schoolhouse Rock: Grammar Classroom Edition - [Interactive DVD] (2007) www.prometheanplanet.com - ActivBoard/Flip charts www.abcteach.com www.vocabulary-z.com www.Petespowerpointstation.com www.spellingcity.com www.readwritethink.org

Strategies:

Teachers will guide students to proficiency in English grammar and usage. Use written passages with commas omitted – students write in commas appropriately. Arrange index cards to build complete sentences beginning with introductory clauses. Students appropriately place comma cards in sentences. Students respond to oral questions using signals for comma placements such as clapping hands, snapping fingers, etc. Students use Word to type sentences using appropriate punctuation, capitalization, and spelling. Students will choose to use quotations marks, underlining, or italics to indicate titles of works when given a list of titles from novels, poems, magazines, etc. Common Core – Critical Thinking for Life!



http://www.vocabulary-z.com/


http://www.spellingcity.com/



Unit: 5th Grade Language: Knowledge of Language

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: 5.L.3 Use knowledge of language and its conventions when writing,

speaking, reading, or listening. 5.L.3.a Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. 5.L.3.b Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.

Transfer: Students will be able to independently use their learning to… Use appropriate language when writing, speaking, reading, or listening. Apply their knowledge of literal and figurative language and denotations and connotations of words when speaking and writing. Expand, combine, and reduce sentences when writing

Meaning

Understandings: Students will understand that… Correct use of language and conventions is important in order to demonstrate their uses when writing, speaking, reading, or listening, and to make it understandable and interesting to others. Using a variety of sentence lengths when writing, creates better flow, clarity, and improves reader/listener interest. There is a variety of dialects in the English language that are used in stories, dramas, and poems.


What conventions are used when writing, speaking, reading, or listening? How do you combine sentences to make the ideas more concise? How does dialect sound different in stories compared to how we speak? How do you reduce or expand a sentence in order to convey correct meaning, interest, and style?

Acquisition

Students will know: How to use correct conventions and language when writing, speaking, reading, or listening. Similarities and differences in how an author uses language and word choices in different genres. That using a variety of sentence lengths will create better flow and interest.

Students will be skilled at: Using appropriate language and conventions when writing, speaking, reading, and listening. Recognizing varieties of English used in stories, dramas, or poems. Combining, reducing, and expanding written sentences to strengthen meaning and understanding of their selections.


Dramas, poems, dialects, registers, compare and contrast, expand, combine, reduce (sentences), style, run-on sentences, fragment, conventions



IT Strategies: 5.TT.1.1 Use a variety of technology to gather data and information (e.g., Web based resources, e-books, online communication tools, etc.). 5.TT,1.2 Use a variety of technology tools to organize data and information (e.g., word processor, graphic organizer, audio and visual recording,

online collaboration tools, etc.). 5.TT.1.3 Use technology tools to present data and information (e.g., multimedia, audio/visual recording, online collaboration tools, etc.).


Grade ELA

STAGE 2

Understandings:

Correct use of language and conventions is important in order to demonstrate their uses when writing, speaking, reading, or listening, and to make it understandable and interesting to others. By using a variety of sentence lengths when writing, it will create better flow, clarity, and create reader/listener interest. There is a variety of

dialects in the English

language that are used in

stories, dramas, and

poems.


What conventions are used when writing, speaking, reading, or listening? How do you combine sentences to make the ideas more concise? How does dialect sound different in stories compared to how we speak? How do you reduce or

expand a sentence in

order to convey correct

meaning, interest, and

style?

Revised Blooms

Creating:

Can the student




formulate & write.

Evaluating:

Can the student

justify a stand

or decision?



value & evaluate

Analyzing:






question & test.

Applying:

Can the student




operate, schedule,


Understanding:


concepts?


identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:


the information?



reproduce & state


Student Conference

True/False Quiz to check understanding

Oral questioning

Student-generated definitions of

vocabulary terms

Reflection journal

Venn Diagram

T-Chart

Peer tutoring

Self-check list for:

- Misspelled words

- Run-on sentences

- Fragments

- # of sentences per paragraph

- Combination of

simple sentences

- Overuse of words – i.e., any, all

always, never, very, etc.

Written sentences showing a variety of

sentence lengths

Short passages from dramas, stories or

poems where students identify varieties

of English


Test/quizzes

Oral performance of drama,

story, or poem using various

dialects

Portfolios

Rubrics

Essays

STAGE 3









Resources:

Grammar/English textbook Daily Oral Language Variety of texts from different genres: (dramas, poems, stories, etc.) www.prometheanplanet.com: ActivBoard/flipcharts www.abcteach.com http://www.effectiveteachingsolutions.com/poetrywebsites.htm (a website that has several links to various poetry websites) www.readwritethink.org http://rubistar.4teachers.org/

Strategies:

Following read alouds, students record one dependent and one independent clause on separate sentence strips that reference texts. Students seek classmates whose clauses, when combined, form compound and complex sentences about the read alouds. After clauses are combined, students collaborate to expand and reduce newly formed sentences. Students use Venn diagrams to compare and contrast the varieties of English between two poems or stories. Students, working in small groups, write sentences. Switch sentences with a partner and peer edit. Students should look for correct conventions, and see if they can expand, combine, or reduce sentences for better meaning and reader/listener interest.



http://www.effectiveteachingsolutions.com/poetrywebsites.htm


http://rubistar.4teachers.org/


Unit: 5th Grade Language: Vocabulary Acquisition and Use

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: L.5.4 Determine or clarify the meaning of unknown and multiple-

meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.

L.5.4.a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. L.5.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). L.5.4.c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

Transfer: Students will be able to independently use their learning to… Make appropriate word choices in written and oral language in order to communicate effectively in a wide range of print and digital texts. Use context as a clue to the meaning of a word or phrase. Use cause/effect relationships and comparisons in text to determine word meaning. Acquire new vocabulary, from texts, environment, from others, and from independently read or viewed texts. Make effective use of reference materials, including digital references.

Meaning

Understandings: Students will understand that… There are a wide variety of strategies and reference materials that can be used in order to determine the meaning of unknown and multiple-meaning words.

Essential Question(s): What roots, suffixes, or prefixes are there in words to help determine the meaning of unknown words? How does choice of words affect written and spoken language? What reference materials can be used to help find and determine precise meanings of key words and phrases? What context clues can be used to help understand a meaning of a word or phrase?

Acquisition

Students will know: How to use reference materials in order to determine meanings of key words and phrases. How to use common, grade appropriate, Greek and Latin affixes and roots as clues to a meaning of a word. How to use context clues to determine the meaning of a word/phrase.


Choosing correct strategies in order to determine the meaning of unknown and multiple-meaning words or phrases. Using reference materials in order to determine pronunciation and meaning of key words and phrases.


definitions, restatements, strategy, reference materials, thesaurus, pronunciation, Greek and Latin affixes, root, prefix, glossary, adjective, interjection, conjunctions, nouns, verbs, dictionary

IT Standards: 5.TT.1.1 Use a variety of technology tools to gather data and information.

IT Strategies: 5.SI.1.1 Use various types of resources to gather information (including print and online media. 5.SI.1.3 Use reliable sources of information

Language: Vocabulary Acquisition and Use 5th

Grade ELA

STAGE 2

Understandings:

There are a wide variety of strategies and reference materials that can be used in order to determine the meaning of unknown and multiple-meaning words.


What roots, suffixes, or prefixes are there in words to help determine the meaning of unknown words? How does choice of words affect written and spoken language? What reference materials can be used to help find and determine precise meanings of key words and phrases? What context clues can be used to help understand a meaning of a word or phrase?

Revised Blooms

Creating:

Can the student




formulate & write.

Evaluating:

Can the student

justify a stand

or decision?



value & evaluate

Analyzing:






question & test.

