Map: Grade 5 ELA-Deborah Nieves with Summer Reading Type: Consensus Grade Level: 5 School Year: 2010-2011

Author: Deborah Nieves District/Building: Island Trees/Island Trees Middle School

Created: 06/28/2010 Last Updated: 07/22/2010

This map copied from: Grade 5 ELA-Justine Previdi & Beth Gottlieb by Deborah Nieves

Essential Questions Content Skills Assessments Standards/PIs Resources/Notes

LITERATURE:

SUMMER READING: How does being accepted by others affect a person's self-esteem?

Why is change sometimes difficult? ELECTIVE SUMMER READING: How can individuals be influenced by the people in their own surroundings? How can childhood experiences affect the people we become? Why do we need to know about the historical events that shape our country? Why is it important to respect the hopes, dreams and concerns of others even if they are completely different than one's own? How can we relate to others through literature? How do people evolve over time? What are some of the ways friends and family can help us grow, solve problems, realize our dreams, & relate to others? ELA PREPARATION: How can we exercise our ELA strategies to multiple choice questions with accuracy and written responses with ample text

SUMMER READING: The Kid in the Red Jacket by Barbara Parks (Random House, 1987) Theme: Dealing with change moving, new school, meeting new people Literary Devices: Story elements: characters, setting, plot, conclusion Main idea and details Figurative language: similes, metaphors Vocabulary: acceptance lonely promotion annoying impression homesick frustration bother advice nervous ELECTIVE SUMMER READING:

SUMMER READING: Conflict: Explain one struggle Howard faces when he moves to Massachusetts. Character Development: Describe changes in Howard's emotions throughout the book. Character: Discuss the relationship between Howard and Molly. Prediction: Predict the future relationship between Howard and Molly. ELECTIVE SUMMER READING: Character: Explain how Will became a patriot of the Revolutionary War. Character: Describe how Will's friendship with Henry develops throughout the story. Compare and Contrast: Compare the life of a colonist and that of a loyalist in Boston during the 1700's.

SUMMER READING: Exam consisting of the following: 20 multiple choice items Two-part short answer question Extended response question *Extra credit will be available if the two listed summer reading books are read by the student. ELECTIVE SUMMER READING: Exam consisting of the following: 20 multiple choice items Two-part short answer question Extended response question *Extra credit will be available if the two listed summer reading books are read by the student. Selection tests in Practice Book from Reading Series Identify Author's Purpose: to persuade, entertain, inform, and share thoughts & feelings Role play major events from the novel Journal Writing: i.e. Connect story characters to familiar people in students' lives & express opinions with support from text Literary letters Reading Reactions Story map Graphic organizers Class discussions & participation

ELA1-K1-1C [2004] ELA1-K1-1D [2004] ELA1-K1-1E [2004] ELA1-K1-1F [2004] ELA1-K2-2A [2004] ELA1-K2-2B [2004] ELA1-K2-2C [2004] ELA1-K2-2D [2004] ELA1-K2-2E [2004] ELA1-K2-2F [2004] ELA1-K2-2F [2004] ELA1-K2-2G [2004] ELA2-K1-1C [2004] ELA2-K1-1D [2004] ELA2-K2-2A [2004] ELA2-K2-2C [2004] ELA2-K2-2D [2004] ELA3-K1-1A [2004] ELA3-K1-1C [2004] ELA3-K2-2A [2004] ELA3-K2-2C [2004] ELA3-K2-2D

SUMMER READING: The Kid in the Red Jacket

Exam

ALTERNATE SUMMER READING: The Kid in the Red Jacket

ALTERNATE EXAM

ELECTIVE SUMMER READING: The Journal of William Thomas Emerson

Elective Exam

Scott Foresman Unit 1 Reading Selections:

"Faith and Eddie" "Looking for a Home" "Meeting Mr. Henry" "Eloise Greenfield" "From the Diary of Leigh Botts" Audio tapes for literature Leveled Readers Leveled Practice and Test Link in TerraNova Format Intervention Handbook for Reading Success Collection for Readers Phonics Workbook Scott Foresman Student Pactice

support?

VOCABULARY:

How can we enrich our vocabulary by encountering new words in context and using new words in our writing?

EDITING AND REVISION: How can we revise and edit our work to improve our writing and increase our rubric scores? PORTFOLIO: How can portfolio help us to develop as writers? How can we apply what we have learned about our writing to future assignments?

The Journal of William Thomas Emerson: A Revolutionary War Patriot by Barry Denenberg (Scholastic, 1998) Theme: The struggles of the people of Boston during the Revolutionary War. Literary Devices: Story elements: characters, setting, time, plot, rising action, crisis, climax, point of view, tone, Imagery Symbolism Vocabulary: Revolutionary War patriot lobsterback loyalist soldier hero tavern colonist redcoat apprentice

LITERATURE: REQUIRED: Realistic Fiction: There's a Boy in the Girls' Bathroom by L.Sachar

LITERATURE & LITERARY DEVICES: Identify character traits through one's words, actions and how others respond to character Identify ways in which characters change & develop throughout a story Adjust reading rate according to purpose for reading Maintain reading lists Ask probing questions Read a variety of grade-level texts from a variety of genres, for a variety of purposes with understanding Identify different genres Define characteristics of different genres Speak in response to the reading of a variety of texts Use knowledge of punctuation to assist in comprehension Recognize conversational tone in friendly communication & language appropriate to social comunication

Summarize the plot and describe the motivation of characters State or summarize main idea & support/elaborate with relevant details Recognize the key components of a literary work Identify Cause and Effect Recognize Author's Purpose Distinguish Points of View Sequence events of a story using transitional phrases Read the steps in a procedure

Creative story extension project on novel i.e. timeline of character's life, character (auto)biography, DVD case Exercise to determine varying authors' purposes Exercise to recognize point of view Exercise to distinguish between cause and effect using key words Exercise to refer to prior predictions to evaluate thoughts and ideas WRITING: Independent essay on bullying & teasing in a school setting Paragraphing using sequential and transitional phrases Graphic organizer and/or paragraph for Bradley Chalker's character traits Character Change essay on Bradley Practice D.B.Q. essays using past state exams from 2001-2004

Fill in the blanks Matching tests Oral presentations Cloze essays Create a multiple choice test Create poster Act out scenes from chapter in novel or part of story in Scott Foresman Create word puzzle using vocabulary words from reading

ELA PRACTICE:

Reading comprehension quizzes/exams Scott Foresman Unit 1 tests based on NYS Assessment: Reading & Writing Independent Writing Reading comprehension multiple choice Teacher observation of skills in reading, writing, listening, & speaking

[2004] ELA4-K1-1B [2004] ELA4-K1-1C [2004] ELA4-K1-1A [2004] ELA4-K2-2A [2004]

Book Scott Foresman Unit & End-of-Year Benchmark Scott Foresman Student Grammar and Writing Handbook Scott Foresman Grammar Workbook

Grade 5 Rubrics: -Reading & Writing -Listening & Writing -Independent Writing -Writing Mechanics

Daily Language Workouts

D.B.Q. essay format

Grade 5 Practice DBQ from school years 2001-2004 Interview or biography on L. Sachar

Multiple Choice Strategy Checklist

List of transitional phrases Various graphic organizers Before-During-After Reading Strategies Tip Sheet Teacher-selected poetry

Select literature based on personal needs and interests and engage in enjoyable independent silent reading for extended periods of time Word processing skills

LIBRARY ISafe: (6-8 periods)- Possible Learning Fair Projects States (Currently done, but will be abridged) Bullying Unit (Tied in to Required Novel- There's a Boy in the Girl's Bathroom

Theme: Character Change

LITERARY DEVICES: Story elements: characters, setting, problem, events, & solution Point of View Chararacterization Author's Purpose Cause & Effect Main Ideas & Details Sequence Before-During-After Reading Strategies Review of Genres WRITING:

