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FORT SMITH SCHOOLS – GRADE 5 Curriculum: Literacy & Integrated Content M2 – WEEK 1 READING WORKSHOP: WHOLE GROUP LESSONS

COMMON CORE STATE STANDARDS OBJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS MATERIALS, EXAMPLES

AND EXPLANATIONS ASSESSMENTSComprehension Comprehension/

FluencyJ – L 4

Skill:Sequence of

Events

Strategy: Monitor/Clarify

Genre: Narrative Nonfict ion/

Poetry

Read AloudJ – L 4

“Learning the Ropes” T232-T233

Target Skill: Sequence of Events Projectable 4.1 (Model Oral Fluency) CLLG: p. 47 Target Vocabulary T233

Main Selection“Double Dutch”

T240-T250Genre: Narrative

Nonfiction CLLG: p. 46 Introduce: Sequence of Events; Monitor/Clarify T238-T239 Projectable 4.2 (Sequence of Events; Monitor/Clarify) PB: p. 37 Projectables 4.3a, 4.3b (Flow Chart: Sequence of Events) Stop & Think T245, T247, T249 Deepen Comprehension: Infer Sequence of Events T256-T257 Projectable 4.4 (Flow Chart: Infer Sequence of Events) PB: p. 38 AL: sequence of events, monitor, clarify,

(OPTIONAL)T274 Weekly

Test4.4-4.5

Main CC StandardsCC.RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

I will determine the main idea of a text and explain how it is supported by key details.I will summarize a piece of informational text.

Summarize CT: Book 5, Lesson 19, p. 56; Lesson 21, p. 56STW: p. 166 (T)NRP: p. 90-91, 124

CC.RI.5.6 Analyze m u lti p le acc o un ts of the same event or topic, noting important similarities and differences in the point of view they represent.

(The rigor of this standard is not addressed in this Journeys lesson.)

I will analyze two or more accounts of the same event or topic while noting similarities and differences.

Analyze Similarities Differences

STW: p.169-171

Embedded CC StandardsCC.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

I will explain relationships between individuals, events, ideas, or concepts from an informational text and use the text to support my explanation.

ExplainSpecific

STW-2: p. 171-178, 210

Module 2 - 1

FORT SMITH SCHOOLS – GRADE 5 Curriculum: Literacy & Integrated Content M2 – WEEK 1 chronological order, infer

Connect To“Score!”

T252-T255Genre: Poetry

MC: T255 CLLG: p. 47

Vocabulary Targeted Vocabulary &

StrategiesJ – L 4

STRATEGY: Suffixes –ion, -tion

WORD CARDS Cards 31-40

TARGET VOCABULARY:

competition, identical, routine, element, intimidated, unison, recite, qualifying, uniform, mastered

Weekly Plan T 226-T227J – L 4

Introduce VocabularyT234-T235

Develop Background“Learning the Ropes”

T232-T233“What is Double Dutch?”

T236-T237

Vocabulary StrategiesT260-T261

Suffixes –ion, -tion Projectable 4.5 (Suffixes -ion, -tion) PB: p. 39 AL: suffix


TestTarget

Vocabulary Suffixes –ion, -

tion4.2-4.3

CC.L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.CC.L.5.4bUse common, grade‐appropriate Gr ee k a n d L atin affix e s a n d r oo ts as clues to the meaning of a word (e.g., photograph, photosynthesis).

(The rigor of this standard is not addressed in this Journeys lesson.

I will use common Greek and Latin affixes and roots to determine word meanings.

Affixes http://dictionary.reference.com/WTW: p.253 & 265, Greek and Latin rootsBWLWJ: Chapter 7

CC.L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.CC.L.5.5c Use the relationship between particular words (e.g., syno n yms, ant o ny m s, ho m o gr a p hs ) to better understand each of the words.


I will use relationships between words to better understand the meaning of each individual word.

SynonymAntonym

Homograph

http://www.readwritethink.org/http://www.readworks.org/GRW: (figurative language)WP: p. 45 (figurative language)LC: Book 6, Lesson 13, p. 175

CC.L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

I will use words and phrases that I learn through listening and reading, especially words related to fifth grade topics.