Applying:

Can the student




operate, schedule,


Understanding:


concepts?


identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:


the information?



reproduce & state


Word study of connotation and denotation Journals Think-Pair-Share Vocabulary Log Book Student-generated definitions for various reference materials and vocabulary words Write sentences, short passages using clue words for contrast, cause and effect, and sequencing Think-alouds Graphic Organizers


Student written and oral presentations Test/Quiz

STAGE 3









Resources: Grammar/English textbook Basal Dictionary/Thesaurus Daily Grammar Practice

Interactive Graphic Organizers

http://my.hrw.com/nsmedia/intgos/html/igo.htm http://www.vrml.k12.la.us/2nd/more/graphic_organizers.htm

www.prometheanplanet.com: ActivBoard/flipcharts http://www.teacherspayteachers.com/Product/Understanding-Multiple-Meaning-Words

www.readwritethink.org

www.graphwords.com – Online thesaurus that automatically graphs & charts words. http://www.fcrr.org/curriculum/studentCenterActivities45.shtm http://www.prefixes-suffixes.com/list-of-prefixes.html

www.readworks.org www.readingrockets.org

Complete a search for root words and prefixes. Large choice of links within Reading Rockets that have lessons, ideas, and activities.

Strategies:

Students recognize and use clue words as indicators of word meanings within contexts (cause/effect – because, since, etc., contrast – not, yet, instead, etc., sequence – after, finally, at last, etc.).

Students record roots, prefixes, and suffixes, on individual note cards. With partners, students join note cards to build words, read words, and determine meanings.

In pairs, students use reference materials to determine meanings and pronunciations of specified vocabulary. Pairs join others, creating groups of four, and collaborate to reach consensus on word meanings and pronunciations.

Students keep a year-long personal dictionary in their journal where they can write down unknown or unfamiliar words and their meanings as they encounter them.

Common Core – Critical Thinking for Life!




http://www.teacherspayteachers.com/Product/Understanding-Multiple-Meaning-Words

http://www.teacherspayteachers.com/Product/Understanding-Multiple-Meaning-Words


http://www.graphwords.com/

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

http://www.prefixes-suffixes.com/list-of-prefixes.html


http://www.readingrockets.org/


Unit: 5th Grade Language: Vocabulary Acquisition and Use 5.5

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meaning. L.5.a Interpret figurative language, including similes and metaphors, in context. L.5.b Recognize and explain the meaning of common idioms, adages, and proverbs. L.5.c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

Transfer: Students will be able to independently use their learning to… Make connections through the use of oral and written language. Use language to achieve desired meaning when writing or communicating.

Meaning


Figurative language includes the use of similes, metaphors, idioms, adages, and proverbs. There are relationships between words such as antonyms and synonyms.

Essential Question(s): How does figurative language affect meaning within a text? How are similes and metaphors used to make comparisons within a text? How are relationships between particular words such as synonyms, antonyms, and homographs used to better understand each of the words? How are common idioms, adages, and proverbs different from one another?

Acquisition

Students will know:

What figurative language is and how it can affect meaning within a text. How synonyms and antonyms are used in writing and how they are related.

Students will be skilled at: Interpreting the meaning of similes, metaphors, common idioms, adages, and proverbs. Demonstrating the understanding of relationship between words (synonyms and antonyms). Identifying figurative language within a text.


figurative language, simile, metaphor, idiom, adage, proverb, synonym, antonym, context, homograph, affect



IT Strategies: 5.TT.1.2 Use a variety of technology tools to organize data and information.


Grade ELA

STAGE 2

Understandings:

Figurative language includes the use of similes, metaphors, idioms, adages, and proverbs. There are relationships

between words such as

antonyms and

synonyms.


How does figurative language affect meaning within a text? How are similes and metaphors used to make comparisons within a text? How are relationships between particular words such as synonyms, antonyms, and homographs used to better understand each of the words? How are common idioms, adages, and proverbs different from one another, and how are they used in oral and written language?

Revised Blooms

Creating:

Can the student




formulate & write.

Evaluating:

Can the student

justify a stand

or decision?



value & evaluate

Analyzing:






question & test.

Applying:

Can the student




operate, schedule,


Understanding:


concepts?


identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:


the information?



reproduce & state


Student-generated definitions of

vocabulary words.

Journal

Think-Pair-Share

Venn Diagram

Oral questioning

Observations

Flip Book for Figurative Language


Test/quiz

Identify similes/metaphors in

short passages

Illustrations

Student-created poems or short

passages using figurative

language

STAGE 3









Resources:

Grammar/English textbook

www.prometheanplanet.com: ActivBoard/flipcharts

www.abcteach.com

http://www.effectiveteachingsolutions.com/poetrywebsites.htm (website that has several links to various poetry websites)

http://www.sturgeon.k12.mo.us/elementary/numphrey/ subjectpages/languagearts/ figuresofspeech.html (website for figurative language) www.Petespowerpointstation.com

Strategies:

After sharing read alouds that contain figurative language, students identify examples in texts and discuss meanings during teacher-led discussions. Given various texts and poems, students identify figurative language such as similes and metaphors. Match game: Students are given index cards with idiom, adage, or proverb, written on them. Students will be given a second set of cards with various proverbs, adages, or idioms written on them to be matched up with correct card. (e.g. – “Never judge a book by its cover.” – would be matched with a proverb card). Students will create illustrations to show various idioms, adages, or proverbs. (e.g. Using the idiom, “He has butterflies in his stomach” student would draw a picture depicting this idiom; adage: “The grass is greener on the other side of the fence.” Students are given a variety of scenarios that, from a given list, would correspond with a certain idiom, adage, or proverb. A student reads the scenario (“Tom was nervous before he went on stage to perform his solo.”). Students would have to determine if it is an idiom, adage, or proverb and give an example. This example would correspond to the idiom, “He has butterflies in his stomach.” Common Core – Critical Thinking for Life!



http://www.effectiveteachingsolutions.com/poetrywebsites.htm

http://www.sturgeon.k12.mo.us/elementary/numphrey/%20subjectpages/languagearts/%20figuresofspeech.html

http://www.sturgeon.k12.mo.us/elementary/numphrey/%20subjectpages/languagearts/%20figuresofspeech.html



Unit: 5th Grade Language: Vocabulary Acquisition and Use 5.6

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: 5.L.6 Acquire and use accurately grade-appropriate general

academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

Transfer: Students will be able to independently use their learning to… Use words appropriately across contexts including words and phrases that show comparisons.

Meaning

Understandings: Students will understand that… There are a variety of academic and domain-specific words that improve comprehension. The accurate use of vocabulary, phrases and signal words are important to comprehension and communication.


How should you use domain-specific words correctly? Are your handwritten and word processing documents understandable to others?

Acquisition

Students will know:

Domain-specific words and phrases (signal, contrast, addition, other logical relationships).


Using academic and domain-specific words and phrases.


Contrast, however, although, nevertheless, similarly, moreover, in addition

IT Standards: 5.TT.1 Use technology tools and skills to reinforce and extend classroom concepts and activities.

IT Strategies: 5.TT.1.3 Use technology tools to present data and information (e.g., multimedia, audio and visual recording, online collaboration tools, etc.).


Grade ELA

STAGE 2

Understandings:

There are a variety of academic and domain-specific words that improve comprehension. The accurate use of vocabulary, phrases and signal words are important to comprehension and communication.


How should you use domain-specific words correctly? Are your handwritten and word processing documents understandable to others?

Revised Blooms

Creating:

Can the student




formulate & write.

Evaluating:

Can the student

justify a stand

or decision?



value & evaluate

Analyzing:






question & test.