Expository & Informational Essays How-to Writing Transitional phrases Document based essays Introduction to highlighting pertinent information & value of marginal notes

PROPER PARAGRAPHING Use R.A.F.T.: topic sentences, detail, examples, proof, and concluding sentences REQUIRED ELA PRACTICE: State provided ELA grade 5

Make predictions before and during reading based on information in order to determine its truth Connect a personal response to literature to prior experience or knowledge Use information and ideas from personal experiences to form and express opinions and judgements

WRITING: Determine intended audience before writing Identify purposes for writing such as to explain, describe, narrate, persuade, or express feelings Employ appropriate tone and language Use legible print and/or cursive writing Organize information using a graphic organizer in order to create an expository essay Use a variety of pre-writing strategies (brainstorm, free writing, webbing, note taking, outlining)

Understand the purpose for writing: to explain, describe, persuade, narrate, or express feelings Compose an essay containing a proper introductory paragraph, supporting body paragraphs, & concluding paragraph Use the writing process: Plan, Draft, Revise, Proofread, Edit, & Finalize

Practice recalling social studies DBQ format Summarize main points from documents

ELA PRACTICE:

VOCABULARY: Spelling & vocabulary assessment through test format &/or written assignments

EDITING AND REVISION:

Practice editing sentences and paragraphs (Error identification & correction) Exercise to master: Complete sentences Compound and complex sentences Subject and predicate recognition Sentence types See Scott Foresman Grammar Book for assessments

ORGANIZATIONAL FORMAT:

Teacher observation of proper use of organizational formats PORTFOLIO: Based on evaluation rubric. Rubric score reflects student growth and improvement as both a self-and peer-editor.

Student Friendly Websites Reading, Writing, Listening, & Speaking Activities online: http://www .internet4cl assrooms.co m/skills_5th_ lang.htm Interactive Grammar Practice http://www.learn english.org.uk/gra mmar/archive/gra mmar_games_inde x_page01.html

Scott Foresman Website for teachers &/or students http://www. sfreading. com/

Interactive Reading Comp. http://literacynet .org/cnnsf/archives .html

Interactive Proofreading http://www.eduplace .com/kids/hme/k_5/ proofread/proof.htm ADDITIONAL NOVEL SELECTIONS FOR INSTRUCTION/INDEPENDENT READING/LITERATURE CIRCLES Anastasia Krupnik Beetles, Lightly Toasted Ben and Me The BFG Kaddie Woodlawn The Cay Dear Mr. Henshaw Freaky Friday From the Mixed Up Files of Mrs. Basil E. Frankweiler George's Marvelous Medicine Harry Potter and the Sorcerer's Stone

exam Unit & End-of-Year Skills Tests Workbook for Unit 1 (Multiple Choice, Reading Comprehension & Writing/Grammar Practice) Review test-taking strategies Multiple Choice test-taking strategies i.e. predict answer, process of elimination, referring to story for proof *Listening strategies to be introduced in Unit 3 due to heavy volume of DBQ

VOCABULARY:

Grade appropriate vocabulary in context of novel and Reading Series

EDITING & REVISING: punctuation, spelling, grammar, & capitalization Complete sentences: sentence fragments & run-ons Compound & complex sentences Subjects & Predicates Four types of sentences Apostrophes: In a contraction where letters are left out In a noun to show singular possession In a noun to show plural possessive

Correctly use multiple choice strategies to reach answer Organize essay on planning page Create essay containing an introduction and conclusion Provide ample text support in literature based & expository essays

VOCABULARY:

Demonstrate ability to define the meaning of new vocabulary in context Recognize at sight a large body of high-frequency words & irregularly spelled vocabulary Use self-monitoring strategies to identify specific vocabulary that causes some comprehension difficulty

EDITING & REVISION: Observe the rules of punctuation, capitalization and spelling Use dictionary and thesaurus Model and apply revision and editing skills to written pieces Identify & correct paragraphs

Recognize the difference between a complete, run-on, and fragmented sentences Recognize the differences between compound and complex sentences Identify complete subjects and predicates Distinguish amongst the four types of sentences

ORGANIZATIONAL FORMATS:

If You Traveled West in A Covered Wagon Island of the Blue Dolphins Jump Ship to Freedom Matilda Morning Girl Mr. Popper's Penguins On My Honor Pedro's Journal The Pinballs Printed Whales Stealing Home: The Story of Jackie Robinson The Witches The Twits Sarah Plain and Tall If You Were There When They Wrote the Constitution A More Perfect Union Portfolio: Curriculum-Based Materials (Guidelines, Rubric, and reflections)

ORGANIZATIONAL FORMATS: headlines subheadings Table of Contents Index

PORTFOLIO: Introduce portfolio assessment

Use the table of contents and indexes to locate information Skim material to obtain an overview of content or locate infomation Use text features, such as heading, captions, and titles to understand and interpret informational texts

PORTFOLIO: Select pieces to revise and edit Self-and peer-reflect upon pieces Conference with teacher and/or peer Finalize pieces for placement in portfolio

LITERATURE:

How can one discover and form new observations about the world around them?

In what ways can people grow and learn from their experiences?

How can individuals be influenced by people in their surroundings?

How can being part of a group affect perceptions of self and others? What can people do in order to work together to accomplish things great and small?

ELA PREPARATION:

LITERATURE: REQUIRED: Realistic Fiction: The Great Gilly Hopkins by Katherine Patterson Theme: Relationships

LITERARY DEVICES: Satire Figurative Language (simile, metaphor, & personification) Flashback Stereotype Plot Voice Character Analysis Compare & Contrast

LITERATURE & LITERARY DEVICES:

Adjust reading rate according to purpose for reading Maintain a personal reading list to reflect goals and accomplishments Ask probing questions Identify satire, figurative language, flashback, stereotype in literature Describe motivation of character

Refer to & summarize the four aspects of plot Compare characters in literature to people in own lives Demonstrate ability to define the meaning of new vocabulary in context Listen for unfamiliar words & learn their meaning Learn grade-level vocabulary through direct & indirect means Apply corrective strategies to assist in comprehension

Teacher Selected

LITERATURE & LITERARY DEVICES:

Exercise to recognize satire, figurative language, flashback, stereotype and plot Selection tests in practice book

Letter to Gilly from Bradley or her mom or an advice letter from students Literary letters Thank you letter to Mrs. Trotter from the perspective of Gilly Student created journal of Gilly's adventures from the novel Class discussions & participation

Fill in the blanks Matching tests Oral presentations Cloze essays Create a multiple choice test Complete Diorama Write news headlines that

ELA1-K1-1A [2004] ELA1-K1-1B [2004] ELA1-K1-1C [2004] ELA1-K1-1D [2004] ELA1-K1-1E [2004] ELA1-K1-1F [2004] ELA2-K1-1A [2004] ELA2-K1-1B [2004] ELA2-K1-1C [2004] ELA2-K1-1D [2004] ELA2-K1-1E [2004] ELA2-K1-1F [2004] ELA3-K1-1A [2004] ELA3-K1-1B [2004] ELA3-K1-1C

Scott Foresman Unit 3 Reading Selections

"Going With the Flow" "Kate Shelley" "The Marble Champ" "From Bees to Honey" "Babe to the Rescue"

Audio tapes from literature

Leveled Readers

Scott Foresman Student Pactice Book

Scott Foresman Grammar Book Scott Foresman End of the Unit Benchmark Test Daily Language Workouts Scott Foresman Grammar and Writing Workbook Leveled Practice and Test Link in TerraNova Format

How can we enrich our ELA strategies to master New York State assessments?

Why is it essential to identify the purposes of listening to a variety of texts read aloud? How can note taking become a valuable tool during listening activities? VOCABULARY: How can we enrich our vocabulary by encountering new words in context and incorporating them in our writing?

