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5th GradeNetwork 13

THIRD QUARTER LEARNING PRIORITIESEach week integrates writing in response to fiction and nonfiction.This quarter emphasizes comprehensive reading—using skills to read the whole text strategically and then respond to a comprehensive reading task based on the text—or two texts.

When students write about what they read, they can exercise skills comprehensively to comprehend and then respond to the text.

The weeks are organized so that …

Literature Constructed Response: Week 1, students write a constructed response;Teacher identifies areas to improve; students improve reponse;Week 2, students write a constructed response;Teacher identifies areas to improve, student revises the constructed response to make that improvement.In following weeks, students continue to write thoughtfully about reading.

Nonfiction Constructed Response:Week 3, students write a constructed response;Teacher identifies areas to improve; students revise response;Week 4, students write a constructed response and improves in that one area;Teacher identifies areas to improve, student revises the constructed response to make that improvement.In following weeks in science and social science, students continue to construct responses so that they learn about topics and develop reading abiltiies.

PARCC Constructed Response resources are athttp://teacher.depaul.edu/PARCCGuides.html .Go to this link to see examples of PARCC spring 2015 Question sets including examples of Student constructed responses: https://prc.parcconline.org

SOURCE of Common Core Standards cited in this guide: http://www.corestandards.orgThe standards have been issued with a public license that allows them to be republished for any purpose that supports the standards initiative. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

http://www.corestandards.org/

https://prc.parcconline.org/

http://teacher.depaul.edu/PARCCGuides.html

CORE READING STANDARDS DEVELOPED

READING LITERATURE READING NONFICTIONKEY IDEAS AND DETAILS KEY IDEAS AND DETAILS

1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

2. Determine a theme of a story, drama, or poem from details in the text; summarize the text.

2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.

3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

CRAFT AND STRUCTURE CRAFT AND STRUCTURE4. Determine the meaning of words and

phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

5. Explain major differences between poems, drama, and prose, and refer to the structural elements of poems and drama when writing or speaking about a text.

5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

INTEGRATION OF KNOWLEDGE AND IDEAS INTEGRATION OF KNOWLEDGE AND IDEAS7. Make connections between the text of a story

or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

8. (Not applicable to literature) 8. Explain how an author uses reasons and evidence to support particular points in a text.

9. Compare and contrast the treatment of similar themes and topics and patterns of events in stories, myths, and traditional literature from different cultures.

9. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

Integrated Standards: Standard 1-- Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text—is applied in responding to questions and tasks based on all other reading standards.

All reading competence development supports progress to standard 10--All the reading competence development is designed to reach standard 10: By the end of the year, read and comprehend literature and informational text in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Writing is integrated into reading so that students revisit texts to respond to questions and tasks. Go to this link to see examples of PARCC spring 2015 Question sets, including student constructed responses: https://prc.parcconline.org

5th Grade Third Quarter Network 13 teacher.depaul.edu 2015 2

https://prc.parcconline.org/

Reading Resources

Skills Development Guides for Small Group and Independent WorkAnalyze relationshipsauthor's purpose and techniquescause-effect relations character traits Classify Compare and contrastComprehensive story reading guides inference

Infer the meaning of a word from context main idea or theme motiveparts of a storysequenceSummarize

NONFICTION Skills Guides to use in demonstrations (“I do), guiding groups, independent work and assessments.Nonfiction Graphic Organizers Graphic Organizer Assessment Rubric


