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

Website:

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 – Where’s 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

http://www.readworks.org/passages/sheaves

http://www.readworks.org/lessons/grade5/leaf-leaf-autumn-poems/lesson-5

http://www.readworks.org/lessons/grade5/leaf-leaf-autumn-poems/lesson-5

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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

http://www.ereadingworksheets.com/

http://www.k12reader.com/

http://www.teacher.depaul.edu/fiction_readings.htm

http://www.readworks.org/

http://www.englishworksheetland.com/

http://www.betterlesson.com/

http://fcrr.org/for-educators/sca_4-5.asp

http://www.learningfarm.com/

http://www.atozreading.org/

http://achievethecore.org/academic-word-finder/

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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 Don’t 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

http://www.tncore.org/

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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 sentences.

The Grammar and Writing Book (red book) Lesson 3 – 4: Independent & Dependent Clauses; Compound & Complex Sentences

Websites www.englishworksheetsland.com – great for all language standards Let's Eat Grandma! How Command of the Comma Saves Lives (www.teacherspayteachers.com ) Comma Task Cards (Proteacher-join for free) Google “Combining Sentences Mini Lessons and Practice” (pdf) “S-t-r-e-t-c-h It Out” Mailbox WS Literature: Eats, Shoots & Leaves: Why, Commas Really Do Make a Difference! By Lynn Truss Punctuation Takes a Vacation by Robin Pulver Brainpop: “Clauses” video with activity worksheet https://www.youtube.com/watch?v=s3h42RWnCB0 (Comma Song-Grammar Rock)

SPEAKING AND LISTENING TN State Standards Comments Suggested Resources

Power Standards: SL.5.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

Continue to consistently model your thinking aloud.

Each time you go over a comprehension question, model how you analyze the question and the answers, model how you look for evidence, etc.

Accountable Talk Toolkit: Located in the 5th grade One Drive Peer Reviewing & Discussing of Essays: Have students partner, read each other’s essays, fill out peer-review form, and then discuss with each other; students can make changes and re-write afterwards.

http://www.englishworksheetsland.com/

http://www.teacherspayteachers.com/

https://www.youtube.com/watch?v=s3h42RWnCB0

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Have students do the same with each other: model their thinking, analyzing, answer choices, and search for evidence.

Spoken Summaries: Give your students time after you read to turn with a partner and discuss the texts or give a quick verbal summary; have partner suggest important things they missed or unimportant items they included; discuss whole group afterwards. Post-It Notes: Allow students to prepare their answers to comprehension questions and write answers down on post-it notes before they have to share in front of the class. This will help students feel prepared and begin teaching them how to feel comfortable sharing their thoughts.

READING FOUNDATIONAL SKILLS TN State Standards Comments Suggested Resources

Ongoing Standards: RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words RF.5.4 Read with sufficient accuracy and fluency to support comprehension

It is so important that students are given opportunities to read aloud with other and get feedback.

Fluency

Give students weekly or monthly fluency passages to read with their parents at home (can use passages from Wonders Reading Workbook).

Six Syllable Types

closed, open, vowel team, long vowel silent-e, r controlled, and consonant –le

teach these to help students decode multisyllabic words on or above grade level

Resources

95% Program

Orton-Gillingham

your school’s Tier 3 program

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Developing Informational READING FOR INFORMATION

TN State Standards Comments Suggested Resources Power Standards: Week 1 RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, and problem/solution) of events, ideas, concepts, or information in two or more texts. RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. Week 2 RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. Week 3 Use the standards above, RI.5.5, RI.5.7, & RI.5.9, to teach Informational Writing skills. Supporting Standards: RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. 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.

3 Week Break Down:


1 week Writing Skills RI.5.5 The standard says to “compare and contrast overall structure of information in two or more texts”, therefore questions will not simply ask “What is the text structure of ________?”. The questions will ask about differences and similarities in text structure from paragraph to paragraph or text to text. RI.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.

Website:



Wonders TCAP Format Weekly Assessment RI 5.5 – Unit 5 Week 3 “Marvels of Engineering” paired with another non-fiction text about Eiffel Tower, compare the text structures RI 5.5, RI 5.7, & RI 5.9 – Unit 2 Week 1 “Compromise” paired with Social Studies texts about the compromises pre-Civil War Text Structure www.englishworksheetland.com is a great resource to introduce the different types of text structure

Use ANY informational texts you are currently reading to teach text structure; compare texts and paragraphs within texts.