EDITING AND REVISION: How can revising and editing one's work improve written responses?

PORTFOLIO:

How can portfolios guide authors to improve one's written works?

How can student reflections steer the writer to set goals for future assignments?

WRITING:

Compare and Contrast Essay

Introductory and concluding paragraphs focusing on topic sentences in essays

Body paragraphs that focus on important details pertinent to the task

Continue the use of RAFT paragraphs

REQUIRED ELA PRACTICE: Unit and End-of-Year Skills Tests Workbook for Unit 3 (Multiple Choice Reading Comprehension and Writing/Grammar Practice) *Scott Foresman Unit 2 will be addressed during the spring due to nature of stories connecting to the science unit Review test-taking strategies Ask questions to clarify understanding & focus on reading

VOCABULARY:

Read aloud, using inflection & intonation appropriate to text and audience Respect the age, gender, position, culture and interests of the audience Identify different perspectives on an issue presented in one or more text

WRITING: Determine intended audience prior to writing Employ appropriate tone and language Use legible print and/or cursive writing Continue journal writing Compose paragraphs according to rules of RAFT Compare & contrast ideas & information from 2 sources Correctly use various organizers to set up a planning page Venn Diagram T Chart Use the writing process Use a variety of pre-writing strategies

Incorporate compare and contrast words in writings Organize/outline according to similarities & differences Construct an opening paragraph that identifies purposes and intent Make use of provided data to construct paragraphs Elaborate by modifying, combining, and rearranging sentences into well constructed paragraphs

correspond to each chapter in the novel Create a song summarizing novel, story or poem

WRITING:

Teacher selected task for compare and contrast essay

Compare and contrast essay on Gilly Hopkins and Bradley Chalkers Exercise to distinguish between compare and contrast words Personal independent essay practicing the use of voice Journal writing Create paragraphs focusing on intro. and concluding sentences

ELA PRACTICE:

Selection tests in Practice Book for Unit 3 Reading & Writing Listening & Writing Independent Writing Reading comprehension

VOCABULARY: Spelling and vocabulary assessment through test format &/or written assignments

EDITING & REVISION:

Edit various paragraphs for correct grammar and punctuation Exercise to master: Verbs: past, present, future Correct verb tense Subject-verb agreement See Scott Foresman Grammar Book for assessments

PORTFOLIO:

[2004] ELA3-K1-1D [2004] ELA4-K1-1B [2004] ELA4-K1-1C [2004] ELA1-K2-2A [2004] ELA1-K2-2C [2004] ELA1-K2-2D [2004] ELA1-K2-2D [2004] ELA1-K2-2E [2004] ELA1-K2-2F [2004] ELA1-K2-2G [2004] ELA2-K2-2A [2004] ELA2-K2-2B [2004] ELA2-K2-2B [2004] ELA2-K2-2C [2004] ELA2-K2-2D [2004] ELA3-K2-2A [2004] ELA4-K2-2C [2004]

Intervention Handbook for Reading Success Collection for Readers Phonics Workbook

Grade 5 Rubrics: Reading & Writing Listening & Writing Independent Writing Writing Mechanics

Biography on K. Paterson

Before-During-After Reading Strategies Tip Sheet

List of compare and contrast words Various graphic organizers Listening, X note planning page Scott Foresman poetry or teacher selected poetry

Select literature based on personal needs and interests and engage in enjoyable independent silent reading for extended periods of time Use word processing skills

Student Friendly Websites Interactive Proofreading http://www.eduplace .com/kids/hme/k_5/ proofread/proof.htm

Scott Foresman Website for teachers &/or students http://www. sfreading. com/

Reading , Writing, Listening, & Speaking Activities online: http://www .internet4cl assrooms.co m/skills_5th_ lang.htm

Interactive Multiple Choice http://depts.gall

Grade appropriate vocabulary in context of novel and reading series

EDITING & REVISING: punctuation, spelling, grammar and capitalization

Verbs Subject-Verb agreement Verb Tenses: past, present and future Using correct verb tense WHEN DO I USE A CAPITAL LETTER? Title used with a name i.e. Mr., Mrs., Miss, Ms., & Dr. Titles of songs, books, story, poem Greetings and closings First word in a direct quotation First line of a poem First words in main heading and subheading in an outline

Double Negatives: Example: We don't want no homework

PORTFOLIO: Continue portfolio assessment

Uses the task to design an appropriate introduction and conclusion in compare and contrast writing Supports writing with ample details

ELA PRACTICE:

Correctly use multiple choice strategies to reach the answer

Recognize errors in grammar and punctuation Create planning page for extended ELA writing tasks Interpret ELA questions for meaning and understanding-know what the question is asking Produce essays that include sufficient supporting textual details to effectively answer questions Include voice to improve independent essays VOCABULARY: Demonstrate ability to define the meaning of new vocabulary in context

EDITING AND REVISION:

Recognize simple and complete predicates Understand subject-verb agreement Use verbs correctly with singular and plural subjects Use present, past and future tense verbs correctly Use language & grammar appropriate to purpose for speaking

Student-created portfolios to demonstrate growth in writing

audet.edu/engli shworks/exercise s/main/reading.html

Interactive Plot Organizers http://read writethink.or g/materials/ circle-plot/ http://www.re adwritethink.o rg/materials/pl ot-diagram/

Interactive compare & contrast organizers http://www. readwritethi nk.org/mate rials/compcon trast/

ADDITIONAL NOVEL SELECTIONS FOR INSTRUCTION/INDEPENDENT READING/LITERATURE CIRCLES Anastasia Krupnik Beetles, Lightly Toasted Ben and Me The BFG Kaddie Woodlawn The Cay Dear Mr. Henshaw Freaky Friday From the Mixed Up Files of Mrs. Basil E. Frankweiler George's Marvelous Medicine Harry Potter and the Sorcerer's Stone If You Traveled West in A Covered Wagon Island of the Blue Dolphins Jump Ship to Freedom Matilda Morning Girl Mr. Popper's Penguins On My Honor

Observe the rules of punctuation, capitalization and spelling Use dictionary and thesaurus Model and apply revision and editing skills to written pieces Use teacher conference & peer review to revise written work Review writing independently

PORTFOLIO: Select pieces to revise and edit Self-and peer-reflect upon pieces Conference with teacher and/or peer Finalize pieces for placement in portfolio

Pedro's Journal The Pinballs Printed Whales Stealing Home: The Story of Jackie Robinson The Witches The Twits Sarah Plain and Tall Portfolio: Guidelines Rubric Reflections: self, peer, parent, teacher

LITERATURE: How do friendships shape individuals?

How do people choose their friends?

What goes into building close friendships?

What can others learn from their friendships? How does one keep a healthy friendship?

LITERATURE: Novel: Choose from grade 5 novels listed in the Resource Column Theme: Friendships

LITERARY DEVICES: Dialogue Foreshadowing Inference Theme WRITING: Persuasive Essay Writing Introductory and concluding paragraphs focusing on topic sentences in essays

LITERATURE AND LITERARY DEVICES: Adjust reading rate to purpose for reading Maintain a personal reading list to reflect goals and accomplishments Ask probing questions Identify information that is implied, rather than stated Model the ability to recognize foreshadowing in literature Share information from personal experiences State main ideas and support with facts, details and examples Ask questions and respond to questions for clarification

Recognize how new information is related to prior knowledge & experience Recognize that story

Teacher Selected

LITERATURE & LITERARY DEVICES:

Exercise to recognize dialogue, foreshadowing, inference, & theme

Choices of:

literary letters journal writing newspaper articles dialectal journals reading responses-

Class discussions & participation Cooperative group works

Debates leading to persuasive writing

Persuasive speeches

ELA1-K1-1A [2004] ELA1-K1-1B [2004] ELA1-K1-1C [2004] ELA1-K1-1D [2004] ELA1-K1-1E [2004] ELA1-K1-1F [2004] ELA2-K1-1A [2004] ELA2-K1-1B [2004] ELA2-K1-1C [2004] ELA2-K1-1D [2004] ELA2-K1-1F [2004] ELA3-K1-1A [2004] ELA3-K1-1B [2004]

Scott Foresman Unit 4 Reading Selections

"Yangs's First Thanksgiving"

"The Jr. Iditarod Race"

"The Night Alone"

"The Heart of a Runner"

"The Memory Box"

Audio tapes from literature

Leveled Readers

Scott Foresman Student Practice Book

Scott Foresman Grammar Book

Scott Foresman End of the Unit Benchmark

Scott Foresman Grammar and Writing Workbook

Grade 5 Rubrics: Reading & Writing Listening & Writing Independent Writing Writing Mechanics

Before-During-After Reading Strategies Tip Sheet

Various graphic organizers

ELA PREPARATION: How can one exercise ELA strategies to multiple choice questions, reading and writing tasks, as well as written responses, to further create complete thoughts and statements?