Applying:

Can the student




operate, schedule,


Understanding:


concepts?


identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:


the information?



reproduce & state


- PROBE (Social Studies)

Notebooks

- Journal entries

- Venn Diagrams/Graphic

Organizers

- Student definitions of domain-

specific words


- Essays

- Test/Quizzes

STAGE 3









Resources:

www.readwritethink.org www.prometheanplanet.com www.readinga-z.com www.vocabularya-z.com www.teacherspayteachers.com www.readworks.org

Strategies:

- When given domain-specific words, phrases, or clue words, students use spoken and written language to form completed sentences with logical relationships (e.g. – on the other hand – I would like to go to the ballgame tonight; but – I love dogs but I cannot have one until we build a fence.)

- Students demonstrate use of vocabulary when recording information in cross-curricular journals.




http://www.vocabularya-z.com/

http://www.teacherspayteachers.com/



Unit: 5th Grade Reading Literature: Key Ideas and Details 5.1, 5.2, 5.3

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: 5.1 Quote accurately from a text when explaining what the text says

explicitly and when drawing inferences from the text.

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.

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).

Transfer: Students will be able to independently use their learning to… Determine story elements, theme of a story, drama, or poem from details used in the text. Identify the problem and how it was resolved.

Meaning

Understandings: Students will understand that… Stories have important events. When drawing on specific details they support the main idea. Key details communicate the message of the story.

Essential Question(s): How do you accurately explain the text when using quotes and drawing inferences from the text? How can you determine the theme in a story, drama, or poem by using details in the text? How do specific details help to compare characters, settings, or events in a story?

Acquisition

Students will know:

Characters, setting, and important events. Theme (central message) in the story. The role each element plays in the story.


Comparing characters, setting, and important events within a text. Identifying the theme (central message) of a story, drama, or poem. Identifying the role each element plays in the story, drama or poem.

Essential Vocabulary: character, setting, theme, lesson, moral, compare, contrast, inferences, story elements, summarize, challenge, conflict, resolution, primary and supporting characters


IT Strategies: 5.TT. 5.1.2 Use a variety of technology tools to organize data and information. 5.1.3 Use technology tools to present data and information.

5th

Grade Reading Literature: Key Ideas and Details 5th

Grade ELA

STAGE 2

Understandings:

Stories have important events. When drawing on specific details they support the main idea. Key details & character

interactions

communicate the

message of the story.


How do you accurately explain the text when using quotes and drawing inferences from the text? How can you determine the theme in a story, drama, or poem by using details in the text? How do specific details help to compare characters, settings, or events in a story?

Revised Blooms

Creating:

Can the student




formulate & write.

Evaluating:

Can the student

justify a stand

or decision?



value & evaluate

Analyzing:






question & test.

Applying:

Can the student




operate, schedule,


Understanding:


concepts?


identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:


the information?



reproduce & state


Venn Diagrams

Graphic Organizers

Think-Pair-Share – to discuss what the

definitions of characters, setting, theme,

etc.

Journal entries

Flip chart

Text or reading passage to identify

elements of story


theme in a story


problem/solution in a story

Venn Diagram to compare two or more

characters, settings, events. (across

texts)


Test/Quiz

After reading a given passage,

identify the theme and using a

Voki character, share the

evidence that supports this

theme. Find a minimum of three

key pieces of evidence to

support your choice.

STAGE 3









Resources:

Inference poster – http://www.teacherspayteachers.com/Product/I-Can-Make-An-Inference-Poster http://www.teacherspayteachers.com/Product/Inference-Worksheets Inference PowerPoint – http://www.teacherspayteachers.com/Product/Using-Inferences-Practice Inference Activities for School & Home – http://ww.brainpopir.com/reading and writing/comprehension/makeinferences/grownups.weml Drawing Conclusion/Inference Activities – http://www.brighthubeducation.com/middle-school-english-lessons/58034-drawing-conclusions-activities/ Online inferences and drawing conclusions game – http://www.quia.com/rr/332704.html Story Map to determine theme – http://www.teacherspayteachers.com/Product/Theme-of-a-

Strategies:

When responding to questions, students use the Think and Search strategy to search the texts and locate answers explicitly stated in different parts of the texts to support their thinking. Students respond to questions requiring inferences – (How can you tell? Why do you think it happened this way? How do you know? What to you think will happen next?) Students share the parts of texts that led to the formation of the inferences. Students identify themes of stories, dramas, or poems and cite details (e.g. the ways characters change, conflicts, statements made by narrators or characters) to support the themes. Following read alouds, students determine gists of stories by writing five key details and using the details to summarize the stories. Using Venn diagrams, students record details from texts to identify similarities and differences between characters, settings, or events. Students generate lists of character traits to reference when comparing and contrasting two or more characters from stories and dramas. Cite evidence from text to support answers. Common Core

http://www.teacherspayteachers.com/Product/I-Can-Make-An-Inference-Poster


http://www.teacherspayteachers.com/Product/Inference-Worksheets


http://www.teacherspayteachers.com/Product/Using-Inferences-Practice


http://ww.brainpopir.com/reading%20and%20writing/comprehension/makeinferences/grownups.weml


http://www.brighthubeducation.com/middle-school-english-lessons/58034-drawing-conclusions-activities/


http://www.quia.com/rr/332704.html

http://www.teacherspayteachers.com/Product/Theme-of-a-Story-Tree-Map

Story-Tree-Map Theme worksheet and rubric – http://www.teacherspayteachers.com/Product/Theme-of-a-Story-Tree-Map Character Study draw/reflect – http://teacherspayteachers.com/Product/Character-Cash Summarizing strategy ideas – http:/www.teacherspayteachers.com/Product/Summarizing-Strategies Summarizing PowerPoint and Activity – http://www.teacherspayteachers.com/Product/Summarizing-a-Story-Powerpoint www.readwritethink.org




http://teacherspayteachers.com/Product/Character-Cash

http://www.teacherspayteachers.com/Product/Summarizing-a-Story-Powerpoint




Unit: 5th Grade Informational Text/ Craft and Structure 5.4 – 5.6

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. RI.5.5 Compare and contrast the overall structure (e.g. chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. RI.5. 6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

Transfer: Students will be able to independently use their learning to…. Understand and categorize Tier One, Tier Two, and Tier Three words. Compare and contrast the overall structure in two or more texts. Understand multiple points of view of the same event and how that affects the text.

Meaning




How are words and phrases interpreted for meaning using context clues? What is similar and different about how the information is presented in a particular text? What does the author want the reader to understand about the text? How do various points of view on the same event affect the readers understanding of the text?

Acquisition

Students will know:

Various types of text features. How to interpret words and phrases in a given text using context clues/ glossaries. How to compare and contrast the overall structure of events, ideas, concepts, or information in two or more texts. How text is organized.


Recognizing text features. Comparing and contrasting various informational text. Finding unknown words in the glossary or using context clues to interpret text. Recognizing different points of view in a text.


Text features, nonfiction, informational text, glossary, diagrams, graphic source/labels, context clues, point of view, topics, similar, different

IT Standards: 5.TT.1 Use technology tools and skills to reinforce and extend classroom concepts and activities. 5 IN.1 Analyze appropriate strategies when reading for enjoyment and for information

IT Strategies: 5 TT 1.3 Use technology tools to present data and information (e.g., multimedia, audio and visual recording, online collaboration tools, etc.) 5.IN.1.2 Differentiate strategies when reading various genres.

Informational Text/ Craft and Structure 5TH

Grade ELA

STAGE 2

Understandings:



How are words and

phrases interpreted for

meaning using context

clues?

What is similar and different about how the information is presented in a particular text? What does the author want the reader to understand about the text? How do various points of view on the same event affect the readers understanding of the text?

Revised Blooms

Creating:

Can the student




formulate & write.

Evaluating:

Can the student

justify a stand

or decision?



value & evaluate

Analyzing:






question & test.