Teacher Pay Teacher Text Structure Task Cards by Teaching With a Mountain View Grade 5 Common Core Assessments: Integrate Texts RI 5.9 by Literacy and Math Ideas *Common Core Grade 5: Integrate Texts RI.5.9 Practice by Literacy and Math Ideas (integrates SS Standards about Dust Bowl) Greek and Latin Affixes and Roots Wonders Workshop: Unit 1 Week 4 - Greek Roots Unit 1 Week 5 and Unit 2 Week 1- Greek and Latin Prefixes Unit 2 Week 3 and Unit 4 Week 1- Greek and Latin Suffixes


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

Helpful Websites www.eReadingworksheets.com (Organized by Skill) www.k12reader.com (Organized by Skill) www.teacher.depaul.edu/nonfiction_readings.htm (Fiction Texts) www.readworks.org (Organized by Skill) www.englishworksheetlands.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.readwritethink.org (Lesson Plans) 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: RI.5.1, RI.5.10


Power Standards: W.5.2a-e Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g.,

Informational Writing: Use Social Studies or Science topic and texts to teach this style of writing; create a prompt from texts you are already using to teach informational style.

Begin by reviewing the Informational Writing Rubric from the state. It is important to set the expectations for where students are aiming.

Activities/ tasks/ writing prompts: www.TNCore.org Informational Options

Ants

Space Debris

Taste

Earthquakes **use Social Studies texts that you currently reading to create an informational prompt.



http://www.teacher.depaul.edu/nonfiction_readings.htm


http://www.englishworksheetlands.com/



http://www.readwritethink.org/





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headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented. 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. Ongoing Standards: W.5.5, W.5.6, W.5.7, W.5.8, W.5.9

“Student-Friendly” Informational Rubric on One Drive

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: POW TIDELL) 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.

Writing Prompt

“Marvels of Engineering” and “Eiffel Tower” texts to write a compare & contrast essay

Common Core Writing to the Texts Book ($$)


Brainpop “Five Paragraph Essay” video and activity worksheet “Paraphrasing” video and activity worksheet


Power Standards: L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

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

The Grammar and Writing Book (red book)

Lesson 8 – 14: Verbs

Lesson 15: Prepositions & Prepositional Phrases

Lesson 3 – 4: Complex & Compound Sentences

Lesson 30: Punctuation (Titles)

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b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. c. Use verb tense to convey various times, sequences, states, and conditions. d. Recognize and correct inappropriate shifts in verb tense. e. Use correlative conjunctions (e.g., either/or, neither/nor). Supporting Standards L.5.2a-c 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?). 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 Ongoing Standards: L.5.6

run-on or fragment. Have students switch papers and practice correcting the sentences.

Websites www.englishworksheetsland.com – great for all language standards http://www.mrshatzi.com/files/punctuating-titles.pdf http://web.cn.edu/kwheeler/documents/punctuating_titles_chart.pdf Comma Task Cards (Proteacher-join for free) Teacher Pay Teacher Punctuating and Capitalizing Titles {Common Core Supplement (L.5.2d)} Let's Eat Grandma! How Command of the Comma Saves Lives Literature: Eats, Shoots & Leaves: Why, Commas Really Do Make a Difference! By Lynn Truss Brainpop: “Clauses” video with activity worksheet


http://www.mrshatzi.com/files/punctuating-titles.pdf

http://www.mrshatzi.com/files/punctuating-titles.pdf

http://web.cn.edu/kwheeler/documents/punctuating_titles_chart.pdf

http://web.cn.edu/kwheeler/documents/punctuating_titles_chart.pdf

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Power Standards: SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.




Accountable Talk Toolkit: Located in the 5th grade One Drive Peer Reviewing & Discussing of Essays: Have students partner, read each other’s essays, fill out peer-review form, and then discuss with each other; students can make changes and re-write afterwards. Spoken Summaries: Give your students time after you read to turn with a partner and discuss the texts or give a quick verbal summary; have partner suggest important things they missed or unimportant items they included; discuss whole group afterwards. Post-It Notes: Allow students to prepare their answers to comprehension questions and write answers down on post-it notes before they have to share in front of the class. This will help students feel prepared and begin teaching them how to feel comfortable sharing their thoughts.




Fluency


Six Syllable Types



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Resources

95% Program

Orton-Gillingham your school’s Tier 3 program

12



Ready to Research

READING FOR INFORMATIONAL TEXT TN State Standards Comments Suggested Resources

Power Standards: Week 1 RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). Week 3 Use the standards above, RI.5.6 & RI.5.8, to teach Opinion Writing skills.