VOCABULARY:

How can the use of newly-learned vocabulary help to enrich our writing?

EDITING AND REVISION: How is editing and revising our written work valuable? How can one use editing and revision appropriately? PORTFOLIO: How does the use of portfolio help us to become stronger writers? How do self/peer reflections help us grow as writers?

Enhance the use of details in essays to thoroughly address the task Story/essay starters (attention getters) Continue the use of RAFT paragraphs REQUIRED ELA PRACTICE: NYS ELA Student Workbook Practice for Unit 4: Reading and Writing Task, Listening and Writing Task, and Independent Essay Listening Passages: "The Olympic Games" & "Baseball: America's National Pastime" R&W Passages: "Angry Spirits?" & poem: "The Wind" Unit and End-of-Year Skills Tests Workbook for Unit 4 (Multiple Choice Reading Comprehension and Writing/Grammar Practice) Intorduce listening X note strategy (Teacher modeled) Organization of extended responses Introduction to ICE

VOCABULARY:

dialogue reveals information about both the story and the characters Analyze point of view to further understand the theme of the story, using details from the text Use prior knowledge in connection with text information to support comprehension, from forming predictions to making inferences & drawing conclusions

Learn how to use ICE to further support questions in Language Arts

Use a thesaurus to identify synonyms and antonyms Develop self-monitoring strategies to instruct meaning of texts i.e. cross checking, summarizing and checking Use established criteria to analyze the quality of information in text

WRITING: Determine intended audience before writing Employ appropriate tone and language Use legible print and/or cursive writing Correctly spell words within writing that have been previously studied and/ or frequently used Apply the writing process (e.g. prewriting, drafting, revising, editing)

PERSUASIVE TECHNIQUES Use ample support to defend ideas Incorporate transitional phrases to illustrate persuasion Create a lead that attracts readers' interest

Creative advertisements Dialogue writing: skits &/or plays WRITING: Teacher selected task for persuasive essay writing Persuasive essay on whether unit novel should be read with other classes Persuade a friend not to do something (essay &/or speech)

"The Award Goes to...." essay and oral presentation on all-time favorite character and an award they should receive in persuasive format

ELA PRACTICE:

Selection tests in Practice Book for Unit 4 Listening & Writing tasks from Scott Foresman Unit Tests for NYS Unit 4 Teacher selected listening tasks RAFT paragraphs incorporating ICE techniques

VOCABULARY: Spelling and vocabulary assessments through test format &/or written assignments

EDITING & REVISING:

Edit various paragraphs for correct grammar and punctuation Scott Foresman Unit & End-of-Year Skills test for Writing & Grammar Unit 4 Exercise to master Adjectives Adverbs Comparative and

ELA3-K1-1C [2004] ELA4-K1-1A [2004] ELA4-K1-1B [2004] ELA4-K1-1C [2004] ELA1-K2-2A [2004] ELA1-K2-2B [2004] ELA1-K2-2D [2004] ELA1-K2-2E [2004] ELA1-K2-2F [2004] ELA1-K2-2G [2004] ELA3-K2-2A [2004] ELA3-K2-2B [2004] ELA3-K2-2C [2004] ELA3-K2-2D [2004] ELA4-K2-2B [2004] ELA4-K2-2C [2004]

Magazines

Advertisements Use of library for reference materials

Leveled Practice and Test Link in TerraNova Format

Intervention Handbook for Reading Success

Collection for Readers

Phonics Workbook Daily Language Workouts

Teacher-selected plays

Teacher-selected poetry

Organizer for persuasive writing

Select literature based on personal needs and interests and engage in enjoyable independent silent reading for extended periods of time Use word processing skills

Student Friendly Websites Interactive Reading & Vocabulary http://www. readingcom prehension connection.co m/lesson.html

Interactive Proofreading: http://www. eduplace .com/kids /hme/k_5/ proofread /proof.htm

Reading, Writing, Listening, & Speaking Activities online: http://www .internet4cl assrooms.co m/skills_5th_ lang.htm

Grade appropriate vocabulary in context of stories

EDITING & REVISING SKILLS: punctuation, spelling, grammar and capitalization Review Homonyms and Homophones Adjectives Comparative and superlative Adverbs Quotation marks in dialogue

REFERENCE MATERIALS: Dictionary Thesaurus Encyclopedia Atlas Internet PORTFOLIO: Continue portfolio assessment

Provide a title that interests appropriate audience Establish consistent point of view Vary sentence structure Prioritize arguments Arrange sentences in logical order

Recognize persuasive presentations & identify techniques used to accomplish purpose, with assistance Maintain writing portfolio which includes writing for critical analysis, evaluation and social communication

ELA PRACTICE: Improve reading comprehension skills Implement multiple choice strategies Identify essential details for note taking Understand the purpose for writing Include relevant information to support ideas Compose short & extended responses using text-based information that meet the goals of the NYS Grade 5 rubric

LISTENING TASK Identify purposes for listening Take notes to record & organize relevant data, facts, & ideas, with assistance, and use notes as part of prewriting activities Demonstrate listening strategies and utilize note

Superlatives Quotation marks in dialogue Homonyms Homophones

Portfolios

Test/quizzes

Book reports

Fill in the blanks Matching tests Oral presentations Cloze essays Create a multiple choice test Create prologue and epilogue

Dress up as one of the characters in the story Design a new dialogue between the characters in the story Find five new words to share with the class every day for a week as part of the "Word of the Day" PORTFOLIO: Based on evaluation rubric to reflect student growth and improvement as both a self- and peer-editor

Scott Foresman Website for teachers &/or students http://www. sfreading. com/

Interactive persuasive organizer http://www. readwritethink. org/materials/p ersuasion_map/ ADDITIONAL NOVEL SELECTIONS FOR INSTRUCTION/INDEPENDENT READING/LITERATURE CIRCLES Anastasia Krupnik Beetles, Lightly Toasted Ben and Me The BFG Kaddie Woodlawn The Cay Dear Mr. Henshaw Freaky Friday From the Mixed Up Files of Mrs. Basil E. Frankweiler George's Marvelous Medicine Harry Potter and the Sorcerer's Stone If You Traveled West in A Covered Wagon Island of the Blue Dolphins Jump Ship to Freedom Matilda Morning Girl Mr. Popper's Penguins On My Honor Pedro's Journal The Pinballs Printed Whales Stealing Home: The Story of Jackie Robinson The Witches The Twits

taking skills for application to ELA questions Differentiate between main ideas and details in a listening passage by using the X note strategy Compose essays illustrating effective note-taking & listening skills

Arrange written work to include a sufficient introduction & conclusion, as well as body paragraphs that lend themselves to the task with ample textual support Discover the underlying message the author conveys VOCABULARY: Utilize word structure knowledge such as roots, prefixes and suffixes to determine meaning Employ prior knowledge and experience to understand ideas and vocabulary in books