Applying:

Can the student




operate, schedule,


Understanding:


concepts?

classify, describe,

discuss, explain,

identify, locate, recognize, report,

select, translate

& paraphrase

Remembering:


the information?



reproduce & state


6 section foldable for vocabulary words

7. The word

8. Guess on meaning

9. Definition

10. Illustration

11. Synonym

12. Antonym

Teacher Observation:

3. Literature Circles

4. Discussion

Venn Diagrams

Retelling from different points of view

(characters)

Student-created board game

Diary entry

Reader’s Theater


Debate

Research report

Power Point

Prezi

Animoto

Written Test

STAGE 3






E – How will student self-Evaluate and reflect on learning?



Resources:

http://www.readwritethink.org/classroom-resources/lesson-plans/traveling-terrain-comprehending-nonfiction-98.html http://t4.jordan.k12.ut.us/cbl/images/litfac/binfo.pdf www.discoveryeducation.com www.storyworks.com www.readinga-z.com www.unitedstreaming.com www.nationalgeographic.com The Human Body, www.sciencea-z.com Time for Kids/Weekly Reader Storia Famous speeches Florida Center for Reading Research What Happens to a Hamburger? By Paul Showers and Edward Miller Osmosis Jones, multimedia film

Strategies:

Students can do a scavenger hunt through an informational text or their science or social studies book to locate examples of text features. After reading/previewing several informational texts, students classify selections into categories (chronology, compare-contrast, cause-effect, problem-solution). In small groups, students read one of three different texts on a similar/same topic. Groups share how structures of assigned texts are similar or different. Read 2 accounts of the same event or topic. Student record key ideas on sticky notes, using a different color note for the 2 different accounts. Students arrange notes with like ideas together (leftover notes represent differences). Students explain connections between similar key ideas with regard to point of view. Given key vocabulary for a topic, students will create a 3 column chart: Tier 1 – I know this word and its meaning; Tier 2 – I have heard or seen this word; Tier 3 – I have never heard or seen this word. Students read informational passages and observe sentences from texts that contain words essential to understanding texts. Students generate lists of words that can replace original words. Students determine how replacement words alter messages of passages.



http://t4.jordan.k12.ut.us/cbl/images/litfac/binfo.pdf


http://www.storyworks.com/


http://www.unitedstreaming.com/



Use signal words to identify: cause/effect, chronology, compare/contrast, problem/solution, (since, because; first, after; similar, different; dilemma, puzzling, etc.) Provide different text types, (i.e., magazines, newspaper article, informational passages, etc.) in which students can find examples of the above structures that are similar and note differences within two that are of the same structure.

Students read two informational accounts of the same events or topics. While reading, students record key ideas on sticky notes, using different colors of notes for each account. Students arrange notes with like ideas together, observing that the remaining notes represent differences. Students explain connections between similar key ideas with regard to point of view. Students use several sources on the same topics (e.g. books, websites, catalogs, brochures) to locate specific information. Students discuss features of sources and how those features assisted in locating information. Common Core – Critical Thinking for Life!

On a chart, list 6-8 vocabulary words on the left, then label the columns with

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

students to make checkmarks in the columns. Students, working in small

groups will discuss the three columns and try to determine meaning of words.

Come back together as a whole group to share small group information.

Students, working in small groups, use the Frayer model graphic organizer to show the essential and non-essential characteristics of a vocabulary word, and an example and non-example of a vocabulary word. Students share and discuss their examples. Students read about a historical event from two or more sources. Students

then put themselves in the time of the event and write diary entries about the

event as if they are present. They will reference the text in their entries and

agree or disagree with those opinions. Could be presented as a reader’s

theater in small groups.


Unit: 5th Grade Literature/ Integration of Knowledge and Ideas

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone or beauty of a text (graphic novel, multimedia presentation of fiction, folktale, myth, poem) RL.5.9 Compare and contrast stories in the same genre (mysteries and adventure stories) on their approaches to similar themes and topics.

Transfer: Students will be able to independently use their learning to… Compare/contrast a variety of diverse media and formats. Compare and contrast stories in the same genre.

Meaning


Literature can be interpreted through various forms of multimedia. Stories possess characteristics that make up a genre. The way literature is presented effects their interpretation and understanding of a story.


How are the meaning, tone and plots the same or different across various media types or when reading books of a particular genre? What are the characteristics that make up a genre? How do visual and multimedia elements contribute to the meaning, tone, or beauty of a text?

Acquisition

Students will know:

Various forms of media and text and how it is presented. Various ways to portray a story. Elements of the different types of genres.


Determining the tone/mood of a literary work. How media affects mood and tone. Identifying likenesses and differences in the same genre.


Tone, mood, genre, multimedia, fiction, historical fiction, realistic fiction, poetry, mystery, drama, nonfiction, fantasy, fable, folktale, tall tales



5 IN.1 Analyze appropriate strategies when reading for enjoyment and

information.

IT Strategies: 5 TT 1.3 Use technology tools to present data and information. 5 IN. 1.2 Differentiate strategies when reading various genres.

Unit Title: Grade: Subject:

STAGE 2

Understandings:

Literature can be interpreted through various forms of multimedia. Stories possess characteristics that make up a genre. The way literature is presented effects their interpretation and understanding of a story.


How are the meaning, tone and plots the same or different across various media types or when reading books of a particular genre? What are the characteristics that make up a genre? How do visual and multimedia elements contribute to the meaning, tone, or beauty of a text?

Revised Blooms

Creating:

Can the student




formulate & write.

Evaluating:

Can the student

justify a stand

or decision?



value & evaluate

Analyzing:






question & test.

Applying:

Can the student




operate, schedule,


Understanding:


concepts?


identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:


the information?



reproduce & state


Web/Story Map

Venn Diagram

Journaling

Oral Discussion/Think Aloud

Oral questioning

Create an original rap song

Poster/Visual Art

Essay

Short answer test

Book review

Dramatization (live or using flip cam)

Scrapbook

Power Point

Reader’s Theater

Given text, identify visual and multimedia elements


Genre Study – To identify elements, create a multi-media version of the “genre” to show and teach elements to others

STAGE 3









Resources:

www.readwritethink.org www.prometheanplanet.com www.readinga-z.com www.teacherspayteachers.com www.discoveryeducation.com www.readworks.org

Interactive Graphic Organizers http://my.hrw.com/nsmedia/intgos/html/igo.htm http://www.vrml.k12.la.us/2nd/more/graphic_organizers.htm http://fcit.usf.edu/fcat/strategies/sm/default.htm (Story Mapping) Literature Guides by Teacher Created Resource

Teacher Portals – by Perfection Learning Rules – Cynthia Lord

Witch of Blackbird Pond – Elizabeth George Speare Can’t You Make Them Behave King George? – Jean Fritz Shh! We’re Writing the Constitution – Jean Fritz Sign Here, John Hancock – Jean Fritz

Strategies:

Students observe and discuss how visual and multi-media elements (e.g., texts, videos, sounds, graphics, and animations) impact messages of texts. Students use these elements to enhance individual writings and products. Using T-charts with the headings Elements, Effects, students identify elements and explain how readers are affected by the visual or multimedia elements. Students identify two stories containing the same theme or topic. Students explain how the theme or topic is presented in similar ways (e.g., What is described in both selections?; What do the two selections have in common?) and how the theme or topic is presented differently (e.g., How are the selections different?; What did the author do differently to portray the same theme or topic?). Students use two 4-part graphic organizers to compare and contrast two stories written in the same genre using identical themes. Students use the headings: Feelings of Main Characters, Thoughts and Conversation Repeated Throughout the Stories, What the Main Characters Learn, Main Actions or Events to record story details and ideas on the organizers. Common Core – Critical Thinking for Life




http://www.teacherspayteachers.com/





http://fcit.usf.edu/fcat/strategies/sm/default.htm


Unit: 5th Grade Reading Literature: Key Ideas and Details

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: 5.1 Quote accurately from a text when explaining what the text says

explicitly and when drawing inferences from the text.