http://teacher.depaul.edu/SequenceGuides.htm

http://teacher.depaul.edu/IdentifyPartsofaStory.htm

http://teacher.depaul.edu/analyzethemainideaortheme.htm

http://teacher.depaul.edu/identify_analyze_infer_MAIN_IDEA_or_THEME.htm

http://teacher.depaul.edu/html/Skill-Author_Purpose_Techniques.html

http://teacher.depaul.edu/Documents/GraphicOrganizerAssessmentRubric.pdf

http://teacher.depaul.edu/NonfictionPARCCBasedGraphicOrganizers.html


http://teacher.depaul.edu/SummarizeFictionandNonfiction.htm

http://teacher.depaul.edu/Infer-AnalyzetheMotiveforanAction.html

http://teacher.depaul.edu/InferMeaningofaWordfromContext.html

http://teacher.depaul.edu/Make-ExplainanInference.html

http://teacher.depaul.edu/ComprehensiveFictionAssessment.htm

http://teacher.depaul.edu/compareandcontrast.html

http://teacher.depaul.edu/ClassifytoClarify.htm

http://teacher.depaul.edu/analyzeandinfercharactertraitsandfeelings.htm

http://teacher.depaul.edu/cause_effect_relations.htm

http://teacher.depaul.edu/AnalyzeRelationships.htm

PARCC READING RUBRICS—HOW CAREFULLY AND COMPLETELY DID YOU READ?

NONFICTION and Literary Analysis Task Grades 4-5 FROM PARCCONLINE.ORG

Construct Measured

Score Point 3 Score Point 2 Score Point 1 Score Point 0

Reading Comprehension of Key Ideas and Details

The student response demonstrates full comprehension of ideas stated explicitly and inferentially by providing an accurate analysis and supporting the analysis with effective textual evidence.

The student response demonstrates comprehension of ideas stated explicitly and/or inferentially by providing a mostly accurate analysis and supporting the analysis with adequate textual evidence.

The student response demonstrates limited comprehension of ideas by providing a minimally accurate analysis and supporting the analysis with limited textual evidence.

The student response demonstrates no comprehension of ideas by providing inaccurate or no analysis and little to no textual evidence.

Writing Written Expression

The student response

addresses the prompt and provides effective development of the topic that is consistently appropriate to the task by using clear reasoning and relevant, text- based evidence;

demonstrates effective coherence, clarity, and cohesion appropriate to the task;

uses language effectively to clarify ideas, attending to the norms and conventions of the discipline.


addresses the prompt and provides some development of the topic that is generally appropriate to the task by using reasoning and relevant, text-based evidence;

demonstrates coherence, clarity, and cohesion appropriate to the task;

uses language to clarify ideas, attending to the norms and conventions of the discipline.


addresses the prompt and provides minimal development of the topic that is limited in its appropriateness to the task by using limited reasoning and text-based evidence; or

is a developed, text-based response with little or no awareness of the prompt

demonstrates limited coherence, clarity, and/or cohesion appropriate to the task

uses language that demonstrates limited awareness of the norms of the discipline.


is undeveloped and/orinappropriate to the task;

lacks coherence, clarity, and cohesion;

uses language that demonstrates no clear awareness of the norms of the discipline.

Writing

Knowledge of

Language and

Conventions

The student response to the prompt demonstrates full command of the conventions of standard English at an appropriate level of complexity. There may be a few minor errors in mechanics, grammar, and usage, but meaning is clear.

The student response to the prompt demonstrates some command of the conventions of standard English at an appropriate level of complexity. There may be errors in mechanics, grammar, and usage that occasionally impede understanding, but the meaning is generally clear.

The student response to the prompt demonstrates limited command of the conventions of standard English at an appropriate level of complexity. There may be errors in mechanics, grammar, and usage that often impede understanding.

The student response to the prompt demonstrates no command of the conventions of standard English. Frequent and varied errors in mechanics, grammar, and usage impede understanding.


PARCC READING RUBRIC FOR NARRATIVES

Narrative Task Grades 4-5

FROM PARCCONLINE.ORG

Construct Measured

Score Point 3 Score Point 2 Score Point 1 Score Point 0

Writing--Written Expression

The student response…

is effectively developed with narrative elements

and is consistently appropriate to the task;

demonstrates effective coherence, clarity, and cohesion appropriate to

the task;

uses language effectively to clarify

ideas, attending to the norms and conventions

of the discipline.


is developed with some narrative elements and is

generally appropriate to the task;

demonstrates coherence, clarity, and cohesion

appropriate to the task;

uses language to clarify ideas, attending to the

norms and conventions of the discipline.


is minimally developed with few narrative

elements and is limited in its appropriateness

to the task;

demonstrates limited coherence, clarity, and/or cohesion

appropriate to the task;

uses language that demonstrates limited

awareness of the norms of the discipline.


is undeveloped and/orinappropriate to the

task;

lacks coherence, clarity, and cohesion;

use of language demonstrates no clear

awareness of the norms of the discipline.