EDITING AND REVISION: Recognize and correctly use adjectives in reading and writing Employ the articles a, an, the correctly Understand how adjectives improve sentences Become familiar with comparative and superlative adjectives and adverbs Identify double

Sarah Plain and Tall Portfolio: Guidelines Rubric Reflections: self, peer, parent, teacher

comparisons to improve speaking and writing Recognize and use adverbs correctly to enhance sentences Review writing independently to revise for focus, development of ideas and organization Review writing independently to edit for spelling, grammar, capitalization and punctuation Share the process of writing with peers and adults

Introduce value of reference materials in order to enhance writing i.e. dictionary and thesaurus Observe the rules of punctuation, capitalization, and spelling PORTFOLIO: Select pieces to revise and edit Self- and peer-reflect upon pieces Conference with peer and/or teacher Finalize pieces for placement in portfolio

Essential Questions Content Skills Assessments Standards/PIs Resources/Notes

LITERATURE: How does one read a story and express the content in an organized and meaningful way? How can the meaning of new vocabulary that is found in various texts be useful for the reader? Where do life's journeys lead? How can journey's teach us about ourselves? How can life's journeys help us to relate to those who have different values and traditions?

In what ways can life's journey's encourage dreams?

ELA PREPARATION:

How can we exercise ELA strategies to answer multiple choice questions with accuracy and written responses with ample text support?

VOCABULARY:

How can one's vocabulary be enriched by learning new words in context and using new words in writing?

EDITING & REVISION:

LITERATURE:

Novel: Choose from grade 5 novels listed in the Resource Column Theme: Life's Journeys

LITERARY DEVICES: Fact and Opinion Paraphrasing Imagery Context Clues Main Idea and Detail

WRITING: Narrative Essay Writing Stories based on personal experiences Author's purpose: What is the point in writing this? Review topic sentences and how they should fit into each body paragraph Essay flows sequentially and logically with extensive descriptions and details

LITERATURE & LITERARY DEVICES:

Adjust reading rate according to purpose for reading Maintain a personal reading list to reflect goals and accomplishments Ask probing questions Distinguish between fact & opinion with ample support

Restate information by paraphrasing

Create mental pictures from descriptive writing & understand the author's purpose for using imagery Identify main ideas & supporting details in informational texts to distinguish relevant & irrelevant information Employs context clues in comprehending new vocabulary & ideas

Evaluates information, ideas, opinions, and themes in text by identifying a central idea and supporting details

Use word recognition skills & strategies accurately and automatically, when decoding unfamiliar words Recognize when comprehension has been disrupted and initiate self-correction strategies, such as re-reading, adjusting rate of reading, and attending to specific vocabulary Participate cooperatively and collaboratively in group discussions of texts

Share reading experiences to build relationships

Teacher Selected

LITERATURE & LITERARY DEVICES:

Practice to differentiate fact & opinion through advertisements

Rephrase literature using own words and the 5W's

Create written pieces that illustrate the use of figurative language and imagery

Reading comprehension tests focusing on main ideas & details

Class participations & discussions Individualized reading assessments for oral comprehension and fluency Running records Literature Circles & Cumulative Project Short answer reponses Literary letters Reading reactions Write personal reactions to experiences and events, using social communication Make up game that corresonds to one of the literary devices being worked on in this unit Create visual to go along with your creative wriitng story i.e. poster, diorama, painting, paper mache object

ELA1-K1-1A [2004] ELA1-K1-1B [2004] ELA1-K1-1C [2004] ELA1-K1-1D [2004] ELA1-K1-1E [2004] ELA1-K1-1E [2004] ELA1-K1-1F [2004] ELA2-K1-1A [2004] ELA2-K1-1B [2004] ELA2-K1-1C [2004] ELA2-K1-1C [2004] ELA2-K1-1D [2004] ELA2-K1-1E [2004] ELA2-K1-1F [2004] ELA3-K1-1A [2004] ELA3-K1-1C [2004] ELA3-K1-1C [2004] ELA3-K1-1D [2004] ELA4-K1-1A [2004] ELA4-K1-1B [2004] ELA4-K1-1C [2004] ELA4-K1-1C [2004] ELA1-K2-2A [2004] ELA1-K2-2B [2004]

Scott Foresman Unit 5 Reading Selections

"I Want To Vote!"

"The Long Path to Freedom"

"Chester Cricket's Pigeon"

"Passage to Freedom: The Sugihara Story"

"Paul Revere's Ride"

Leveled Readers

Scott Foresman Student Practice Book

Scott Foresman Grammar Book

Scott Foresman End of the Unit Benchmark

Scott Foresman Grammar and Writing Workbook Leveled Practice and Test Link in TerraNova format Intervention Handbook for Reading Success Collection for Readers Phonics Workbook

Daily Language Workouts

Before-During-After Reading Strategies Tip Sheet

Various graphic organizers

Grade 5 Rubrics: Reading & Writing Listening & Writing Independent Writing Writing Mechanics

Teacher selected poetry

Organizer for narrative writing Select literature based on personal needs and interests and engage in enjoyable independent silent reading for extended

How can editing and revising improve writing and increase rubric scores?

How can revising and editing work help in future assignments? PORTFOLIO: How can portfolios help to develop life-long writers? How can we stregnthen our written expression through self and peer selection and reflection?

Review RAFT paragrpahs using the skills for narrative writing

CREATIVE STORY WRITING Stories based on made up characters and situations Identify plot Establish point of view Teacher reviews dialogue Teacher models effective ways to create tone and mood

ELA PRACTICE: Student Workbook Practice Unit 5: Reading and Writing Task, Listening and Writing Task, and Independent Essay Listening Passages: "An Underwater Discovery" & "The Emperor's Clay Army" Reading Passages: "Sailing With Christopher Columbus" & "Giant Step for Women" Unit and End-of-Year Skills Test Workbook for Unit 5 (Multiple Choice Reading Comprehension and Writing/Grammar Practice) Review ELA listening X note strategies Review test-taking strategies

Make connections between text being read and own lives, the lives of others, and other texts read in past

WRITING: Determine intended audience before writing Employ appropriate tone and language Use legible print and/or cursive writing

Create narrative pieces that focus on personal events

Engage readers with a catchy opener and states the purpose in writing in first paragraph

Provide ample details to allow reader to fully enage in the experience in a logical order

Incorporate dialogue to further enhance the narrative Recognize how mood and tone help shape a story Employ an interesting plot to show the rising action in the story Show how authors use point of view in story writing Adjust style of writing, voice, and language used according to purpose and intended audience Incorporate aspects of

WRITING:

Narrative essays incorporating: Introductions focusing on purpose & audience Details that provide ample support on topic Dialogue Figurative language Voice Clear & strong conclusion

Independent writing focusing on all aspects on the writing process Creative story writing based on imagination and or teacher writing prompt

ELA PRACTICE:

Selection tests in Scott Foresman Unit 5 Multiple Choice reading comprehension quizzes & exams Listening & Writing Tasks Unit 5 &/or teacher selected

Use ICE to support character traits in a character analysis essay

Independent essay designed by Scott Foresman

VOCABULARY: Vocabulary multiple choice, matching column, & cloze exams

EDITING & REVISING SKILLS:

Oral & written spelling tests

ELA1-K2-2C [2004] ELA1-K2-2D [2004] ELA1-K2-2F [2004] ELA1-K2-2G [2004] ELA1-K2-2G [2004] ELA3-K2-2A [2004] ELA3-K2-2C [2004] ELA3-K2-2D [2004] ELA4-K2-2A [2004] ELA4-K2-2B [2004] ELA4-K2-2C [2004]

periods of time Word processing skills

Student Friendly Websites Interactive Proofreading:

http://www .eduplace .com/kids/ hme/k_5/ proofread/ proof.htm

Reading, Writing, Listening, & Speaking Activities online: http://www .internet4cl assrooms.co m/skills_5th_ lang.htm