ContrastLogical

relationships

BWLMI: p. 90WTW: Chapters 7, 8, 9

Spelling (OPTIONAL)

Module 2 - 2

http://www.readworks.org/

http://www.readwritethink.org/

http://dictionary.reference.com/

FORT SMITH SCHOOLS – GRADE 5 Curriculum: Literacy & Integrated Content M2 – WEEK 1 Decoding and

SpellingJ – L 8

Homophones

Spelling:Homophones

Decoding T187J – L 8

Detailed Spelling PlanT192-T193

Day 1: Teach the Principle/Pretest

PB: p. 88Day 2: Word SortPB: p. 89Day 3: Word FamiliesDay 4: Connect to WritingPB: p. 90Day 5: Spelling

Assessment

T202 Weekly Decoding Test

8.10-8.11

(OPTIONAL)T193 Spelling Assessment

Refer to FSPS Ongoing CCSS Grade 5 for CC.RF.5.3a and CC.L.5.2e when teaching spelling.

WRITING WORKSHOP: WHOLE GROUP LESSONSCOMMON CORE STATE STANDARDS OBJECTIVE ESSENTIAL

VOCABULARY RESOURCES LESSON FOCUS MATERIALS, EXAMPLES AND EXPLANATIONS ASSESSMENTS

Grammar FSPS Grammar Focus

Prepositions

Refer to J – L 18CC.L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.5.1a Explain the function of conjunctions, p r e p o siti o n s , and interjections in general and their function in particular sentences.


I will explain the function of prepositions in particular sentences.

PrepositionsFunction

http://languagearts.pppst.com/index.htmlMM2-3MM4-5MIEE

Writing Teacher may differentiate activities according to the class needs in order to teach the weekly writing components

and standards.

Refer to FSPS Narrative Writing Criteria A.

Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the specific criteria specified by CC.W.5.2, CC.W.5.2a, CC.W.5.2.b, CC.W.5.2d, CC.W.5.2.e. Use for Weeks 2 & 3.

Refer to Journeys

Lessons 2

Narrative Writing Focus:

(Narrative Description)

*EssaysCC.W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.CC.W.5.2a Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

(Refer to FSPS Narrative Writing Criteria A)

I will introduce a topic clearly, provide a general observation and focus, and group information logically.I will include formatting such as headings,

Transitional Topic

ObservationFocus

LogicallyHeadings

IllustrationsMultimedia

NCL: p. 59, 60, 62, 76, 86, 95NCL: Appendix P(T)Is That a Fact?: p. 52 (T)

Module 2 - 3

FORT SMITH SCHOOLS – GRADE 5 Curriculum: Literacy & Integrated Content M2 – WEEK 1 illustrations, and multimedia when useful.

CC.W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.CC.W.5.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

I will use concrete words and phrases and sensory details to convey experiences and events.

Concrete detailsDefinitions

FactsQuotations

Is That a Fact?NCL: p. 91, 99, 101

CC.W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.CC.W.5.2c Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

I will link ideas within and across categories using words, phrases, and clauses such as in contrast or especially.

CategoriesPhrasesClauses

NCLIs That a Fact?

CC.W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.CC.W.5.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.

I will use precise language and domain-specific vocabulary to tell about a topic.

PreciseDomain-specific

Is That a Fact?NCL: p. 96, 97

CC.W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.CC.W.5.2e Provide a concluding statement or sections related to the information or explanation presented.

I will provide a concluding statement or section when writing.

Concluding statementSection

NCLIs That a Fact?

Module 2 - 4

FORT SMITH SCHOOLS – GRADE 5 Curriculum: Literacy & Integrated Content M2 – WEEK 2READING WORKSHOP: WHOLE GROUP LESSONS


AND EXPLANATIONS ASSESSMENTSComprehension: Extended Text Study

Teacher Selected Materials for Extended Text Study(Integrate Poetry)

Teacher may choose standards that best match the extended text study genre. Suggested Comprehension strategies & skills: Story Structure & Comparisons Refer to FSPS Extended Text Study Criteria Refer to FSPS Vocabulary Instruction Guidelines K-6

RL.5.2RL.5.3RL.5.5

(PARCC 5A.1 PBA

Spelling Decoding and SpellingJ – L 9

Compound Words

Spelling:Compound Words

Decoding T259:

J – L 9

Detailed Spelling Plan T264-T265

Day 1: Teach the Principle/PretestPB: p. 100

Day 2: Word SortPB: p. 101

Day 3: Word FamiliesDay 4: Connect to Writing

PB: p. 102Day 5: Spelling

Assessment


Decoding Test9.6-9.7





Module 2 - 5

FORT SMITH SCHOOLS – GRADE 5 Curriculum: Literacy & Integrated Content M2 – WEEK 2Grammar FSPS Grammar

Focus: Refer to J – L 18

Teacher Selected Materials for Grammar Study Teacher may differentiate activities according to the class needs in order to teach the weekly grammar

components and standards.

Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the specific criteria specified by CC.L.5.1, CC.L.5.1a.

Prepositions

CC.L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.5.1a Explain the function of conjunctions, p r e p o siti o n s , and interjections in general and their function in particular sentences.

I will explain the function of prepositions in general and in specific sentences.

Prepositions http://languagearts.pppst.com/index.htmlMM2-3MM4-5MIEE

Writing Refer to Journeys

Lessons 2



*Essays

Teacher may differentiate activities according to the class needs in order to teach the weekly writing components and standards.


Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the specific criteria specified by CC.W.5.2, CC.W.5.2a, CC.W.5.2.b, CC.W.5.2d, CC.W.5.2.e and CC.W.5.9. (Refer to Week 1)

Reference FSPS Year at a GlanceEND OF 1ST QUARTER

Module 2 - 6

http://languagearts.pppst.com/index.html


FORT SMITH SCHOOLS – GRADE 5 Curriculum: Literacy & Integrated Content M2 - WEEK 3READING WORKSHOP: WHOLE GROUP LESSONS



Teacher Selected Materials for Extended Text Study(Integrate Poetry)

Teacher may choose standards that best match the extended text study genre. Suggested Comprehension strategies & skills: Author’s Purpose & Visualize Refer to FSPS Extended Text Study Criteria Refer to FSPS Vocabulary Instruction Guidelines K-6

RL.5.2RL.5.3RL.5.5

(PARCC 5A.3 PBA)


Recognizing Schwa + /r/

Sounds

Spelling:Final Schwa + /r/

Sounds

T331 DecodingJ – L 10





PB: p.114Day 5: Spelling

Assessment







Grammar FSPS Grammar Focus:

InterjectionsTeacher Selected Materials for Grammar Study Teacher may differentiate activities according to the class needs in order to teach the weekly grammar


Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the specific criteria specified by CC.L.5.1, CC.L.5.1a.

Module 2 - 7

FORT SMITH SCHOOLS – GRADE 5 Curriculum: Literacy & Integrated Content M2 - WEEK 3CC.L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.5.1a Explain the function of conjunctions, prepositions, and i n t e rj e cti o n s in general and their function in particular sentences.

I will explain the function of interjections in general and in specific sentences.

Interjections http://languagearts.pppst.com/index.htmlMM2-3MM4-5MIEE


Lessons 2



*Essays



Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the specific criteria specified by CC.W.5.2, CC.W.5.2a, CC.W.5.2.b, CC.W.5.2d, CC.W.5.2.e and CC.W.5.9. (Refer to Week 1)

Module 2 - 8






Teacher Selected Materials for Extended Text Study Teacher may choose standards that best match the extended text study genre. Suggested Comprehension strategies & skills: Text Structure & Summarize Refer to FSPS Extended Text Study Criteria Refer to FSPS Vocabulary Instruction Guidelines K-6

RL.5.2RL.5.3RL.5.5

(PARCC 5A.2 PBA)


Vowel Sounds in Stressed Syllables

Spelling:VCCV Pattern

T41 DecodingDetailed Spelling Plan

T46-T47J – L 11

Day 1: Teach the Principle/PretestPB: p.124


Day 3: Word FamiliesDay 4: Connect to

WritingPB: p. 126

Day 5: Spelling Assessment








Commas with Introductory Elements

(Interjections)

Detailed Grammar PlanJ – L 28

T128Day 1: Teach Introductory Words

Projectable 28.6PB: p. 322

Teacher Selected Materials for Grammar

Teacher may differentiate activities according to the class needs in order to teach the weekly grammar components and standards.

Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the specific criteria specified by CC.L.5.2, CC.L.5.2b, CC.L.5.2c.CC.L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L.5.2b Use a comma to separate an

I will use a comma to separate an introductory element

CommaIntroductory

Element

http://grammar.ccc.commnet.edu/grammar/powerpoint.htm

Module 2 - 9

FORT SMITH SCHOOLS – GRADE 5 Curriculum: Literacy & Integrated Content M2 – WEEK 4introductory element from the rest of the sentence.

from the rest of the sentence.

Interjection MITPMM2-3MM4-5

Study

CC.L.5.2 Demonstrate command of the conventions of standard English capitalizations, punctuation, and spelling when writing.CC.L.5.2.c Use a comma to set off the words yes and no (e.g., Yes, thank you.), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).


I will use a comma to set off the words yes and no when they are used as introductory elements in a sentence.

CommaIntroductory

Element

http://grammar.ccc.commnet.edu/grammar/powerpoint.htmMITPMM2-3MM4-5

Writing

Refer to Journeys

Lessons 8-15

Opinion

*Reviews


Refer to FSPS Opinion Writing Criteria E.

Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the specific criteria specified by CC.W.5.1, CC.W.5.1a, CC.W.5.1b, CC.W.5.1c, CC.W.5.1d.CC.W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.CC.W.5.1a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.

Refer to FSPS Opinion Writing Criteria E)

I will introduce a topic or name of a book, state an opinion, and create an organizational structure that supports my purpose.

OpinionOrganizational

structure

NCL: Appendix R (T)LC: Writing Unit 3-5, Lesson, 6, p. 71; Lesson 7, p. 83MM4-5NCL: p. 58-60, 103

CC.W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.CC.W.5.1b Provide logically ordered reasons that are supported by facts and details.

I will provide reasons that are supported by facts and details and ordered logically.

Logically NCL: p. 103NCL: Appendix R (T)WBT: p. 130-146

CC.W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.CC.W.5.1c Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).

I will use words, phrases, and clauses to link opinions and reasons.

PhrasesClauses

NCL: p. 103NCL: Appendix R (T)LC: Book 3,Writing Unit 3-5, Lesson 15, p. 183MM4-5: p.155

CC.W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.CC.W.5.1d Provide a concluding statement or

I will provide a concluding section or statement.

Concluding section

NCL: p. 103NCL: Appendix R (T)LC: Book 3, Writing Unit 3-5,

Module 2 - 10

FORT SMITH SCHOOLS – GRADE 5 Curriculum: Literacy & Integrated Content M2 – WEEK 4section related to the opinion presented. Lesson 16, p. 195

Module 2 - 11



AND EXPLANATIONS ASSESSMENTSComprehension: Research Connections

Teacher Selected Materials for Research Connections Teacher may choose standards that best match the Research Connections genre. Suggested Comprehension strategies & skills: Text and Graphic Features & Analyze/Evaluate Refer to FSPS Research Connections Criteria Refer to FSPS Vocabulary Instruction Guidelines K-6

RI.5.2RI.5.3RI.5.5RI.5.6RI.5.8RI.5.9

(PARCC 5B.1 PBA)Spelling Decoding and

SpellingJ – L 12

Open & Closed Syllables: VCV

Pattern

Spelling: VCV Pattern

Decoding T113Detailed Spelling Plan

J – L 12T118-T119





Assessment





WRITING WORKSHOP: WHOLE GROUP LESSONS


AND EXPLANATIONS ASSESSMENTS


Teacher Selected Materials for Grammar Study


Module 2 - 12

FORT SMITH SCHOOLS – GRADE 5 Curriculum: Literacy & Integrated Content M2 – WEEK 5 Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the specific criteria specified by CC.L.5.1, CC.L.5.2b, CC.L.5.2c.

Commas with Introductory

Elements (Tag Questions)

CC.L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L.5.2b Use a comma to separate an introductory element from the rest of the sentence.

I will use a comma to separate an introductory element from the rest of the sentence.

CommaIntroductory

ElementInterjection


CC.L.5.2 Demonstrate command of the conventions of standard English capitalizations, punctuation, and spelling when writing.CC.L.5.2.c Use a comma to set off the words yes and no (e.g., Yes, thank you.), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).

I will use a comma to set off a tag question from the rest of the sentence.