Writing Knowledge of Language andConventions

The student response to the prompt demonstrates full command of the conventions of standard English at an appropriate level of complexity. There may be a few minor errors in mechanics, grammar, and usage, but meaning is clear.

The student response to the prompt demonstrates some command of the conventions of standard English at an appropriate level of complexity. There may be errors in mechanics, grammar, and usage that occasionally impede understanding, but the meaning is generally clear.

The student response to the prompt demonstrates limited command of the conventions of standard English at an appropriate level of complexity. There may be errors in mechanics, grammar, and usage that often impede understanding.

The student response to the prompt demonstrates no command of the conventions of standard English. Frequent and varied errors in mechanics, grammar, and usage impede understanding.

NOTE: The reading dimension is not scored for elicited narrative stories. Per the CCSS, narrative elements in grades 3-5 may include: establishing a situation, organizing a logical event sequence,

describing scenes, objects or people, developing characters personalities, and using dialogue as appropriate. The elements of organization to be assThe reading dimension is not scored for elicited narrative stories.Per the CCSS, narrative elements in grades 3-5 may include: establishing a situation, organizing a logical event sequence, describing scenes, objects or people, developing characters personalities, and using dialogue as appropriate.

The elements of organization to be assessed are expressed in the grade-level standards W1-W5.


USE THE CONSTRUCTED RESPONSE TO INCREASE THOUGHTFUL READING REQUIRED BY PARCC AND ALSO STRENGTHENING THE SKILLS NEEDED TO SUCCEED ON NWEA.

PARCC-BASED READING TASKS to use to construct your own

LITERATURETo respond, first organize your ideas and evidence in a list or other organizer.

The story _____________ and the poem ____________________ are written from different points of view. Write an essay analyzing the impact of point of view on events in the passage from the story and the impact of point of view on events in the poem. Use specific examples from both texts to support your answer.

Write a continuation of the story, using details from the passage. What obstacles might the main character face, and what actions might he take to overcome them?

After you read the story, think about how it would be different if it were told from another character’s point of view. Write a narrative story telling the story from that other character’s point of view. Use supporting details from the story.

Read a story. Then think about the details the author uses to establish the setting and the characters. Write an original story about what happens next. In your story, be sure to use what you have learned about the setting and the characters as you tell what happens next.

NONFICTIONTo respond, first organize your ideas and evidence in a list or other organizer.

What is a claim that the writer makes? What evidence does the writer use to support the claim? Which information provides the strongest support?

Compare an article and a video that both make the same claim. Evaluate the evidence each one uses to support the claim.

Compare how the article and the video explain the same situation. Support your essay with information from each of the two sources.


5th Grade: THIRD QUARTER Learning Priorities Weeks 21-22LITERATURE

Week of February 8 Week of February 15Literature Genre _ story _ folk tale __humor _fable _

fantasy _poem _realistic fiction __mystery __historical fiction

__biography

story _ folk tale __humor _fable __poem _realistic fiction __historical

fiction __biography

Reading Literature Comprehensive—includes standards 1 (read closely), 2 (summarize and figure out ideas), 3 (analyze relationships and character development),5) analyze the writer’s choice of words, characters, events to communicate a theme and accomplish purpose (6)

How do you analyze a history or biography? (relate to Black History)What techniques does a writer use to accomplish the purpose?Use examples to explain how a reader can… Analyze causes and

effects, problem + solution Infer feelings, traits,

predictions Figure out the theme

How do you analyze a history or biography? (relate to Black History)What techniques does a writer use to accomplish the purpose?Use examples to explain how a reader can… Analyze causes and

effects, problem + solution Infer feelings, traits,

predictions Figure out the theme

Literature Terms (CCSCSR4)

biography, history, cause-effect, problem-solution strategy

biography, history, cause-effect, problem-solution

Integrate WritingCCSSW4—organize constructed responsehttp://teacher.depaul.edu/PARCCGuides.html

Teacher asks PARCC-based constructed response question(see examples below chart) Student lists what evidence

to include then construct response to one text with

__clear reasoning__relevant evidenceTeacher assesses response; student revises based on assessment

Teacher asks constructed response question based on PARCC samples. List what evidence to

include then construct response to one text with


Word Patterns and GrammarCCSSR5.4

How do you infer the meaning of a word from context—give examples.