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 up a topic;

summarize the text.

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).

Transfer: Students will be able to independently use their learning to… Determine story elements, theme of a story, drama, or poem from details used in the text. Identify the problem and how it was resolved.

Meaning

Understandings: Students will understand that… Stories have important events. When drawing on specific details they support the main idea. Key details communicate the message of the story.

Essential Question(s): How do you accurately explain the text when using quotes and drawing inferences from the text? How can you determine the theme in a story, drama, or poem by using details in the text? How do specific details help to compare characters, settings, or events in a story?

Acquisition

Students will know:

Characters, setting, and important events. Theme (central message) in the story. The role each element plays in the story.


Comparing characters, setting, and important events within a text. Identifying the theme (central message) of a story, drama, or poem. Identifying the role each element plays in the story, drama or poem.

Essential Vocabulary: character, setting, theme, lesson, moral, compare, contrast, inferences, story elements, summarize, challenge, conflict, resolution, primary and supporting characters


IT Strategies: 5.TT. 5.1.2 Use a variety of technology tools to organize data and information. 5.1.3 Use technology tools to present data and information.

5th

Grade Reading Literature: Key Ideas and Details 5th

Grade ELA

STAGE 2

Understandings:

Stories have important events. When drawing on specific details they support the main idea. Key details & character

interactions

communicate the

message of the story.


How do you accurately explain the text when using quotes and drawing inferences from the text? How can you determine the theme in a story, drama, or poem by using details in the text? How do specific details help to compare characters, settings, or events in a story?

Revised Blooms

Creating:

Can the student




formulate & write.

Evaluating:

Can the student

justify a stand

or decision?



value & evaluate

Analyzing:






question & test.

Applying:

Can the student




operate, schedule,


Understanding:


concepts?


identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:


the information?



reproduce & state


Venn Diagrams

Graphic Organizers

Think-Pair-Share – to discuss what the

definitions of characters, setting, theme,

etc.

Journal entries

Flip chart


elements of story


theme in a story


problem/solution in a story

Venn Diagram to compare two or more

characters, settings, events. (across

texts)


Test/Quiz

After reading a given passage,

identify the theme and using a

Voki character, share the

evidence that supports this

theme. Find a minimum of three

key pieces of evidence to

support your choice.

STAGE 3









Resources:

Inference poster – http://www.teacherspayteachers.com/Product/I-Can-Make-An-Inference-Poster http://www.teacherspayteachers.com/Product/Inference-Worksheets Inference PowerPoint – http://www.teacherspayteachers.com/Product/Using-Inferences-Practice Inference Activities for School & Home – http://ww.brainpopir.com/reading and writing/comprehension/makeinferences/grownups.weml Drawing Conclusion/Inference Activities – http://www.brighthubeducation.com/middle-school-english-lessons/58034-drawing-conclusions-activities/ Online inferences and drawing conclusions game – http://www.quia.com/rr/332704.html Story Map to determine theme – http://www.teacherspayteachers.com/Product/Theme-of-a-Story-Tree-Map

Strategies:

When responding to questions, students use the Think and Search strategy to search the texts and locate answers explicitly stated in different parts of the texts to support their thinking. Students respond to questions requiring inferences – (How can you tell? Why do you think it happened this way? How do you know? What to you think will happen next?) Students share the parts of texts that led to the formation of the inferences. Students identify themes of stories, dramas, or poems and cite details (e.g. the ways characters change, conflicts, statements made by narrators or characters) to support the themes. Following read alouds, students determine gists of stories by writing five key details and using the details to summarize the stories. Using Venn diagrams, students record details from texts to identify similarities and differences between characters, settings, or events. Students generate lists of character traits to reference when comparing and contrasting two or more characters from stories and dramas. Cite evidence from text to support answers. Common Core










http://www.quia.com/rr/332704.html



Theme worksheet and rubric – http://www.teacherspayteachers.com/Product/Theme-of-a-Story-Tree-Map Character Study draw/reflect – http://teacherspayteachers.com/Product/Character-Cash Summarizing strategy ideas – http:/www.teacherspayteachers.com/Product/Summarizing-Strategies Summarizing PowerPoint and Activity – http://www.teacherspayteachers.com/Product/Summarizing-a-Story-Powerpoint www.readwritethink.org http://www.k12reader.com/5th-grade-reading-comprehension-worksheets/ (Includes reading passages for science and social studies) http://www.longview.k12.wa.us/student%20learning/Reading/GIST.pdf



http://teacherspayteachers.com/Product/Character-Cash




http://www.k12reader.com/5th-grade-reading-comprehension-worksheets/

http://www.k12reader.com/5th-grade-reading-comprehension-worksheets/

http://www.longview.k12.wa.us/student%20learning/Reading/GIST.pdf


Unit: 5th Grade Writing: Range of Writing

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards:

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

Transfer: Students will be able to independently use their learning to… Adjust the writing process for different types of writing tasks, purposes, audiences, and time frames.

Meaning


Author’s write for a purpose.


What writing process needs to be used in order to produce various types of written work? What is the purpose of my writing?

Acquisition

Students will know:

They are writing for a specific purpose. That the writing process can change according to the type of writing task, its purpose, intended audience, and time frames.


Responding to a variety of text. Make connections when writing. Clearly stating ideas. Using 5th grade vocabulary to convey ideas when writing.


Audience, author’s purpose, process, connections, writing tasks, time frame,


IT Strategies: 5.TT.1 Use a variety of technology tools to gather data and information. 5.TT.1.2 Use a variety of technology tools to organize data and information. 5.TT.1.3 Use technology tools to present data and information.


STAGE 2

Understandings:

Author’s write for a

purpose.


What writing process needs to be used in order to produce various types of written work? What is the purpose of my writing?

Revised Blooms

Creating:

Can the student




formulate & write.

Evaluating:

Can the student

justify a stand

or decision?



value & evaluate

Analyzing:






question & test.

Applying:

Can the student




operate, schedule,


Understanding:


concepts?


identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:


the information?



reproduce & state


Writing partners/peer editing

Journaling

Drafts

Portfolio checks

Written documents

Think-Pair-Share


Performance-based rubrics

Produce written selections

exemplifying:

- Personal Narratives

- Persuasive

- Explanatory

- Entertaining

- Informative

Multimedia

documents/Presentations

Word Documents

STAGE 3









Resources:

Empowering Writers Most Wonderful Writing Lessons Ever – by Barbara Mariconda – Scholastic Story starters And what do you think happens next? ….

http://fcit.usf.edu/fcat/strategies/ap/default.htm (Author’s purpose)

www.writesteps.com www.prometheanplanet.com www.readworks.org www.readingrockets.org www.readwritethink.com http://www.leslienettling.com/nettlinglanguagearts.html#SuperWritingSites www.Petespowerpointstation.com http://its.guilford.k12.nc.us/resource/teacher/slideshows/narrativewriting.ppt www.rubistar.4teachers.org

Strategies:

For daily writing pieces, students choose purposes from checklists labeled To Inform, To Persuade, To Entertain, To Explain, to Reflect. Within five writing sessions, students write one piece for each purpose and record selections on checklists. Students participate in a variety of writing opportunities across content areas. (Math – informative pieces to explain processes used to solve problems, Social Studies – opinion pieces concerning decisions or actions of historical figures, Science – explanatory pieces describing investigations.

http://fcit.usf.edu/fcat/strategies/ap/default.htm

http://www.writesteps.com/




http://www.leslienettling.com/nettlinglanguagearts.html#SuperWritingSites


http://its.guilford.k12.nc.us/resource/teacher/slideshows/narrativewriting.ppt

http://www.rubistar.4teachers.org/


Unit: 5th Grade Writing: Text, Types, and Purposes 5.1

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. W.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 using words, phrases, and clauses (e.g., consequently, specifically). W.5.1d. Provide a concluding statement or section related to the opinion presented.

