guides...web viewc. use context to confirm or self-correct word recognition and understanding,...

ELA Grade: 5th Grade Cluster One Suggested Time Frame: 1 st 9 weeksStandards (What should students learn?)*RL 5.2: Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.*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.*RI 5.2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize 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.*RF 5.3: Know and apply grade-level phonics and word analysis skills in decoding words. a. 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.*RF 5.4: Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.*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.*W 5.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.*W 5.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.*W 5.6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.*SL 5.1: 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. *L 5.2: 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.

Sample Learning Targets

RL 5.2:I can determine a theme of a story, drama, or poem from details in the text.

I can determine how characters in a story or drama respond to challenges.

I can determine how the speaker in a poem reflects upon a topic.

I can summarize the text of a story, drama, or poem.

Sample Strategies, Products, and Assessments (Formative and Summative*)

Using a text under consideration by the class, have students attempt to identify theme using the following method: 1. Character’s status before crisis-appearance, attitude, situation, traits 2.Climax/Crisis 3. Character’s status after crisis: appearance, attitude, situation, traits

Have students take a poem or piece of prose that employs a significant amount of figurative language and rewrite it in literal terms only. Have students read thetwo versions of the piece aloud and carefully consider the differences in the reader/audience experience. On a chart with three columns, have students put theoriginal figurative word or phrase. In the second column put the literal version. In the third column have students make a qualitative reader-response comment onthe ways in which the experience was different (for example “the literal version of the poem was much less scary”). Engage the students in a collaborativediscussion about the ways in which figurative language enhanced their experience and understanding.

Provide students with several small informational pieces of text (short enough to fit on an index card in reasonably-sized type). Choose these excerpts purposefully so that they contain a main idea or assertion and clear evidence to back it up (but the text samples should be broad enough that the student will have to search for and discern what constitutes support and

Academic Vocabulary/Key Terms

Theme Main Idea

DramaPoetry

SummarizeCharacter

Protagonist Paraphrase

SpeakerPoint of View

Purpose AudienceDenotation

ConnotationLiteral

Concrete Idiom

Metaphor Simile

Figurative language Personification

HyperboleAlliteration

Diction

OnomatopoeiaSummary

Paraphrase Fact

Opinion Main IdeaKey Detail

Extraneous ObjectiveDomain-specific

LiteralFigurative

ConnotationDenotationRoot Suffix

affixesmultisyllabic words

morphologyroots

what does not). Have the students work with a partner to list the main idea and all supporting evidence for each card. After 5 or 10 cards, students will compare responses with a partner, discussing discrepancies in their perceptions of what constitutes main ideas and supporting evidence. In cases where their conclusions differ, students should engage in a collaborative discussion to arrive at a common answer. After they have 1 set of responses upon which they both agree, they will team up with another pair and repeat the process.

Chose a domain such as computer terminology, medicine, or law and provide students with several informational documents to study (manuals, installation guides, recipes, contracts, etc.). Have students compile a list of the ten most-often-occurring unknown terms in each document. At the end of that activity have students compare documents to cull yet another list of the most-often-occurring computer terms across all of the documents. After a list of need-to-know words has been constructed, work with students to identify strategies for making meaning of these words without resorting to dictionaries (which may or may not be very helpful). Look at things like pre-fixes and suffixes, root words, languages of origin, abbreviations, and context. After a thorough study and discussion, have students (in teams or pairs) write a helpful “how to understand computer terminology” guide with a glossary of terms in the back to share with students in other classes or grades.

Provide students opportunities to read literature that contains multisyllabic words. Students will practice their decoding skills reading independently and orally to a partner. Students will use text they are currently reading to

identify multisyllabic words. Students will record these words in their word journals. Students will write paragraphs containing multisyllabic words.

Suggested Resources (Texts, Art, Music, Media)

www.georgiastandards.org/Commom-Core

www. readwritethink .org

www. readworks .org

LDC- A Closer Look at Mother and Son

http://www.readworks.org/

http://www.readwritethink.org/

http://www.georgiastandards.org/Commom-Core

ELA Grade: 5th Grade Cluster Two Suggested Time Frame: First 4 weeks of 2nd 9 weeksStandards (What should students learn?)*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).*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.*W 5.2: 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., 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.*W 5.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.*W 5.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or typing a new approach.*W 5.6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.*SL 5.2: Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.*L 5.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 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.*L 5.3: Use knowledge of language and its conventions when writing, speaking, reading, listening. a. Expand, combine, and reduce sentences for meaning, reader/listener interest and style. b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas or poems.*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.

Sample Learning TargetsRL 5.3:

I can compare and contrast two or more characters, settings, or events in a story or drama.

I can draw on specific details in the text (e.g., how characters interact).