How do you infer the meaning of a word from context—give examples.

Writing conventions Verb tense Verb tense

Examples of literature constructed response Tasks based on PARCC. The story _____________ and the poem ____________________ are written from different

points of view. Write an essay analyzing the impact of point of view on events in the passage from the story and the impact of point of view on events in the poem. Use specific examples from both texts to support your answer.

Write a continuation of the story, using details from the passage. What obstacles might the main character face, and what actions might he take to overcome them?

After you read the story, think about how it would be different if it were told from another character’s point of view. Write a narrative story telling the story from that other character’s point of view. Use supporting details from the story.


http://teacher.depaul.edu/html/vocabulary.html





http://teacher.depaul.edu/html/Writing1.htm

http://teacher.depaul.edu/html/Guide_Assess_Fiction.html

Read a story. Then think about the details the author uses to establish the setting and the characters. Write an original story about what happens next. In your story, be sure to use what you have learned about the setting and the characters as you tell what happens next.

5th Grade: THIRD QUARTER Learning Priorities Weeks 21-22NONFICTION LITERACY IN SCIENCE AND SOCIAL SCIENCE

EXPLORE EXAMINE EXPLAINPreview the text and graphics.FOCUS on a BIG question.Identify IDEAS through examples.Answer the BIG question!

Week of February 8 Week of February 15Nonfiction Sources __ topic/trade book _

biography_ history __article_video __textbook__museum exhibit

_ topic/trade book _ biography_ history __article _video

__textbook __museum exhibit

Science andSocial ScienceDEVELOP NONFICTION LITERACYCCSSRI5.2 summarize/analyze ideasCCSSRI5.3—use structure of the text to identify ideas and their relationship to the central ideaCCSSR5.8 Evaluate support for a claim.

Relate to Black History. Use strategies to

analyze a nonfiction text. Identify central idea and

supporting idea or claims and support.

Relate to Black History Use strategies to analyze a

nonfiction text. Identify central idea and

support idea or claims and support.

Academic Vocabulary (CCSSR4)

Structure of text central idea supporting idea

Structure of text central idea supporting idea

Respond in WritingCCSSW2 and 4explanatory

Write to analyze the ideas or claims. Explain how the writer supports the ideas or claims.

Write to analyze the ideas or claims. Explain how the writer supports the ideas or claims.

Skills Guides to use in demonstrations (“I do), guiding groups, independent work and assessments.Nonfiction Graphic Organizers Graphic Organizer Assessment Rubric


http://teacher.depaul.edu/Documents/GraphicOrganizerAssessmentRubric.pdf




http://teacher.depaul.edu/social_studies.html

http://teacher.depaul.edu/Science_Activities_Assessments.html


Week of February 22 Week of February 29Literature Genre _poem _spiritual

If you include spirituals also provide history reading to

contextualize.

_ story _ folk tale __humor _fable _ fantasy _poem

_realistic fiction __mystery __historical fiction __biography

__spiritual

Reading Literature

comprehensive analysis--includes theme (CCSSR2),

author’s techniques (CCSSR 4, 5, 6), and

comparison of two texts with same theme

(CCSSR9)

How do you read a poem?Recommended: Analyze African American spirituals or poems. How does the writer help

you understand the idea? (includes metaphor, simile, images as well as theme/message)

How is a poem like a story? How does the writer help you

understand the message—compare and contrast how poets and story writers help readers understand the theme.