Listening to popular stories and follow-up activities

http://www. storylineon line.net/sto ryline/

Scott Foresman Website for teachers &/or students www.s freadin g.com

ADDITIONAL NOVEL SELECTIONS FOR INSTRUCTION/INDEPENDENT READING/LITERATURE CIRCLES Anastasia Krupnik Beetles, Lightly Toasted Ben and Me The BFG Kaddie Woodlawn The Cay Dear Mr. Henshaw Freaky Friday

Continue reviewing ICE

VOCABULARY: *Grade appropriate vocabulary in context of stories

EDITING & REVISION: punctuation, spelling, grammar and capitalization Pronouns and Referents Subject and Object Pronouns Prepositions and Prepositional Phrases Conjunctions

Oral Presentation/Public Speaking Eye contact Voice Content Speaking Methods of overcoming anxiety

PORTFOLIO: Continue portfolio assessment

literary devices into own writing

Devise a conlcusion that wraps up the experience

Use a variety of prewriting strategies to plan writing

Employ the writing process to develop a successful piece of work ELA PRACTICE: Review ICE skills while showing how they make answers to ELA questions stronger

Utilize multiple choice strategies Respond to writing prompts that follow listening to literary and informational texts

Create planning page for extended ELA writing tasks Understand questions in order to respond appropriately Employ RAFT in answering ELA tasks Produce essays that include sufficient textual support Improve independent essays by using voice

VOCABULARY: Acquire new vocabulary by reading a variety of texts

EDITING & REVISING SKILLS:

Use a variety of spelling resources to help correct i.e. dictionary and thesaurus

Spelling Bees

Rubric scoring on mechanics for extended written pieces

Editing and revising self & peer's work Exercise to master: Pronouns & referents Prepositions & prepositional phrases Conjunctions (teacher created exams or Scott Foresman assessments)

ORAL PRESENTATION:

Teacher &/or student selected oral presentations Attentive listening in order to create questions for presenters Appropriate use of: Voice Posture Eye contact Preparedness Content Focus on topic Holds audience interest

PORTFOLIO: Based on evaluation rubric which will reflect student growth and improvement as both a self- and peer-editor

Porfolio Assessment to demonstrate growth in writing

From the Mixed Up Files of Mrs. Basil E. Frankweiler George's Marvelous Medicine Harry Potter and the Sorcerer's Stone If You Traveled West in A Covered Wagon Island of the Blue Dolphins Jump Ship to Freedom Matilda Morning Girl Mr. Popper's Penguins On My Honor Pedro's Journal The Pinballs Prince of Whales Stealing Home: The Story of Jackie Robinson The Witches The Twits Sarah Plain and Tall Portfolio: Guidelines Rubric Reflections: self, peer, parent, teacher

Correctly spell words that have been previously studied

Review writing independently, with peer, &/or teacher for improvement Observe the rules of punctuation, capitalization and spelling

Exercises to master: Pronouns & referents Prepositions & prepositional phrases Conjunctions Subjects and object pronouns

ORAL PRESENTATION:

Listen respectively, and without interrupting, when others speak Respond appropriately to what is heard

Employ grammatically correct sentences when speaking

Vary the formality of language according to the audience and purpose for speaking

Speak with expression, volume, pace, and gestures appropriate for the topic, audience, and purpose of communication

Offer feedback in a respectful and responsive manner

Present reports of varying time to teachers and peers Use notes, outlines, and visual aides appropriate to the presentation Present original works to adults & peers, using audible voice and pacing appropriate to content and audience Evaluate the quality of the speaker's presentation style by using criteria such as volume, tone of voice, and rate

Maintain a writing portfolio to enhance the students' growth within the writing process

PORTFOLIO: Select pieces to revise and edit Self- and peer-reflect on work Conference with teacher and/or peer Finalize pieces for placement in portfolio

LITERATURE: How does literature encourage one to think of the world as dynamic, rather than static? How does one learn and care for his/her surroundings? Why is it important for one to take responsibility for his/her surroundings?

What are some consequences that might occur if one does not take responsibility for his/her surroundings?

LITERATURE: Novel: Choose from Grade 5 Novels listed in the Resource Column Theme: Nature Science Literature: Whales (Non-fiction) Reading Headlines, captions, pictures

LITERARY DEVICES: Drawing Conclusions

LITERATURE & LITERARY DEVICES: Identify information that is implicit rather than stated

Adjust reading rate according to purpose for reading Use knowledge of decoding strategies to read unfamiliar words

Maintain a personal reading list to reflect goals and accomplishments

Ask probing questions

Teacher Selected

LITERATURE & LITERARY DEVICES: Practice using a variety of texts to draw conclusions Discuss how symbolism plays a role in stories and use graphic organizers to differentiate between symbols and what they mean in stories Complete story map identifying all literary elements worked on this year

WRITING: Create stories, essays, poems and reports focusing on descriptive writing

ELA1-K1-1A [2004] ELA1-K1-1B [2004] ELA1-K1-1C [2004] ELA1-K1-1D [2004] ELA1-K1-1E [2004] ELA1-K1-1F [2004] ELA2-K1-1A [2004] ELA2-K1-1B [2004] ELA2-K1-1C [2004] ELA2-K1-1D [2004] ELA2-K1-1E

Scott Foresman Unit 2 Reading Selections

"The Diver and the Dolphins"

"The Fury of a Hurricane"

"Dwaina Brooks"

"Everglades"

"Missing Links"

Audio tapes from literature

Leveled Readers

Scott Foresman Student Practice Book

Scott Foresman Grammar Book

Scott Foresman End of the Unit Benchmark

Scott Foresman Grammar and Writing Workbook Leveled Practice and Test Link in TerraNova Format Intervention Handbook for

What can one do to influence others to take care of their surroundings?

ELA PREPARATION: How can the use of newly-learned vocabulary help to make our reading and writing stronger?

VOCABULARY: How can the use of newly-learned vocabulary help to make our reading and writing stronger?

EDITING AND REVISION: Why is editing and revising important for writers? How can one continue to use editing and revising skills to further aid in writing and increasing rubric scores?

PORTFOLIO: Why are portfolios important for young writers? In what ways can peers help each other expand as authors?

Symbolism Review of all literary devices

WRITING: DESCRIPTIVE WRITING Teacher models sentence fluency showing the writer how to add vivid details to make sentences and ideas clear to the reader

Teacher reviews figurative language to further enhance student descriptions Practice writing that focuses on a catchy beginning statement to invite the reader into one's essay Organization Practice concluding paragraphS that leaves the reader able to paint a mental picture Continue the use of RAFT paragraphs

REQUIRED ELA PRACTICE: NYS ELA Student Workbook Practice for Unit 2: Reading and Writing Task, Listening and Writing Task, and Independent Essay Listening Passages: "Japanese Gardening in Winter" & "The Art of Bonsai" R&W Passages: "Save Your Trash!" & "Making Snow"

Effectively use details in literature to think beyond the text Identify author's purpose of using symbolism Recognize how authors use literary devices to create meaning Review literary devices throughout school year Participate in group discussions on a variety of topics Connect a personal response to literature to prior experience or knowledge Analyze an event or issue by using role play as a strategy

WRITING: Review the use of five senses in students' writing to enhance descriptive language Use the writing process effectively Utilize a variety of pre-writing strategies Adapt an organizational format appropriate for task that describes different aspects of the main subject State a main idea and support it with ample details and examples

Descriptive essays incorporating: Vivd details to make sentences come alive Use of various types of figurative language Intriguing introduction Organization within paragraphs Concluding paragraph leaving the reader able to visualize the story in his/her mind