Transfer: Students will be able to independently use their learning to… Formulate an opinion and support it referencing the text. Generate support that includes facts and details when writing opinion pieces. Draft an introduction that states a point of view or opinion, and orients the reader to the topic or text, and a concluding statement that relates to the topic. Produce clear and coherent writing for the appropriate audience.

Meaning


Opinions need to be supported by facts and details. Text should be supported with valid reasoning and relevant evidence. Opinions and reasons can be linked using words, phrases, and clauses.

Essential Question(s): How can opinions be linked with word usage from the text? How can text be written in order to show a logical sequence of information? What is the importance of introductions and concluding statements when writing an opinion piece?

Acquisition

Students will know:

That there is a difference between a fact and an opinion, and that there is a link between opinions and reasons/word usage from the text. That there needs to be a logical sequence in writing. That opinions are supported by facts and details. That academic vocabulary can be used to clarify ideas and express relationships correctly and precisely.


Stating an opinion. Supporting a point of view with reasons and information. Writing opinion pieces on topics or texts using facts and concrete details. Using logical ordered reasoning. Linking opinion using words, phrases, and clauses. Writing clear introductions, establishing a focus, and concluding statements.

Essential Vocabulary: Simile, metaphor, idiom, hyperbole, onomatopoeia, stanza/verse, text structure, narrative, 1st person, 3rd person, point of view, narrator, scenes, personification

IT Standards: 5.SI.1 Apply criteria to determine appropriate information resources for specific topics

and purposes.

IT Strategies: 5.SI.1.1 Use various types of resources to gather information (including print and online

media). 5.SI.1.3 Use reliable sources of information.

Writing: Text, Types, and Purposes 5.1 5th

Grade ELA

STAGE 2

Understandings:

Opinions need to be supported by facts and details. Text should be supported with valid reasoning and relevant Opinions and reasons can be linked using words, phrases, and clauses. evidence.


How can opinions be linked with word usage from the text? How can text be written in order to show a logical sequence of information? What is the importance of introductions and concluding statement s when writing an opinion piece?

Revised Blooms

Creating:

Can the student




formulate & write.

Evaluating:

Can the student

justify a stand

or decision?



value & evaluate

Analyzing:






question & test.

Applying:

Can the student




operate, schedule,


Understanding:


concepts?


identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:


the information?



reproduce & state


Response Journal

Oral questioning

Think-Pair-Share

Fact/Opinion Activities

Venn Diagram

Thinking Maps

Thumbs up/Thumbs down

Letter to editor

Advertisement

Banner

Identify fact/opinion in reading passage and cite supporting evidences Power Point


Persuasive speech/oral presentation Create an advertisement

Write an opinion essay and will be scored by rubric

STAGE 3









Resources:

Empowering Writers Most Wonderful Writing Lessons Ever – by Barbara Mariconda - Scholastic

www.writesteps.com www.readworks.org www.readingrockets.org www.prometheanplanet.com www.readwritethink.com http://www.leslienettling.com/nettlinglanguagearts.html#SuperWritingSites http://rubistar.4teachers.org/

Strategies:

Students are given topics of personal interest (e.g. persuading parents to buy something the student wants, change school rules, etc). Students write introductory paragraphs stating opinions and brainstorm reasons, arguments, facts, and details that support opinions. Students prioritize reasons/arguments and supporting facts and details from most convincing to least convincing in outline graphic organizers. Using information from the outlines, students develop one paragraph for each reason/argument with at least one sentence for each fact and detail. Students use transition words and phrases (e.g., first of all, furthermore, finally, for example, particularly, in other words) to give emphasis to ideas. Students write concluding sections that include restating opinions, summarizing main points, and expressing personal comments or calls of action.









Unit: 5th Grade Writing: Production and Distribution of Writing 5.4 – 5.6

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: W. 5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above). W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

Transfer: Students will be able to independently use their learning to… Give an opinion and support it by referencing the text. Produce clear and coherent writing for an appropriate audience and which engages the reader. Utilize the writing process and plan drafts, revise, edit, and rewrite independently and resourcefully. Use features of texts to obtain and organize information and thoughts. Apply and use technology to enhance learning, collaborate and express ideas, and to locate, evaluate, and gather information or data. Produce neat and legible written pieces when not using technology.

Meaning

Understandings: Students will understand that… The development and organization of their writing should be appropriate for the reader. It is essential to edit and revise their writing in order to produce a well-written piece. Technology can be used to produce and publish writing.

Essential Question(s): What are the elements of the writing process? Why are editing and revision skills essential to writing? What multiple strategies can be used to develop high quality writing? In what ways can technology be used to create and publishing writing?

Acquisition

Students will know: How to edit and revise their writing. How to use technology to produce and publish their writing. How to produce writing that clearly shows organizational structure, sets a context, and engages a reader.

Students will be skilled at: Using the writing process to create high quality writing. Using technology to create high quality writing. Using technology to develop strategies to solve problems and make informed decisions.

Essential Vocabulary: referencing, opinion, point of view, concluding, argument, supported, phrase, clause, audience, writer’s purpose, editing, revising, publishing



IT Strategies: 5.TT.1.1 Use a variety of technology to gather data and information (e.g., Web-based

resources, e-books, online communication tools, etc.). 5.TT,1.2 Use a variety of technology tools to organize data and information (e.g., word

processor, graphic organizer, audio and visual recording, online collaboration tools, etc.). 5.TT.1.3 Use technology tools to present data and information (e.g., multimedia, audio

and visual recording, online collaboration tools, etc.).

Writing: Text, Types, and Purposes 5.4 – 5.6 5th

Grade ELA

STAGE 2

Understandings:

The development and organization of their writing should be appropriate for the reader.

It is essential to edit and revise their writing in order to produce a well-written piece.

That technology can be

used to produce and

publish writing.


What are the elements of the writing process? Why are editing and revision skills essential to writing? What multiple strategies can be used to develop high quality writing? In what ways can technology be used to create and publishing writing?

Revised Blooms

Creating:

Can the student




formulate & write.

Evaluating:

Can the student

justify a stand

or decision?



value & evaluate

Analyzing:






question & test.

Applying:

Can the student




operate, schedule,


Understanding:


concepts?


identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:


the information?



reproduce & state


Drafts

Web or Concept Maps


vocabulary words

Portfolio checks

Think-Pair-Share

Writing Partners/Peer Editing

Writing documents

Journals


Rubrics Published selections – written and in Word document Writing assessment Multi-media document

STAGE 3









Resources:


www.writesteps.com www.prometheanplanet.com www.readwritethink.com http://www.leslienettling.com/nettlinglanguagearts.html#SuperWritingSites www.Petespowerpointstation.com http://its.guilford.k12.nc.us/resource/teacher/slideshows/narrativewriting.ppt (click cancel when sign-in comes up and Power Point will come up) http://rubistar.4teachers.org/

Strategies:

Prior to composing first drafts, students complete pre-writing organizers labeled: Task, Purpose, Audience Students use organizers to analyze draft pieces and determine appropriateness to task, purpose, and audience for writing types (e.g. opinion, informative/explanatory, narrative). Students make necessary revisions to complete final drafts. Students use rubrics, individual conferences, and writing checklists to strengthen and improve writing compositions. Students reflect on the writing process used in personal compositions, explaining how improvements can be made. Students apply individual reflections to enhance future writing. Students use word processing and other technological tools such as clip art, search engines, content mapping applications, etc., to produce writing pieces. Students collaborate with peers to gain feedback, use feedback to improve pieces, and publish their final drafts. Common Core – Critical Thinking for Life!