Figurative metaphor image simile theme stanza rhyme

figurative metaphor image simile theme plot character

Integrate WritingOpinion based on

analysis of text

(CCSSW5.1)

Write to tell what makes a good poem—with examples and use of the terms that describe the features.

Write to tell what makes a good poem—with examples and use of the terms that describe the features.

Compare a poem and a story that relate to the same theme.

Word Patterns and GrammarCCSSR.5.4

Figurative language

Word What It Means in this Context

Multi-meaning wordsWord What It Means

in this Context

Writing conventions

Add adjectives to sentences—or poems you write

Add adjectives to sentences—or poems you write

























EXPLORE EXAMINE EXPLAIN

Week of February 22 Week of February 29Nonfiction Sources

__ topic/trade book _ biography_ history __article _video

__textbook __museum exhibit

_ topic/trade book _ biography_ history __article _video

__textbook __museum exhibitScience andSocial ScienceDEVELOP NONFICTION LITERACYCCSSRI5.2 summarize/analyze ideasCCSSRI5.3—use structure of the text to identify ideas and their relationship to the central idea

Students read to learn about a topic from a text—identifying central idea and supporting ideas.Then Teacher asks constructed response question based on two texts. (See examples below chart.) Students collect ideas and

information relevant to respond to it.

Students organize the information then write—see Writing.

Students read to learn about a topic from a text—identifying the central idea and supporting ideas.Teacher asks constructed response question based on two texts. Students collect ideas and

information relevant to respond to it.

Students organize the information then write—see Writing.

Academic Vocabulary (CCSSR4)

structure text feature constructed response evidenceINCLUDE TERMS FROM P. 12.

structure text feature constructed response evidenceINCLUDE TERMS FROM P. 12

Respond in WritingCCSSW5.4Constructed Response

Teacher asks constructed response question based on two texts. (see examples below this chart.) Students list evidence to

include then construct response to two texts with


Teacher asks constructed response question based on two texts. Students list evidence to

include then construct response to two texts with


NONFICTION Constructed Response examplesFifth graders will take the PARCC online, so they may be asked to analyze videos as well as texts.








5th Grade: THIRD QUARTER Learning Priorities Weeks 25-26

LITERATUREWeek of March 7 Week of March 14

Literature Genre _ story _ folk tale __humor _fable _ fantasy _poem

_realistic fiction __mystery __historical fiction

story _ folk tale __humor _fable _ fantasy _poem


Reading LiteratureCCSSRL5.1Infer with evidence5.3 analyze character, plotAuthor’s Craft and Strategies (5.5 and 5.6)

Figure out the author’s point of view—in a story that is represented through the narrator.

How does the writer use the narrator and other techniques to communicate the theme.

List strategies the author used—with examples.

Figure out the author’s point of view—in a story that is represented through the narrator.

How does the writer use the narrator and other techniques to communicate the theme.

List strategies the author used—with examples.

Literature Terms (CCSCSR5.4)

select terms from next page select terms from next page

Integrate WritingCCSSW4—organize constructed responsehttp://teacher.depaul.edu/PARCCGuides.html

Teacher asks PARCC-based constructed response question Student lists what evidence

to include then construct response to one text with

__structured essay__clear reasoning__relevant evidence Teacher assesses

response; student revises based on assessment

Teacher asks constructed response question based on PARCC samples. List what evidence to

include then construct response to one text with

__structured essay__clear reasoning__relevant evidence Teacher assesses

response; student revises based on assessment


Prefixes—make a chart showing how they change meaning

Suffixes

Writing conventions

Paragraph indentation Using headings in your own writing

Examples of literature constructed response Tasks based on PARCC. Look closely at the illustrations to two different stories. Explain how each

illustration helps the reader understands the characters’ actions in each story. Use examples from EACH STORY.

Write the next part of the story you read. Be sure to use what you learned about the narrator and the characters in your story that tells what happened next.

Write the journal of the main character in the story. Include how the character feels about the events.










Analyze Craft and StructureCCSSR5 (writer’s choices) and CCSSR6 (purpose)Students should be able to interpret the writer’s use of these techniques to communicate the theme of a story or central idea of nonfiction.