ELA PRACTICE: Selection tests in Scott Foresman Unit 2 Multiple choice reading comprehension quizzes and exams Listening Task using X notes and answering short answer questions from Unit 2 Independent essay designed by Scott Foresman

Fill in the blanks Matching tests Create a multiple choice test Cloze essays Create questions for class to answer using RAFT paragraphs based on story read in class Create a time calendar using important events in novel

Make grammar worksheet focusing on correcting commas, quotations and other grammatical errors

Timeline Comic Strip Independent Book Report

VOCABULARY: Spelling & vocabulary assessment through test format &/or written assignments EDITING & REVISING:

[2004] ELA3-K1-1C [2004] ELA3-K1-1D [2004] ELA4-K1-1A [2004] ELA4-K1-1B [2004] ELA3-K2-2D [2004] ELA4-K1-1C [2004] ELA1-K2-2A [2004] ELA1-K2-2C [2004] ELA1-K2-2D [2004] ELA1-K2-2F [2004] ELA1-K2-2G [2004] ELA3-K2-2A [2004] ELA4-K2-2C [2004]

Reading Success Collection for Readers Phonics Workbook Grade 5 Rubrics: Reading & Writing Listening & Writing Independent Writing Writing Mechanics

Daily Language Workouts

Before-During-After Reading Strategies Tip Sheet Various graphic organizers Magazines Descriptive writing words sheet Figurative language review sheet

Teacher-selected poetry Organizer for descriptive writing Five senses word sheet Select literature based on personal needs and interests and engage in enjoyable independent silent reading for extended periods of time Word processing skills

Appropriate Websites:

Interactive Proofreading: http://www.eduplace .com/kids/hme/k_5/ proofread/proof.htm Descriptive Writing: http://teacher. scholastic.com/ writewit/diary/ Desriptive Writing Prompts http://wizard.hprtec. org/builder/worksheet .php3?ID=1309 Intro to details: http://www.geocitie s.com/fifth_grade_ tpes/snow_details_1.html

Reading, Writing, Listening, & Speaking Activities online:

Unit and End-of-Year Skills Tests Workbook for Unit 2 (Multiple Choice Reading Comprehension and Writing/ Grammar Practice) Review ELA listening X note strategies Review test taking strategies Continue using ICE in ELA responses and other forms of writing VOCABULARY: Grade appropriate vocabulary in context of stories EDITING & REVISING SKILLS: punctuation, spelling, grammar and capitalization Review all forms of nouns: plural, proper, possesive, irregular and regular Commas in a series, Direct Address and Appositives *Tricky comma usage Set off dialogue in a direct quotation Separate the name of a person spoken to from the rest of sentence Quotations and Quotation Marks PORTFOLIO: Completed portfolio

Provide a variety of literary devices such as simile, metaphor, onomatopoeia and personification Establish consistent point of view in writing Understand and use writing for a variety of purposes on various topics Spell a large body of words accurately & quickly when writing

Use legible print and/or cursive writing

Establish a constant flow in writing

Determine intended audience before writing

Employ appropriate tone and language Turn the ordinary subject into an extraordinary experience Write on a wide variety of topics that call for descriptive writing

Analyze the impact of an event, or issue from personal and peer group perspectives Use information and other subject areas and personal experiences to form and express opinions Develop a personal voice that enables the reader to get to know the writer

Oral and written spelling tests Rubric scoring on mechanics for extended written peices Editing and revising self & peer's work

Exercise to master: All forms of nouns Commas in a series, Direct Address and Appositives Using quotations to set off a quote (teacher-created assessments or from Scott Foresman)

PORTFOLIO: Based on evaluation rubric. Scores reflect student growth and improvement as both a self- and peer-editor.

http://www .internet4cl assrooms.co m/skills_5th_ lang.htm

Scott Foresman Website for teachers &/or students http://www. sfreading. com/

ADDITIONAL NOVEL SELECTIONS FOR INSTRUCTION/INDEPENDENT READING/LITERATURE CIRCLES Anastasia Krupnik Beetles, Lightly Toasted Ben and Me The BFG Kaddie Woodlawn The Cay Dear Mr. Henshaw Freaky Friday From the Mixed Up Files of Mrs. Basil E. Frankweiler George's Marvelous Medicine Harry Potter and the Sorcerer's Stone If You Traveled West in A Covered Wagon Island of the Blue Dolphins Jump Ship to Freedom Matilda Morning Girl Mr. Popper's Penguins On My Honor Pedro's Journal The Pinballs Printed Whales Stealing Home: The Story of Jackie Robinson The Witches The Twits Sarah Plain and Tall Portfolio: Guidelines Rubric Reflections: self, peer, parent, teacher

ELA PRACTICE: Utilize multiple choice strategies effectively and independently Respond to writing prompts that require listening for an extended amount of time Use strategies such as note taking, mapping or webbing to plan and organize writing Connect new information to prior knowledge and experience Recognize the perspective of others to analyze literature Understand how ICE helps to give greater detail in answering ELA questions Create longer writings using ICE for extra support

VOCABULARY: Employ context clues in comprehending and retaining new vocabulary Make use of fresh and varied vocabulary Use precise vocabulary in writing

EDITING AND REVISION:

Review writing independently, with peers, & teacher for organization, ideas, grammar, punctuation, capitalization, & spelling Offer feedback to others in a respectful & responsive manner Review all forms of nouns, differentiating between regular and irregular, plural and possessive Model how commas are used in writing Teach proper technique of using quotations Observe the rules of punctuation, capitalization and spelling Use dictionaries and thesaurus

PORTFOLIO: Select pieces to revise and edit Self-and peer-reflect upon pieces Conference with teacher and/or peer Finalize pieces for placement in portfolio Finalize portfolio for display at Learning Fair and final critique

Key to Standards used in this Map

ELA1-K1-1A [2004] [4 occurences] - ELA Standard 1 - Key Idea 1 [Listening and Reading] - Performance Indicator 1A - gather and interpret information from childrens reference books, magazines, textbooks, electronic bulletin boards, audio and media presentations, oral interviews, and from such forms as charts, graphs, maps, and diagrams. [Elementary]

ELA1-K1-1B [2004] [4 occurences] - ELA Standard 1 - Key Idea 1 [Listening and Reading] - Performance Indicator 1B - select information appropriate to the purpose of their investigation and relate ideas from one text to another. [Elementary]

ELA1-K1-1C [2004] [5 occurences] - ELA Standard 1 - Key Idea 1 [Listening and Reading] - Performance Indicator 1C - select and use strategies they have been taught for notetaking, organizing, and categorizing information. [Elementary]

ELA1-K1-1D [2004] [5 occurences] - ELA Standard 1 - Key Idea 1 [Listening and Reading] - Performance Indicator 1D - ask specific questions to clarify and extend meaning. [Elementary]

ELA1-K1-1E [2004] [6 occurences] - ELA Standard 1 - Key Idea 1 [Listening and Reading] - Performance Indicator 1E - make appropriate and effective use of strategies to construct meaning from print, such as prior knowledge about a subject, structural and context clues, and an understanding of letter-sound relationships to decode difficult words. [Elementary]

ELA1-K1-1F [2004] [5 occurences] - ELA Standard 1 - Key Idea 1 [Listening and Reading] - Performance Indicator 1F - support inferences about information and ideas with reference to text features, such as vocabulary and organizational patterns. [Elementary]

ELA1-K2-2A [2004] [5 occurences] - ELA Standard 1 - Key Idea 2 [Speaking and Writing] - Performance Indicator 2A - present information clearly in a variety of oral and written forms such as summaries, paraphrases, brief reports, stories, posters, and charts. [Elementary]

ELA1-K2-2B [2004] [3 occurences] - ELA Standard 1 - Key Idea 2 [Speaking and Writing] - Performance Indicator 2B - select a focus, organization, and point of view for oral and written presentations. [Elementary]