Unit: 5th Grade Writing: Text, Types, and Purposes 5.7, 5.8, 5.9

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. W.5.9 a. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”). W.5.9.b. Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).

Transfer: Students will be able to independently use their learning to… Explore a topic through research. Locate information using organizational features of printed and electronic text. Summarize and paraphrase information. Cite references and information from sources. Draw evidence from text to support research.

Meaning


Research builds background knowledge. Background knowledge improves reading comprehension. Students’ research supports points in a text. Recalling information from experiences/gathering information from various sources can be combined to create literary or informational text.


How does the research process help to learn more about a specific topic? How do you summarize information gathered from research? How is the information learned during research used to comprehend literary and informational texts? How do you correctly cite references and information from sources?

Acquisition

Students will know: They must refer to the text for evidence when proving a point or making comparisons. How to apply text structure to their writing. How to use research skills in order to find specific information on a given topic. How to summarize.

Students will be skilled at: Using various resources to gather information for research. Writing in content areas for both short term and long term purposes. Revising, editing, publishing. Correctly citing references and information from specific sources.

Essential Vocabulary: reflection, revision, text structure, paraphrase, topic, evidence, digital sources, drama, interact, citation, reference


IT Strategies: 5.TT.1.1 Use a variety of technology tools to gather data and information. 5.TT.1.3 Use technology tools to present data and information.


STAGE 2

Understandings:

Research builds background knowledge. Background knowledge improves reading comprehension. Students’ research supports points in a text.


How does the research process help to learn more about a specific topic? How do you summarize information gathered from research? How is the information learned during research used to comprehend literary and informational texts?

Revised Blooms

Creating:

Can the student




formulate & write.

Evaluating:

Can the student

justify a stand

or decision?



value & evaluate

Analyzing:






question & test.

Applying:

Can the student




operate, schedule,


Understanding:


concepts?


identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:


the information?



reproduce & state


Drafts

Journaling

Note taking

Summaries

Graphic Organizers

Oral Questioning

Teacher/Student Conferencing


Research report

PowerPoint or multi-media

presentation

Prezi

Essays

Rubrics to score performance-

based assessments

STAGE 3









Resources:


www.writesteps.com www.prometheanplanet.com www.readworks.org www.readingrockets.org www.readwritethink.com http://www.leslienettling.com/nettlinglanguagearts.html#SuperWritingSites www.Petespowerpointstation.com http://its.guilford.k12.nc.us/resource/teacher/slideshows/narrativewriting.ppt

Strategies: Students identify topics and locate three or more sources of information (e.g., investigations, interviews, search engines, books) to conduct research projects. Students research identified topics, record relevant content, and cite bibliographic information on Source Search graphic organizers labeled Books, Newspapers, Magazines, Interviews, Internet, Digital Media Students use graphic organizers to identify research topics, cites resources, record key information from sources, and form conclusions from key information. Students use completed organizers to summarize information and produce final drafts, including bibliographies. Students use systematic research models that define processes to follow when conducting research (e.g., identify the topic, locate print and digital sources, gather information, organize information into draft forms, revise and edit drafts, publish and present findings). Students use questions to analyze two selections containing a common theme (e.g. How is _________ connected to ________?; What ideas validate ___________?; How do the events support the common theme?; What thoughts, feelings, and actions of the characters support the common theme?). Students support analyses with quotations or excerpts from texts. Students use two selections to research assigned historical events and complete graphic organizers with headings, Event, Selection, Author’s Points, Text Evidence, Reflection.










Unit: 5TH Grade Writing: Text, Types, and Purposes, 5.2

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.5.2.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. W.5.2.b. Develop topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. W.5.2.c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). W5.2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. W.5.2.e. Provide a concluding statement or section related to the information presented.

Transfer: Students will be able to independently use their learning to… Construct a written document with facts, definitions, and concrete details related to a specific topic. Link ideas within and across categories of information to inform or explain a topic (i.e. Compare and contrast). Include both an introduction and concluding statement in their writing. Choose precise vocabulary to explain their thinking about a topic. Develop a topic that includes facts, details, quotes, etc.,that are related to the topic, and do so in sequential order.

Meaning


Text should be supported with valid reasoning and relevant evidence. Text structure impacts comprehension. Informative/explanatory texts are used to convey factual information. Written topics should include introductory statements, facts, definitions, concrete details, and a concluding statement.


How do informative and explanatory texts differ? How do informative and explanatory texts convey information and ideas? How are introductory and concluding statements related to the information presented? How does the organization of facts, details, information, illustrations impact the written material?

Acquisition

Students will know:

How to conduct research. How to organize their writing. How to develop a way to present ideas from beginning to end. How to use domain-specific vocabulary to enhance their writing. How to include the appropriate elements of writing in their selections.


Writing informative/explanatory texts to examine a topic in order to convey ideas and information clearly. Using summary statements. Gathering data by researching a topic. Developing ways to present the ideas from beginning to end. How to include relevant facts and details to support topic.


Text features (i.e. headings, sections, illustrations, captions, multi-media), research, informative, explanatory, focus conclusion, relevant, introduction, illustration, concrete details, domain-specific vocabulary, concluding statement

IT Standards: 5.SI.1 Apply criteria to determine appropriate information resources

for specific topics and purposes.

IT Strategies: 5.SI.1.1 Use various types of resources to gather information (including print and online media). 5.SI.1.2 Use relevant sources of information for an assigned task. 5.SI.1.3 Use reliable sources of information.

Writing: Text, Types, and Purposes 5th Grade ELA

STAGE 2

Understandings:

Text should be supported with valid reasoning and relevant evidence. Text structure impacts comprehension. Informative/explanatory texts are used to convey factual information. Written topics should

include introductory

statements, facts,

definitions, concrete

details, and a

concluding statement.

Essential Questions: How do informative and explanatory texts differ? How do informative and explanatory texts convey information and ideas? How are introductory and concluding statements related to the information presented? How does the organization of facts, details, information, illustrations impact the written material?

Revised Blooms

Creating:

Can the student




formulate & write.

Evaluating:

Can the student

justify a stand

or decision?



value & evaluate

Analyzing:






question & test.

Applying:

Can the student




operate, schedule,


Understanding:


concepts?


identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:


the information?



reproduce & state


K-W-L

Venn Diagram

Peer Review

Drafts

Journals

Characteristic Features

Concept Maps

Portfolio check

Oral Questioning

Explanatory writing sample

Notes


Written Research Report

Performance Portfolio

Performance-based

Assessment

Rubrics

STAGE 3









Resources:

Thinking maps Empowering Writers Most Wonderful Writing Lessons Ever – by Barbara Mariconda - Scholastic

www.writesteps.com www.readworks.org www.readingrockets.org www.prometheanplanet.com www.readwritethink.com http://www.leslienettling.com/nettlinglanguagearts.html#SuperWritingSites

Strategies:

Students plan informative/explanatory pieces by developing key questions (e.g. What are the causes of _______?, How does/do _______ work?, What would happen if _______?). Students write introductory paragraphs to engage readers and focus attention on topics. Students complete web organizer to plan and structure informative/explanatory writing, placing topics in center circles, supporting facts in outer circles, and details, quotations, and elaboration branching from outer circles. Students use ideas from webs to write paragraphs for the body of the piece, keeping ideas descriptive, precise, and to the point. Students brainstorm and generate lists of linking words, phrases, and clauses. Students use words from lists to connect ideas within writing pieces. Students create vocabulary lists related to writing topics and incorporate the words when writing first drafts.







Unit: 5th Grade Writing: Text, Types, and Purposes 5.1

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. W.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 using words, phrases, and clauses (e.g., consequently, specifically). W.5.1d. Provide a concluding statement or section related to the opinion presented.