Using a text that provides an interesting example of two major characters interacting, (for example Meg Murray and her brother Charles Wallace in Madeleine L’Engle’s A Wrinkle in Time, or Dorothy’s interaction with the Scarecrow in The Wizard of Oz), have students discuss, make a chart, and/or complete a graphic organizer that evaluates the interaction of the characters. Students should examine how the characters are introduced or connected, ways in which they are similar or different (you may introduce the concept of a “foil” if desired; a foil is a character who is introduced to provide a contrast to the protagonist by embodying opposing characteristics), experiences they share, and whether they become closer or less close over the course of the narrative. Have students brainstorm the ways in which the story would have to be changed if one of the characters was not in the story.

Using an informational text under consideration by the class, have students brainstorm 3 lists on chart paper: a list of people, a list of events, and a list of topics or concepts. Using yarn and tape, have students illustrate connections between any two things on any of two the charts and explain the connection. Have the class consider and approve/disapprove of each of the proposed connections (for example a connection between cars and bologna because you “like” them both isn’t adequate!) After several connections have been identified you will have an interesting visual display that can be left up in the classroom to illustrate the concept.


Compare/ContrastProtagonist

CharacterizationSetting

PlotRising action

(Foil)Climax

Falling action ExpositionResolution

Concept Context

InteractionInformational Text-based Extraneous

Relevant




www. readworks .org

Bridge To Terabithia




ELA Grade: 5th Grade Cluster Three Suggested Time Frame: Last 5 weeks of 2nd 9 weeksStandards (What should students learn?)*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.*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, poem).*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 or more texts.*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.*SL 5.6: Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.*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. e. Use correlative conjunctions (e.g., either/or, neither/nor).


RL 5.5:

I can explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama or poem.


Using various types of texts (instructions for assembly or a recipe, dramatic literature in acts and scenes, etc.), print copies of the texts and then cut the text into pieces with structural elements intact (headings, labels, numbers, transitional words, etc.). Have students attempt to reassemble the piece using the clues provided by the structure. Have students write a brief response after reassembling each text explaining how the structural clues helped them to put the piece back together.

Assign students (in groups of 3 or 4 for ease of presentation) a multimedia project to be compiled in PowerPoint. Step one will be the creation of 5 slides on an assigned topic. These slides should be words only. In the second version, allow students to add one element to each slide (animation, one picture each, one sound, etc.) Share some of the presentations after each version (it is not necessary to share all of them every time). Allow students 3 or 4 more passes at the slides to add


Structure SceneStanzaDrama

ChapterHeading

ActLine Verse

SeriesVisualAudio

Graphic Multimedia

DigitalTone

Topic sentence Evidence Support

TransitionIntroduction Conclusion

Chronological Logical

Compare/Contrast Cause/Effect

Order of Importance Problem/Solution

media and interest. As you watch the increasingly interesting versions of the presentations, engage the students in collaborative discussion about the quality of their experience as an audience. Examine how the addition of these elements enhances their interest and understanding.

Provide students with a variety of informational documents, including recipes, assembly instructions, gamer walk-throughs, personal essays, etc. Provide students with prepared graphic organizers depicting a variety of organizational structures (cause and effect, compare and contrast, logical order, order of importance, chronological order, etc.). Have students carefully examine several documents and match each document to the type of graphic organizer that most closely represents the organization of the piece. Students should compare results across groups until they reach a correct consensus on the structure of the documents. Guide students to notice that certain structures are optimal for certain kinds of texts.

Suggested Resources (Texts, Art, Music, Media)www.georgiastandards.org/Commom-Core


www. readworks .org

(Graphic Novels) www.ala.org › ALSC › Communications & publications

ELA Grade: 5th Grade Cluster Four Suggested Time Frame: First 5 weeks of 3 rd 9 weeks




Standards (What should students learn?)*RL 5.6: Describe how a narrator’s or speaker’s point of view influences how events are described.*RL 5.9: Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.*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 5.9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.*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. 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.*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).


RL 5.6:I can describe how a narrator’s or speaker’s point of view influences how events are described.


Students will select books they are reading independently and identify the narrator’s or speaker’s point of view. The student will write a response to the text and state the narrator’s or authors point of view. The student will take the next step and explain if they agree or disagree with the narrator or speakers point of view. Students will use examples from the text to back up their reasons for agreeing or disagreeing. Students will share their opinion pieces with a classmate.

Choose a relevant topic or event about which your students could write a narrative (field day, a school celebration, a field trip). Alternatively, you could stage an event (for example, have someone come into the room, do 3 jumping jacks, blow a whistle, recite a poem and leave). After the event, ask students to write a descriptive narrative about what they saw or experienced. Have several students share their accounts aloud, noting main points on chart paper. Engage students in a discussion about the differences in style


BiasOpinion

ViewpointThird

Person Omniscient

Point of view Narrator

First personGenre

Compare/Contrast ThemeTopic

Similarities/differencesSpin

Journalism Account

AnalysisSummaryIntegrate

Synthesize Topic

Point of View Citation

(and even the differences in the facts) of each narrative. How do they think the personality of each writer influenced their perception of events? Did their seat in the class or vantage point influence their perception? What other factors can we consider in how a writer crafts his approach to a theme or topic?

