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  • common core

    Performance CoachP

    erfo rm

    nce C

    o ach

    Performance Coach

    5

    M a t h e m a t i c s English Language ArtsEnglish Language Arts

    common core

    Performance Coach

    5

    www.triumphlearning.com Phone: (800) 338-6519 • Fax: (866) 805-5723 • E-mail: customerser vice@triumphlearnin.com

    ISBN-13: 978-1-62362-843-7

    9 7 8 1 6 2 3 6 2 8 4 3 7

    9 0 0 0 0

    336NASE

    Did Jack Russell terrier can jump mor

    but

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    Sample Lesson

    To order, call 800-338-6519 or visit www.triumphlearning.com.

    www.triumphlearning.com

  • CONTENTS

    Standards

    ii

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    Letter to the Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv

    STRAND 1: WoRkiNg WiTh LiTeRATuRe . . . . . . . . . . . 1

    Lesson 1 Fiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 RL.5.2, RL.5.3, RL.5.4, RL.5.6, L.5.4.a

    Lesson 2 Poetry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 RL.5.2, RL.5.4, RL.5.5, RL.5.6, L.5.4.a, L.5.5.a

    Lesson 3 Drama . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 RL.5.2, RL.5.3, RL.5.4, RL.5.5, L.5.4.a, L.5.5.a, L.5.5.b

    Lesson 4 Analyze Literature . . . . . . . . . . . . . . . . . . . . . . 42 RL.5.2, RL.5.3, RL.5.9, L.5.4, L.5.4.a

    Strand 1 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

    Performance Task . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

    STRAND 2: WoRkiNg WiTh iNfoRmATioNAL TexTS 65

    Lesson 5 Articles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 RI.5.2, RI.5.5, L.5.4.b

    Lesson 6 Persuasive Texts . . . . . . . . . . . . . . . . . . . . . . . . 78 RI.5.6, RI.5.8, RI.5.9, L.5.5.a

    Lesson 7 Historical Texts . . . . . . . . . . . . . . . . . . . . . . . . . 92 RI.5.4, RI.5.5, RI.5.6, RI.5.7, L.5.4.a, L.5.6

    Lesson 8 Scientific and Technical Texts . . . . . . . . . . . . 108 RI.5.4, RI.5.5, RI.5.6, RI.5.7, L.5.4.a, L.5.6

    Lesson 9 Analyze Informational Texts . . . . . . . . . . . . . 122 RI.5.2, RI.5.3, RI.5.4, RI.5.5, RI.5.6, RI.5.7, RI.5.9, L.5.6

    Lesson 10 Analyze Texts Across Genres . . . . . . . . . . . . . 134 RI.5.9, L.5.4.a, L.5.5.c

    Strand 2 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148

    Performance Task . . . . . . . . . . . . . . . . . . . . . . . . . . . 157

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  • D up

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    w . ©

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    iii

    Standards

    STRAND 3: WRiTiNg . . . . . . . . . . . . . . . . . . . . . . . . . . 159

    Lesson 11 Writing Foundations . . . . . . . . . . . . . . . . . . . 160 W.5.1.a–d, W.5.2.a–c, W.5.2.e, W.5.3.a, W.5.3.c, W.5.3.e, W.5.4, W.5.5, L.5.1.a,

    L.5.1.e

    Lesson 12 Write a Response to Literature . . . . . . . . . . . 174 W.5.1.a–d, W.5.9.a, L.5.1.a

    Lesson 13 Write a Narrative . . . . . . . . . . . . . . . . . . . . . . 192 W.5.3.a–e, L.5.2.b, L.5.2.c

    Lesson 14 Research Skills . . . . . . . . . . . . . . . . . . . . . . . . . 208 W.5.7, W.5.8, W.5.9.b, L.5.2.d

    Lesson 15 Write an Informative or Explanatory Text . . . . . . . . . . . . . . . . . . . . . . . 226 W.5.2.a–e, L.5.1.d

