5th grade: ela curriculum guide the meaning of words and phrases as ... have students switch papers...

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    5th Grade 2nd Nine Weeks May 2016

    5th Grade: ELA Curriculum Guide 2nd Nine Weeks - Weeks 10-12

    Developing Literature READING FOR LITERATURE

    TN State Standards Comments Suggested Resources Power Standards: Week 1 2 RL.5.6 Describe how a narrator's or speaker's point of view influences how events are described. RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. Week 3: During Week 3, teach Narrative Writing skills. Supporting Standards: RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, and poem). L.5.3b Compare and contrast the varieties of English (e.g. dialects, registers) used in stories, dramas, or poems.

    3 Week Break Down:

    2 weeks of Reading Skills

    1 week Writing Skills RL.5.4 & L.5.4

    This standard was taught explicitly in the first three weeks; it should be consistently taught with every text you use


    You can type the text(s) you are using into the Achieve the Core Academic Word Finder and it will give you a list of vocabulary words that are below, on, and above grade level. This tool is great for creating context clues questions for all of your learners or whole group. You will need to set up an account, but it is free.

    One Drive: Check 5th Grade One Drive for all resources (will continually update throughout the year).

    Wonders Workshop Unit 4 Week 1 How Mighty Kate Stopped the Train RL.5.6 Unit 4 Week 2 Wheres Brownie RL.5.6 Wonders Anthology Unit 4 Week 1 Davy Crockett Saves the World RL.5.6 Unit 4 Week 2 A Window Into History RL.5.6 **TCAP Format Weekly Assessment that comes with the Wonders Series has two stories per with the exact same skill: great for weekly use or assessment use Other Literature Stories: Drama Packet: Block 3 Drama (3 Dramas on One Drive) RL.5.5 & RL.5.6 Fairy Tale Stories: have students read a fairy tale and then write a Letter to the Editor from the bad character explaining what actually happened from their POV (See One Drive for example) RL.5.6 (Ex. The True Story of the Three Little Pigs) ReadWorks: The Sheaves poem & questions with figurative language lesson RL.5.2, 5.4, 5.5, 5.6 http://www.readworks.org/passages/sheaves http://www.readworks.org/lessons/grade5/leaf-leaf-autumn-poems/lesson-5 Activity: 30 Second Debates give students a topic, they will pick a side, and debate


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    5th Grade 2nd Nine Weeks May 2016

    L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figurative language, including similes and metaphors, in context. b. Recognize and explain the meaning of common idioms, adages, and proverbs. c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

    Notice words they use during debates to help show point of view

    Figurative Language & Context Clues: Scholastic Context Clues & Figurative Language (google pdf) Jump Starters for Figurative Language (google pdf) Helpful Websites www.eReadingworksheets.com (Organized by Skill) www.k12reader.com (Organized by Skill) www.teacher.depaul.edu/fiction_readings.htm (Fiction Texts) www.readworks.org (Organized by Skill) www.englishworksheetland.com (Organized by Standard) www.betterlesson.com (Pre-made Lessons on All Skills) http://fcrr.org/for-educators/sca_4-5.asp (Graphic Organizers & Activities) www.learningfarm.com ($$) www.AtoZreading.org ($$) http://achievethecore.org/academic-word-finder/ Resources: Evan-Moor Common Core Lessons Reading Literary Text ($$) Evan-Moor Common Core Lesson Reading Informational Text ($$) Newmark Learning Common Core Comprehension Practice at 3 Levels ($$) Newark Common Core Reading Warm-Ups and Test Practice book ($$)

    Ongoing Standards: RL.5.1, RL.5.10


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    5th Grade 2nd Nine Weeks May 2016

    WRITING TN State Standards Comments Suggested Resources

    Power Standards: W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events. Supporting Standards: W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

    Use some of the texts you have read the 1st and 2nd weeks to teach Narrative Writing skills, such as writing from a different POV or continue the story.

    Continue to use Narrative Rubric to hold students to required expectations (use Student-Friendly Rubric).

    Continue to constantly refer to Anchor Charts (ex. Graphic organizer such as FLEE MAP, transition words, etc.). Students need to practice consistency with writing.

    Tips Unpacking the prompt: spend time going over the verbs in the prompt & set up an expectation Graphic Organizer: find a consistent organizer for each type of writing that students practice and use each time they write Ex: FLEE Map (Write From the Beginning) Anchor Charts: create anchor charts for the students to use all year (ex. Transition words, graph organizers, evidence based stems, etc. **See One Drive for full examples) Paraphrase: Students need to practice how to paraphrase. Give them multiple chances to put evidence from texts in their own words. Outlines: Students need to practice first with bulleted outlines. Students will learn how to create events and details to elaborate on the events.

    Activities/Writing Tasks/Resources: www.TNCore.org Narrative Prompts

    Lincoln Writing Prompts

    Use Casey at the Bat from previous weeks to rewrite and create story from different POV.

    Common Core Writing to the Texts Book ($$)

    Book starts with single texts and example prompts for all three types of writing, then moves to multiple texts with example prompts for all three types of writing.

    The Grammar and Writing Book (red book) Writing a Personal Narrative p 232 233 Writing a Story p 238 239 Mini-lessons: Transitions p 66 Show Dont Tell p 78 Support Your Ideas p 90 Use Powerful Verbs p 114 Stick to the Topic p 120 Use Specific Words p 132 Description p 133 Elaboration p 150 Sensory Details p 168

    Ongoing Standards: W.5.5, W.5.6, W.5.7, W.5.8, W.5.9a


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    5th Grade 2nd Nine Weeks May 2016

    LANGUAGE TN State Standards Comments Suggested Resources

    Power Standards: L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style Supporting Standards: L.5.2a-e Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation to separate items in a series.* b. Use a comma to separate an introductory element from the rest of the sentence. 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?). d. Use underlining, quotation marks, or italics to indicate titles of works. e. Spell grade-appropriate words correctly, consulting references as needed. Ongoing Standards: L.5.6

    Tips: 1. When reading texts in ELA time, have students pull out sentences that use commas correctly and have them give the rule or identify a particular tense or sentence type. 2. Have students write sentences from texts you are reading, leaving out the commas or changing the verb tense or cause the sentence to become a run-on or fragment. Have students switch papers and practice correcting the sent


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