CommaIntroductory

ElementTag Question



Lessons 6, 23

Informational

(Inform: Cause/Effect)

&

Refer to Journeys

Lessons 8-11, 14-15

Embedded Writing Focus:

Opinion

*Science Articles



Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the specific criteria specified by CC.W.5.1, CC.W.5.1a, CC.W.5.1b, CC.W.5.1c, CC.W.5.1d, CC.W.5.2,CC.W.5.2a, CC.W.5.2b, CC.W.5.2c, CC.W.5.2d, CC.W.5.2e, and CC.W.8. Refer to Weeks 1, 4.

Module 2 - 13



AND EXPLANATIONS ASSESSMENTSComprehension: Research Connections

Teacher Selected Materials for Research Connections Teacher may choose standards that best match the Research Connections genre. Suggested Comprehension strategies & skills: Key Ideas and Details & Cause/Effect Refer to FSPS Research Connections Criteria Refer to FSPS Vocabulary Instruction Guidelines K-6


Recognizing Initial & Medial Digraphs

Spelling:VCCCV Pattern

Decoding T185J – L 13


Day 1: Teach the Principle/PretestPB: p.148




Assessment




CC.RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.CC.RF.5.3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

(Refer to FSPS Ongoing CCSS Grade 5)

I will use my knowledge of letter-sound relationships, syllabication, and roots and affixes to read words I do not know.

SyllabicationRootsAffixes

GRW: Chapters 20 and 22WJ: Chapter 6-7

CC.L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L.5.2e Spell grade-appropriate words correctly, consulting references as needed.

(Refer to FSPS Ongoing CCSS Grade 5)

I will spell grade-appropriate words correctly using a reference when needed.

Reference http://grammar.ccc.commnet.edu/grammar/powerpoint.htmMITPMM2-3MM4-5




Commas with Introductory

Elements(Direct Address)

Detailed Grammar Plan

Refer to J – L 28, Day 2 Only

Day 2: Teach Commas with NamesProjectable 28.7PB: p. 323

Teacher Selected Materials for Grammar Study


Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the specific criteria specified by CC.L.5.2, CC.L.5.2b, CC.L.5.2c.CC.L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L.5.2b Use a comma to separate an introductory element from the rest of the sentence.

I will use a comma to separate an introductory element from the rest of the sentence.

CommaIntroductory

ElementInterjection


CC.L.5.2 Demonstrate command of the conventions of standard English capitalizations, punctuation, and

I will use a comma to indicate direct

CommaIntroductory

http://grammar.ccc.commnet.edu/

Module 2 - 14




FORT SMITH SCHOOLS – GRADE 5 Curriculum: Literacy & Integrated Content M2 – WEEK 6spelling when writing.CC.L.5.2.c Use a comma to set off the words yes and no (e.g., Yes, thank you.), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).

address. ElementDirect Address

grammar/powerpoint.htmMITPMM2-3MM4-5


Lessons 6, 23

Informational

(Inform: Cause/Effect)

&

Refer to Journeys

Lessons 8-11, 14-15

Embedded Writing Focus:

Opinion

*Science Articles



Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the specific criteria specified by CC.W.5.1, CC.W.5.1a, CC.W.5.1b, CC.W.5.1c, CC.W.5.1d, CC.W.5.2,CC.W.5.2a, CC.W.5.2b, CC.W.5.2c, CC.W.5.2d, CC.W.5.2e, and CC.W.8. Refer to Weeks 1 and 4.

Refer to FSPS Year at a GlanceWeek 7: TLI Literacy: Research Simulation Task

Module 2 - 15


COMMON CORE STATESTANDARDS OBJECTIVES ESSENTIAL


Comprehension Comprehension/FluencyJ – L 6

Skill:Compare/Contrast

Strategy: Question

Genre:Informat ional

Text/Myth

Read AloudJ – L 6

“San Padre Island Sea Turtle”T12-T13

Target Skill: Cause & Effect Projectable 6.1 (Model Oral Fluency) CCLG: p. 51 Target Vocabulary T13

Main Selection“Interrupted Journey”

T20-T32Genre: Informational Text CLLG p. 50 Introduce: Cause & Effect; Question T18- T19 Projectable 6.2 (Cause & Effect; Question) PB: p. 61 Projectables 6.3a, 6.3b (Inference Map: Cause & Effect) Stop & Think: T23, T25, T27 Deepen Comprehension: Infer Cause & Effect T-38-39 Projectable 6.4 (Inference Map: Infer Cause & Effect) PB: p. 62 AL: cause, effect, infer

Connect To“Skywoman and Turtle”

(OPTIONAL)T56 Weekly Test

6.5-6.6Main CC Standard

CC.RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

(This standard is only taught in the “Connect To” section (Day 4) of Journeys.