    Lesson 16 Write an Opinion . . . . . . . . . . . . . . . . . . . . . . 240 W.5.1.a–d, L.5.1.b

    Lesson 17 Revise and Edit . . . . . . . . . . . . . . . . . . . . . . . . 254 W.5.5, L.5.1.a–e, L.5.2.a–e, L.5.3.a

    Strand 3 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 270

    Performance Task . . . . . . . . . . . . . . . . . . . . . . . . . . . 278

    STRAND 4: LiSTeNiNg . . . . . . . . . . . . . . . . . . . . . . . . 281

    Lesson 18 Listen to Literature . . . . . . . . . . . . . . . . . . . . . 282 SL.5.2, L.5.4.c

    Lesson 19 Listen to Presentations . . . . . . . . . . . . . . . . . . 292 SL.5.2, SL.5.3, L.5.5.c

    Strand 4 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 302

    Performance Task . . . . . . . . . . . . . . . . . . . . . . . . . . . 309

    Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 311

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  • Duplicating any part of this book is prohibited by law. © 2015 Triumph Learning, LLC42 Strand 2: Working with Informational Texts

    Articles Student Edition pages 66–77

    LESSON 5

    LESSON OVERVIEW Objectives Students will:

    • determine main ideas of a text and identify evidence that supports the main idea.

    • draw on text evidence to make inferences.

    • examine the structure of information in texts.

    • use affi xes and roots to defi ne words.

    Discussion Questions Why do people read articles?

    What kinds of information do articles contain?

    How is the information in articles organized?

    Key Terms affi x article cause chronological

    order compare contrast effect evidence graphic feature inference

    informational text

    main idea nonfi ction problem root sequence solution structure summarize text feature

    Standards

    RI.5.1, RI.5.2, RI.5.5, RI.5.6, L.5.4.b

    Types of Nonfi ction Ask students to suggest examples of nonfi ction they have read. If students have not suggested articles published in newspapers, magazines, and on the Internet, guide them to consider the informational text found in these sources.

    Main Ideas and Inferences In this lesson, students will be asked to identify the main idea and supporting evidence in articles, as well as make inferences from text evidence. As you review the lesson with students, encourage them to mark the exact words that name the main idea so they can easily reference it as they search for supporting evidence and other details.

    Explain that the main idea is the most important thing an author wants readers to know. An author often directly states the main idea of a passage or paragraph near the beginning. Point out that sometimes readers need to make inferences about what the author means but does not directly say. Readers must then use information the author provides along with personal knowledge about the topic or related topics to determine the author’s meaning.

    ELL Support Use a web graphic organizer to help students understand the relationship between main idea and evidence. Draw the web so that the center circle is signifi cantly larger than the outer circles to reinforce the main idea as the most important part of the information.

    Lesson Support If students struggle with identifying text evidence that supports main ideas or inferences, suggest that they reread sentences near the main idea. Text evidence adds details, facts, and examples to the main idea.

    Remind students that when completing two- or three- part items, they should read all parts of the question before responding.

    Lesson Extension To extend students’ understanding of text structure, have them consider how the Coached Example or Lesson Practice passage could be structured differently. Ask them to explain a purpose the author might have for using a different text structure.

    Differentiation

    GETTING THE IDEA1

    jkaghan ELA_G5_TE

  • Duplicating any part of this book is prohibited by law. © 2015 Triumph Learning, LLC

    STR A

    N D

    2

    u Text Structure Explain that understanding text structure is crucial to understanding nonfiction since the topic and the text structure are closely related. When readers know the structure, they can predict what information will be presented next. Identifying text structure in reading will also provide students with models for when they write nonfiction.

    Chronological Order After students read the information about chronological order and sequence, discuss the difference between the two. Point out that sequence often involves steps, and chronology is associated with the passage of time. Then, direct students to read the passage about Pluto and circle the sequence clues. (once, Then, 2006, Today) Have volunteers explain how the text structure helps them anticipat

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