Supporting Standards: 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. RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

3 Week Break Down:


1 week Writing Skills RI.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.

Website:



Wonders Workshop Unit 1 Week 5 – Are Electronic Devices Good for Us? RI.5.6 Unit 3 Week 5 – What Was the Purpose of the Incas/ Strange Strings? RI.5.6 Wonders Anthology Unit 1 Week 5 – The Future of Transportation RI.5.6. Unit 3 Week 5 – Machu Picchu: Ancient City RI.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 RI 5.6

“Remembering vs Reliving the Sinking of the Titanic” (www.betterlesson.com)

“Into the Dark Water” Scholastic Article (Narrative Nonfiction)

Readworks: “Children in the Shadows” and “Eyewitness to History: Children of War” (both based on WW2 & Holocaust)

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)




http://www.teacher.depaul.edu/fiction_readings.htm



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

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: RI.5.1, RI.5.10


Power Standards: W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. 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. b. Provide logically ordered reasons that are supported by facts and details. c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). d. Provide a concluding statement or section related to the opinion presented.

Opinion Writing: Create a prompt from texts you are already using to teach informational style.

Begin by reviewing the Opinion Writing Rubric from the state. It is important to set the expectations for where students are aiming.

“Student-Friendly” Opinion Rubric on One Drive

Activities/ Writing Tasks/ Resources: www.TNCore.org Informational Options

Robots

Flavored Milk Tasks

Stonehenge

Drinking Water Wonders Workshop Unit 1 Week 5 “Are Electronic Devices Good for Us?”

Create an opinion prompt with question above Unit 5 Week 5 “Should Plants and Animals from Live Other Places Live Here?”

could be paired with ReadWorks “Aliens Invade!” Grade 5 and “Invasive Species” Grade 6

Create an opinion prompt with question above.







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

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. OREO, POW TREELL) 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.

One Drive

Opinion Prompt: Most Influential Person on Slavery

Opinion Prompt: Should Orcas Be Set Free?

Opinion Prompt: Should We Keep the Penny?

Opinion Prompt: Dogs vs Cats? Common Core Writing to the Texts Book ($$)


The Grammar and Writing Book (red book) “Writing a Persuasive Essay” p 240 – 241 Mini-lessons: “Transitions” p 66 “Show Don’t Tell” p 78 “Support Your Ideas” p 90 ”Use Powerful Verbs” p 114 “Stick to the Topic” p 120 “Use Specific Words” p 132 “Sensory Details” p 168 “Support Your Argument” p 174 “Use Persuasive Words” p 180 “Persuasive Letter” p 193 “Thesis Statement” p 204 “Paraphrase” p 210 “Taking Notes” p 211 “Include Important Details” p 222 “Outlining” p 223 “Topic Sentence” p 228 Brainpop “Five Paragraph Essay” video and activity worksheet “Paraphrasing” video and activity worksheet

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Power Standards: L.5.2a-c 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?). Supporting Standards L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. c. Use verb tense to convey various times, sequences, states, and conditions. d. Recognize and correct inappropriate shifts in verb tense. e. Use correlative conjunctions (e.g., either/or, neither/nor). L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

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 sentences.

Websites www.englishworksheetsland.com – great for all language standards Suggested Grammar Resources: Red Grammar/Writing Textbook Teachers Pay Teachers Let's Eat Grandma! How Command of the Comma Saves Lives


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a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style Ongoing Standards: L.5.6


Power Standards: SL.5.1a-d Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.




Accountable Talk Toolkit: Located in the 5th grade One Drive Peer Reviewing & Discussing of Essays: Have students partner, read each other’s essays, fill out peer-review form, and then discuss with each other; students can make changes and re-write afterwards. Spoken Summaries: Give your students time after you read to turn with a partner and discuss the texts or give a quick verbal summary; have partner suggest important things they missed or unimportant items they included; discuss whole group afterwards.

Post-It Notes: Allow students to prepare their answers to comprehension questions and write answers down on post-it notes before they have to share in front of the class. This will help students feel prepared and begin teaching them how to feel comfortable sharing their thoughts.

http://www.corestandards.org/ELA-Literacy/SL/5/1/a/

http://www.corestandards.org/ELA-Literacy/SL/5/1/c/

http://www.corestandards.org/ELA-Literacy/SL/5/1/d/

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Supporting Standards: SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.




Fluency


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