Story Writers Poets Nonfiction Writers Biographers

actioncolloquialismdescriptive detailsdialoguefigurative languageflashbackhyperboleidiomimageryironymetaphormoodnarratoronomatopoeiapoint of viewsensory detailsimilesuspense symbolismnarrationtonevisual detailvoice

alliterationfigurative languagehyperboleimageryironymetaphormetermoodnarratoronomatopoeiapoint of viewrepetitionrhymerhythmsatiresensory detailsimilesymbolismtonevisual detailvoice

anecdoteargumentboldfacecaptionscomparecontrastdatadebatedescriptiondetailsdialogueexamplesgraphheadingshumorillustrationsnarrativepoint of viewquotationssequencetext structure: cause-effect compare/

contrast description problem-solution sequence

tabletimelinetitles and subtitlestonetransitionvoice

A biographer may use many of the nonfiction writer’s techniques as well as techniques of the story writer. Usually, these techniques are part of a biography. challenges commentary conflict conflict

resolution context

details dialogue mood quotations perspectives tone



The constructed response is an opportunity to read carefully and think across texts.

Week of March 7 Week of March 14Nonfiction Sources __ topic/trade book

_ biography _ history __article __textbook

_ topic/trade book_ biography _ history __article __textbook

Science andSocial ScienceDEVELOP NONFICTION LITERACYCCSSR5.2—analyze ideasCCSS5.7—integrate ideas and information from different sources.

Teacher asks constructed response question at beginning of week.Students read sources—including video if possible-- and list information to respond to the question.Students organize their response

Teacher assesses student responses at the OUTLINE level and guides improvements.

Students complete their writing and then…Students use the Nonfiction Constructed Response checklist (next page) to check their responses

Students revise their responses based on the checklist.

Teacher asks constructed response question at beginning of week.Students read two different sources and list information to respond to the question.Students organize their response and write it in one of these formats:__essay__letter


Students complete their writing and then…Students use the Nonfiction Constructed Response checklist (next page) to check their responses


NONFICTION Constructed Response examplesFifth graders will take the PARCC online, so they may be asked to analyze videos as well as texts.







5th Grade NONFICTION Constructed Response Checklist

First, figure out the task.Read the directions carefully, then start by making sure you know what you need to do.

I need to figure out ___________________________________________________

I need to explain ____________________________________________________

I will look for ideas and information that I will use to explain __________________

_________________________________________________________

Reading Comprehension

What are the important ideas in each text?What information supports them?

I figured out what the important ideas in each source are. I identified information that supports the ideas in each source. I used those ideas and facts in my response to the task. If the task asked me to combine information, then I chose the

most important information from each source to use. If the task asked me to compare information from different

sources, I identified the ideas and information that are alike. If the task asked me to contrast sources, I identified ideas and

information that are different.

Writing to Explain

I organized my response to stay focused on important ideas.I included enough examples to make my analysis clear.

I organized an explanatory essay that responded to the task. I wrote a clear introduction that previewed the main ideas. I kept focused on responding to the task. I used strategies such as compare/contrast to make the

response clear in a logical structure. I focused each paragraph on one idea. I included relevant details and examples to support the main

idea of each paragraph. I used linking words to connect ideas and parts.. I wrote objectively—I did not use my own opinions but only

stated ideas and examples that were based on the text. I wrote a clear and logical conclusion. I reviewed my response to make sure I had accomplished my

purpose.

ConventionsI kept the sentences clear.

I capitalized the first word in a sentence and any proper noun. I used quotation marks if I included a quote. I spelled most words correctly. I used commas correctly to separate words in a series or a

part of a sentence. I used correct verb tense. I used pronouns correctly. I used parentheses or dashes correctly. I used a variety of sentence patterns.



Week of March 21 Week of March 28Literature

Genre_ story _ folk tale __humor

_fable _ fantasy _poem _realistic fiction __mystery __historical

fiction

PARCC begins this week.Recommended:

Monday/Tuesday clarify constructed response process.