Review the nightly news television schedule with your class. Assign students two local or national nightly news programs from two different networks to view. Students will take notes on the major stories, then watch for those same topics in the second newscast. Students will attempt to identify the differences in coverage, if any, of the topic between the two newscasts. Their findings will be reported in a brief compare/contrast essay or in a graphic organizer/Venn diagram at instructor discretion. Compare newspapers from the same news cycle in class and make further comparisons to between the written and visual reportage

Choose a topic under consideration in the 5th grade social studies curriculum. Have students conduct an analysis of comparable excerpts from various texts, including primary and secondary source documents, expressing differing points of view. Try to include a broad variety of view points, including gender, social class, country of origin, etc. Advise students to compare historical and modern texts for perspective as well. Students should write a response that includes not only the facts as seen through different eyes, but also the reasons why the student believes those facts were perceived differently by different parties or purposefully misconstrued.




www. readworks .org

Three Little Pigs/True Story of Three Little Pigs

Seriously Cinderella is SO Annoying! The Story of Cinderella as Told by the Stepmother

ELA Grade: 5th Grade Cluster Five Suggested Time Frame: Last 4 weeks of 3 rd 9 weeksStandards (What should students learn?)*RL 5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.*RI 5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.*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).*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.*W 5.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.*W 5.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.*W 5.6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.*SL 5.3: Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.*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.

Sample Learning Targets Sample Strategies, Products, and Assessments




RL 5.1:I can quote accurately from a text when explaining what the text says explicitly.

I can quote accurate from a text when drawing inferences from the text.

(Formative and Summative*) Using a text under consideration by the

class create a chart with 5 or 10 direct quotes from a character or characters. Students will paraphrase the quote in the second column, and attempt to make an inference from it in the third column. For example "The padlock snapped shut with the loudest click I'd ever heard." Chapter 2, pg. 20 Buddy was locked in the shed. I can infer from how loud it sounded to him that he was scared about being locked in – it seemed exaggerated in his mind.

Provide students with a good argumentative essay that is cut into strips. Place the topic sentences for each paragraph onto a chart and have students sift through the various other sentences of the essay, attempting to discern which sentences serve to support which points. Have students conduct this exercise in teams and compare their results. Where results differ, have students work collaboratively to come to a consensus about the most logical placement of support to topic.

Have students look at a few pieces of simple informational text, such as directions for putting together a model plane, instructions for a computer game, a recipe, or a newspaper article. Have the students make a T-chart where they will put explicit information from the text on the left and related inferences on the right. For example, if the recipe says that you must let the cake cool before you ice it, the inference is that the icing will melt and run on a hot cake. If the instructions for the model say that you should avoid working in a closed room, the inference is that the fumes from the materials might be hazardous. Note at the end of this activity, that the items on the left are the evidence for the inferences on the right.


QuoteQuotation

PunctuationAnnotation

ExplicitImplicit

InferenceLiterary

InformationalFiction

Non-FictionClaim

ReasoningEvidenceSupport

ValidLogic

Informative/ExpositoryFact

Non-FictionExplicitOpinion

Primary SourceSummary




www. readworks .org

AVID/Cornell Notetaking

ELA Grade: 5th Grade Cluster Six Suggested Time Frame: 4 th 9 weeksStandards (What should students learn?)*RL 5.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.*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.*RI 5.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.*W 5.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.*W 5.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.*W 5.6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.*W 5.7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.*W 5.8: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.*W 5.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text”). b. Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point/s”).*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.

Sample Learning Targets Sample Strategies, Products, and Assessments




RI 5.7:I can 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.

(Formative and Summative*)

Conference with students to set personal reading goals, including a suggested reading list. Encourage students to keep a notebook that includes notes and personal commentary on each text read over the course of the year. An extension of this activity can include students creating “book cards” that give plot, setting, characters, author, publication details, personal review and summary of a text for major texts read or for favored books.

Engage students in a scavenger hunt in the media center in teams. Provide students with a list of several items of information to be located. Create the listso that some information will only be available in print resources and others so that both inaccurate website and accurate websites will present themselvesin a web search. Have the students work in teams and race to find the answers.

Conference with students to set personal literacy goals appropriate to each individual, including a suggested reading list (this may include history,social studies, and technical text) Encourage students to keep a notebook that includes notes and personal commentary on each text read overthe course of the year. Students visit the media center and select appropriate books for reading. After the reading has taken place students willwrite about what they have read and share with the class. The students writing must include direct quotes from the text to support an opinionabout they have about the text. An extension of this could include students using technology to produce reviews of the books they have read and present the reviews to the class.


LiteraryFiction

Informational Non-Fiction Summary Evidence

ClaimPlot

Setting CharacterInference

Media/Medium Digital FilmPrint

JournalismMultimodal/multimedia

WikiBlog

PowerPoint Prezi

Independently Proficiently

fluentlycomplexity




www. readworks .org

www.internet4classrooms.com

http://www.internet4classrooms.com/




guides...web viewc. use context to confirm or self-correct word recognition and understanding,...

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