ELA1-K2-2C [2004] [4 occurences] - ELA Standard 1 - Key Idea 2 [Speaking and Writing] - Performance Indicator 2C - use a few traditional structures for conveying information such as chronological order, cause and effect, and similarity and difference. [Elementary]

ELA1-K2-2D [2004] [6 occurences] - ELA Standard 1 - Key Idea 2 [Speaking and Writing] - Performance Indicator 2D - use details, examples, anecdotes, or personal experiences to explain or clarify information. [Elementary]

ELA1-K2-2E [2004] [3 occurences] - ELA Standard 1 - Key Idea 2 [Speaking and Writing] - Performance Indicator 2E - include relevant information and exclude extraneous material. [Elementary]

ELA1-K2-2F [2004] [6 occurences] - ELA Standard 1 - Key Idea 2 [Speaking and Writing] - Performance Indicator 2F - use the process of pre-writing, drafting, revising, and proofreading (the writing process') to produce well-constructed informational texts. [Elementary]

ELA1-K2-2G [2004] [6 occurences] - ELA Standard 1 - Key Idea 2 [Speaking and Writing] - Performance Indicator 2G - observe basic writing conventions, such as correct spelling, punctuation, and capitalization, as well as sentence and paragraph structures appropriate to written forms. [Elementary]

ELA2-K1-1A [2004] [4 occurences] - ELA Standard 2 - Key Idea 1 [Listening and Reading] - Performance Indicator 1A - read a variety of literature of different genres: picture books; poems; articles and stories from childrens magazines; fables, myths and legends; songs, plays and media productions; and works of fiction and nonfiction intended for young readers. [Elementary]

ELA2-K1-1B [2004] [4 occurences] - ELA Standard 2 - Key Idea 1 [Listening and Reading] - Performance Indicator 1B - recognize some features that distinguish the genres and use those features to aid comprehension. [Elementary]

ELA2-K1-1C [2004] [6 occurences] - ELA Standard 2 - Key Idea 1 [Listening and Reading] - Performance Indicator 1C - understand the literary elements of setting, character, plot, theme, and point of view and compare those features to other works and to their own lives. [Elementary]

ELA2-K1-1D [2004] [5 occurences] - ELA Standard 2 - Key Idea 1 [Listening and Reading] - Performance Indicator 1D - use inference and deduction to understand the text. [Elementary]

ELA2-K1-1E [2004] [3 occurences] - ELA Standard 2 - Key Idea 1 [Listening and Reading] - Performance Indicator 1E - read aloud accurately and fluently, using phonics and context cues to determine pronunciation and meaning. [Elementary]

ELA2-K1-1F [2004] [3 occurences] - ELA Standard 2 - Key Idea 1 [Listening and Reading] - Performance Indicator 1F - evaluate literary merit. [Elementary]

ELA2-K2-2A [2004] [2 occurences] - ELA Standard 2 - Key Idea 2 [Speaking and Writing] - Performance Indicator 2A - present personal responses to literature that make reference to the plot, characters, ideas, vocabulary, and text structure. [Elementary]

ELA2-K2-2B [2004] [2 occurences] - ELA Standard 2 - Key Idea 2 [Speaking and Writing] - Performance Indicator 2B - explain the meaning of literary works with some attention to meanings beyond the literal level. [Elementary]

ELA2-K2-2C [2004] [2 occurences] - ELA Standard 2 - Key Idea 2 [Speaking and Writing] - Performance Indicator 2C - create their own stories, poems, and songs using the elements of the literature they have read and appropriate vocabulary. [Elementary]

ELA2-K2-2D [2004] [2 occurences] - ELA Standard 2 - Key Idea 2 [Speaking and Writing] - Performance Indicator 2D - observe the conventions of grammar and usage, spelling, and punctuation. [Elementary]

ELA3-K1-1A [2004] [4 occurences] - ELA Standard 3 - Key Idea 1 [Listening and Reading] - Performance Indicator 1A - read and form opinions about a variety of literary and informational texts and presentations, as well as persuasive texts such as advertisements, commercials, and letters to the editor. [Elementary]

ELA3-K1-1B [2004] [2 occurences] - ELA Standard 3 - Key Idea 1 [Listening and Reading] - Performance Indicator 1B - make decisions about the quality and dependability of texts and experiences based on some criteria, such as the attractiveness of the illustrations and appeal of the characters in a picture book, or the logic and believability of the claims made in an advertisement. [Elementary]

ELA3-K1-1C [2004] [6 occurences] - ELA Standard 3 - Key Idea 1 [Listening and Reading] - Performance Indicator 1C - recognize that the criteria that one uses to analyze and evaluate anything depend on ones point of view and purpose for the analysis. [Elementary]

ELA3-K1-1D [2004] [3 occurences] - ELA Standard 3 - Key Idea 1 [Listening and Reading] - Performance Indicator 1D - evaluate their own strategies for reading and listening critically (such as recognizing bias or false claims, and understanding the difference between fact and opinion) and adjust those strategies to understand the experience more fully. [Elementary]

ELA3-K2-2A [2004] [5 occurences] - ELA Standard 3 - Key Idea 2 [Speaking and Writing] - Performance Indicator 2A - express opinions (in such forms as oral and written reviews, letters to the editor, essays, or persuasive speeches) about events, books, issues, and experiences, supporting their opinions with some evidence. [Elementary]

ELA3-K2-2B [2004] [1 occurence] - ELA Standard 3 - Key Idea 2 [Speaking and Writing] - Performance Indicator 2B - present arguments for certain views or actions with reference to specific criteria that support the argument (E.g., an argument to purchase a particular piece of playground equipment might be based on the criteria of safety, appeal to children, durability, and low cost.). [Elementary]

ELA3-K2-2C [2004] [3 occurences] - ELA Standard 3 - Key Idea 2 [Speaking and Writing] - Performance Indicator 2C - monitor and adjust their own oral and written presentations to meet criteria for competent performance (E.g., in writing, the criteria might include development of position, organization, appropriate vocabulary, mechanics, and neatness. In speaking, the criteria might include good content, effective delivery, diction, posture, poise, and eye contact.). [Elementary]

ELA3-K2-2D [2004] [4 occurences] - ELA Standard 3 - Key Idea 2 [Speaking and Writing] - Performance Indicator 2D - use effective vocabulary and follow the rules of grammar, usage, spelling, and punctuation in persuasive writing. [Elementary]

ELA4-K1-1A [2004] [4 occurences] - ELA Standard 4 - Key Idea 1 [Listening and Speaking] - Performance Indicator 1A - listen attentively and recognize when it is appropriate for them to speak. [Elementary]

ELA4-K1-1B [2004] [5 occurences] - ELA Standard 4 - Key Idea 1 [Listening and Speaking] - Performance Indicator 1B - take turns speaking and respond to others ideas in conversations on familiar topics. [Elementary]

ELA4-K1-1C [2004] [6 occurences] - ELA Standard 4 - Key Idea 1 [Listening and Speaking] - Performance Indicator 1C - recognize the kind of interaction appropriate for different circumstances, such as story hour, group discussions, and one-on-one conversations. [Elementary]

ELA4-K2-2A [2004] [2 occurences] - ELA Standard 4 - Key Idea 2 [Reading and Writing] - Performance Indicator 2A - exchange friendly notes, cards, and letters with friends, relatives, and pen pals to keep in touch and to commemorate special occasions. [Elementary]

ELA4-K2-2B [2004] [2 occurences] - ELA Standard 4 - Key Idea 2 [Reading and Writing] - Performance Indicator 2B - adjust their vocabulary and style to take into account the nature of the relationship and the knowledge and interests of the person receiving the message. [Elementary]

ELA4-K2-2C [2004] [4 occurences] - ELA Standard 4 - Key Idea 2 [Reading and Writing] - Performance Indicator 2C - read and discuss published letters, diaries, and journals to learn the conventions of social writing. [Elementary]