Reading LiteratureAuthor’s Craft and purpose. (CCSSR5.5, 6)

Make reader’s guide —how to interpret a story—

with examples --how to interpret a poem—

with examples --how to write the next part of

a story

Monday: Make a guide to writing a constructed responseThe PARCC takes place this week.Students should read texts and discuss how the author’s create characters, use plot to communicate a theme.


Make glossary with examples of techniques listed on page 12.

Make list of words readers use to describe literature

Writingopinion

Narrative

Write about something you did that was difficult but you succeeded—explain how it shows a great trait you have.

Write the narrative of the action you took.

Write about a person you admire. Tell why you have that positive opinion.

Write the narrative of an action that person took that you admire.


How do writers use adjectives to communicate clearly?

What kinds of grammar do you check when you want to be sure your writing is clear?

Writing conventions

How do you know when you have communicated an idea clearly?

If you have time to read your writing, what kinds of things do you check?
























5th Grade: THIRD QUARTER Learning Priorities Weeks 27-28

NONFICTION LITERACY IN SCIENCE AND SOCIAL SCIENCEWeek of March 21 Week of March 28

Nonfiction Sources

__ topic/trade book _ biography

_ history __article _video __textbook __museum

exhibit

PARCC begins this week.Recommended:

Monday/Tuesday clarify constructed response process.

Science andSocial ScienceDEVELOP NONFICTION LITERACYCCSSR5.2—analyze ideasCCSSW5.7—integrate ideas and information from different sources.

Teacher asks constructed response question at beginning of week.Students read one source and one video and list information to respond to the question.Students organize their response.


Students complete their writing and then…Students use the Nonfiction constructed response checklist to check their responses


Teacher asks constructed response question at beginning of week.Students read two different sources and list information to respond to the question.Depending on the amount of time available, students could read short selections so that they can identify information to include in a response.

Students organize their response—outline what they will include.

Teacher assesses student responses at the OUTLINE level and guides improvements.Students can collaborate to pair/compare then adjust their outlines and preview how they would start their essays or letters to respond to the task.

Then students take PARCC.Academic Vocabulary (CCSSR4)

Make a glossary of words that tell about nonfiction (see list of terms on p. 12)

Continue the glossary of nonfiction terms.

NONFICTION Constructed Response examples What is a claim that the writer makes? What evidence does the writer use to

support the claim? Which information provides the strongest support? Compare an article and a video that both make the same claim. Evaluate the

evidence each one uses to support the claim. Compare how the article and the video explain the same situation. Support your

essay with information from each of the two sources.




5th Grade: THIRD QUARTER Learning Priorities Week 29

LITERATURE

Week of April 4—COMPREHENSIVE ASSESSMENTLiterature Genre _ story _ folk tale __humor _fable _ fantasy _poem


Reading Literature

Analyze craft and structure to clarify the text.

Completea Comprehensive story reading guidewith an unfamiliar story.

Write with examples aboutgenres of fiction

how they are alike how they are different

Explain how to use structures and features to comprehend literature.

Literature Terms (CCSCSR5.4)

Make a glossary of literary terms that explain how writers create fiction or poetry.

Integrate Writing Students write in a format they like—story, fable, poem…

Word Patterns and GrammarCCSSR5.4Analyze word patternsInfer from context

Give examples of words: contractions possessives compound

Writing Conventions Make your own grammar guide with examples.
























5th Grade: THIRD QUARTER Learning Priorities Week 29

NONFICTION LITERACY TO LEARN MORE IN SCIENCE AND SOCIAL SCIENCE

Week of April 4—COMPREHENSIVE ASSESSMENTNonfiction Sources __ topic/trade book _ biography

_ history __article _video__textbook __museum exhibit

Science andSocial ScienceDEVELOPNONFICTION LITERACYCCSSRI5.2Analyze ideas

Explore a topic you’ve read about this quarter—go back to revisit the topic with texts you read. Make your own nonfiction booklet about the topic.

Academic Vocabulary (CCSSR5.4)

Make a glossary of nonfiction author’s techniques with examples.

WritingCCSSW5.2

Make a topic book or exhibit.