I will integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Integrate STW: p.169-171CT: Book 6, Lesson 22, p. 2GRW: Appendix 34

Embedded CC StandardsCC.RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.


I will determine the main idea of a text and explain how it is supported by key details. I will summarize a piece of informational text.

Summarize CT: Book 5, Lesson 19, p. 56; Lesson 21, p. 56STW: p. 166 (T)NRP: p. 90-91, 124

CC.RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two o r mo re t e xts.

(This standard is the Focus Wall target skill for the week.)


I will compare/contrast the overall structure of events, ideas, concepts, or information in two or more texts.

Compare Contrast Structure

GRW: p. 402-404 (T)

CC.RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.This standard is the Focus Wall target strategy for the week.)


I will analyze two or more accounts of the same event or topic while noting important similarities and differences.

AnalyzeMultiple

Similarities Differences

Point of view

GRW: p. 402-404 (T)

Module 2 - 16

FORT SMITH SCHOOLS – GRADE 5 Curriculum: Literacy & Integrated Content M2 – WEEK 7T34-T37

Genre: Myth MC: T37

CLLG: p. 51Vocabulary Targeted

Vocabulary & Strategies

J – L 6STRATEGY:

Analogies

WORD CARDSCards 91-100

TARGET VOCABULARY:unobserved, resemble, available, particular, detecting, vary, mature, contentment, ferocious, keen

Weekly Plan T298-T299J – L 6

Introduce VocabularyT306-T307

Develop Background“Who Tamed the Cat?”

T304-T305“Saving Wild Cats”

T308-T309

Vocabulary StrategiesAnalogiesT332-T333

Projectable 10.5 (Analogies)

AL: analogy, synonym, antonym


Test10.2-10.3

Target VocabularyAnalogies

CC.L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.CC.L.5.5c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

I will use relationships between words to better understand the meaning of each individual word

SynonymAntonym

Homograph

http://www.readwritethink.org/http://www.readworks.org/GRW: (figurative language)WP: p. 45 (figurative language)LC: Book 6, Lesson 13, p. 175

CC.L.5.6 Acquire and use accurately grade‐appropriate general academic and domain‐ specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

I will use words and phrases that I learn through listening and reading, especially words related to fifth grade topics.

Contrasts Logical relationships

BWLMI: p. 90WTW: Chapters 7, 8, 9

Spelling

Module 2 - 17

FORT SMITH SCHOOLS – GRADE 5 Curriculum: Literacy & Integrated Content M2 – WEEK 7

Review Phonics Skills

Review Spelling Skills




GrammarReview Grammar Skills Teacher may differentiate activities according to the class needs in order to teach the weekly

grammar components and standards.


Lessons 8-15

Opinion

*Posters



Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the specific criteria specified by CC.W.5.1,CC.W.5.1a, CC.W.5.1b, CC.W.5.1c, CC.W.5.1d, and CC.W.8. Refer to Week 4.

Module 2 - 18



AND EXPLANATIONS ASSESSMENTSComprehension

Refer to PARCC Practice Test

Written Expression with Prose Constructed Responses (PCR)

Review all RL & RI Standards

SpellingReview Phonics Skills

Review Spelling SkillsRefer to FSPS Ongoing CCSS Grade 5 for CC.RF.5.3a and CC.L.5.2e when teaching spelling.



GrammarReview Grammar Skills Teacher may differentiate activities according to the class needs in order to teach the weekly grammar


Writing Refer to PARCC Practice Test

Written Expression with Prose Constructed Responses (PCR) *Science Articles


Review all Writing & Language StandardsReference FSPS Year at a GlanceWeek 8 – Review Skills and StrategiesTHANKSGIVING RECESS

Module 2 - 19

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