Transfer: Students will be able to independently use their learning to… Formulate an opinion and support it referencing the text. Generate support that includes facts and details when writing opinion pieces. Draft an introduction that states a point of view or opinion, and orients the reader to the topic or text and a concluding statement that relates to the topic. Produce clear and coherent writing for the appropriate audience.

Meaning



Essential Question(s): How can opinions be linked with word usage from the text? How can text be written in order to show a logical sequence of information? What is the importance of introductions and concluding statements when writing an opinion piece?

Acquisition

Students will know:

That there is a difference between a fact and an opinion, and that there is a link between opinions and reasons/word usage from the text. That there needs to be a logical sequence in writing. That opinions are supported by facts and details. That academic vocabulary can be used to clarify ideas and express relationships correctly and precisely.


Stating an opinion. Supporting a point of view with reasons and information. Writing opinion pieces on topics or texts using facts and concrete details. Using logical ordered reasoning. Linking opinion using words, phrases, and clauses. Writing clear introductions, establishing a focus, and concluding statements.

Essential Vocabulary: simile, metaphor, idiom, hyperbole, onomatopoeia, stanza/verse, text structure, narrative, 1st person, 3rd person, point of view, narrator, scenes, personification



IT Strategies: 5.SI.1.1 Use various types of resources to gather information (including print and online media). 5.SI.1.3 Use reliable sources of information.


Grade ELA

STAGE 2

Understandings:



How can opinions be linked with word usage from the text? How can text be written in order to show a logical sequence of information? What is the importance of introductions and concluding statements when writing an opinion piece?

Revised Blooms

Creating:

Can the student




formulate & write.

Evaluating:

Can the student

justify a stand

or decision?



value & evaluate

Analyzing:






question & test.

Applying:

Can the student




operate, schedule,


Understanding:


concepts?


identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:


the information?



reproduce & state


Response Journal

Oral questioning

Think-Pair-Share

Fact/Opinion Activities

Venn Diagram

Thinking Maps

Thumbs up/Thumbs down

Letter to editor

Advertisement

Banner

Identify fact/opinion in reading passage Power Point


Persuasive speech/oral presentation Create an advertisement

Written opinion piece scored by rubric

STAGE 3









Resources: Empowering Writers Most Wonderful Writing Lessons Ever – by Barbara Mariconda - Scholastic

www.writesteps.com www.readworks.org www.readingrockets.org www.prometheanplanet.com www.readwritethink.com http://www.leslienettling.com/nettlinglanguagearts.html#SuperWritingSites http://rubistar.4teachers.org/

Strategies:

Students are given topics of personal interest (e.g. persuading parents to buy something the student wants, change school rules, etc). Students write introductory paragraphs stating opinions and brainstorm reasons, arguments, facts, and details that support opinions. Students prioritize reasons/arguments and supporting facts and details from most convincing to least convincing in outline graphic organizers. Using information from the outlines, students develop one paragraph for each reason/argument with at least one sentence for each fact and detail. Students use transition words and phrases (e.g., first of all, furthermore, finally, for example, particularly, in other words) to give emphasis to ideas. Students write concluding sections that include restating opinions, summarizing main points, and expressing personal comments or calls of action.









Unit: Writing: Text, Types, and Purposes 5.3

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: W.5.3. Write narratives to develop real or imagined experiences or

events using effective technique, descriptive details, and clear event sequences.

W.5.3.a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

W.5.3.b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.

W.5.3.c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.

W.5.3.d. Use concrete words and phrases and sensory details to convey experiences and events precisely.

W.5.3.e. Provide a conclusion that follows from the narrated experiences or events.

Transfer: Students will be able to independently use their learning to… Write a narrative to develop real or imagined events using effective techniques, descriptive details, and clear event sequences, and will engage the reader. Write using description to show characters’ thoughts and feelings as well as details of characters’ interactions through dialogue. Write using all steps of the writing process. Use transition words, phrases, and clauses to manage a sequence of events when writing a narrative piece. Understand how to introduce characters and how to engage characters in conversation in their writing.

Meaning

Understandings: Students will understand that… Narrative techniques develop characters and situation. Transitional words manage the sequence of events. Descriptive details enhance narrative writing. A conclusion must be provided to tie the narrative together.

Essential Question(s): What role do imagined experiences and descriptive details play in writing narrative texts? What are the steps of the writing process? What narrative techniques should be used to convey experiences and events or show responses to characters in different situations?

Acquisition

Students will know: What story elements are used in a story. How character descriptions and descriptive details embellish a story. How to use transitional words in order to show sequence of events. That a conclusion summarizes the main idea of the story. That description and dialogue shows characters’ thought and feelings.

Students will be skilled at: Clear and coherent writing. Developing and strengthening writing through the revision process. Writing a story that includes all the appropriate story elements. Writing a story using good character description and descriptive details.

Essential vocabulary: narrative, sequence of events, descriptive details, imaginative/real, dialogue, characters/character traits.



IT Strategies: 5.SI.1.1 Use various types of resources to gather information (including print and online media). 5.SI.1.2 Use relevant sources of information for an assigned task.

5.SI.1.3 Use reliable sources of information.


Grade ELA

STAGE 2

Understandings:

Narrative techniques develop characters and situation. Transitional words manage the sequence of events. Descriptive details enhance narrative writing. A conclusion must be

provided to tie the

narrative together.


What role do imagined experiences and descriptive details play in writing narrative texts? What are the steps of the writing process? What narrative techniques should be used to convey experiences and events or show responses to characters in different situations?

Revised Blooms

Creating:

Can the student create new product

or point of view?



formulate & write.

Evaluating:

Can the student justify a stand or decision?

appraise, argue, defend, judge, select, support,

value & evaluate

Analyzing:

Can the student distinguish between the different parts?


differentiate, discriminate, distinguish, examine,

experiment, question & test.

Applying:

Can the student use the information

in a new way?


dramatize, employ, illustrate, interpret, operate, schedule,


Understanding:


concepts?

classify, describe, discuss, explain, identify, locate,

recognize, report, select, translate & paraphrase

Remembering:


the information?


memorize, recall, repeat, reproduce & state

Formative Assessments

(Evidences)

Drafts

Web or Concept Maps


vocabulary words

Portfolio checks

Think-Pair-Share

Writing Partners/Peer Editing

Character Map

Shared Story Writing

Given text or reading passage, identify elements such as dialogue, transitional words to show sequence, descriptive details, descriptive words to identify characters, etc. Written narrative


Performance-based Assessments Rubrics Portfolios

Brochure Booklet

STAGE 3









Resources: Empowering Writers Most Wonderful Writing Lessons Ever – by Barbara Mariconda – Scholastic Story starters And what do you think happens next? ….

www.writesteps.com www.prometheanplanet.com www.readworks.org www.readingrockets.org www.readwritethink.com http://www.leslienettling.com/nettlinglanguagearts.html#SuperWritingSites www.Petespowerpointstation.com http://its.guilford.k12.nc.us/resource/teacher/slideshows/narrativewriting.ppt http://rubistar.4teachers.org/

Strategies:

Students discuss important events or experiences and use discussions to develop writing ideas. Students select events or experiences and complete narrative maps with sections labeled Situation/Event, Setting, Characters, Sequences of Events, Sensory Details, Feelings/Responses, Conclusion. Students write descriptive paragraphs after observing role-plays or movie clips or participating in shared experiences. Students will discuss the observations (e.g. What did the character say?; What emotions did you observe?; What did it look like?; What did it sound like?) and apply learning to develop narrative pieces. Students insert transitional words, phrases, and clauses to create smooth and natural flows of events within sequences. Students revise writings by adding or replacing words with vivid verbs and sensory words. Given multiple examples, students select the best paragraph that brings closure to role-plays, movie clips, or shared experiences. Students participate in discussions to support paragraph choices and explain why other choices are incorrect. Students use the learning to write conclusions for original pieces. Common Core – Critical Thinking for Life!







