hickman mills 5th grade reading …€¦ · hickman mills 2013-2014 1 hickman mills 5th grade...

Hickman Mills 2013-2014 1

Hickman Mills 5th Grade Reading Comprehension/Decoding Skills

Pacing Guide Grade Level, Unit #,

and Week #

Comprehension Skill/Strategy

Planning Notes

Grade Level, Unit #,

and Week #

Decoding Skill C=consonants V= Vowels

Planning Notes

5U1W1 Strategy Analyze Story Structure Skill Character and Setting

5U1W1 Short Vowels

5U1W2 Strategy Analyze Story Structure Skill Make Inferences

5U1W2 Long Vowels

5U1W3 Strategy Summarize Skill Main Idea and Details

5U1W3 Words with /ū/, /u/, /ü/

5U1W4 Strategy Summarize Skill Problem and Solution

5U1W4 r-Controlled Vowels

5U1W5 Strategy Summarize Skill Draw Conclusions

5U1W5 r-Controlled Vowels

5U2W1 Strategy Summarize Skill Sequence

5U2W1 Variant vowel /o/; Dipthongs /oi/, /ou/

5U2W2 Strategy Summarize Skill Main Idea and Details

5U2W2 Plurals

5U2W3 Strategy Monitor Comprehension Skill

5U2W3 Inflectional Endings


Author’s Purpose 5U2W4 Strategy

Monitor Comprehension Skill Fact and Opinion

5U2W4 Contractions

5U2W5 Strategy Analyze Text Structure Skill Description

5U2W5 Closed Syllables

5U3W1 Strategy Analyze Story Structure Skill Theme

5U3W1 Open Syllables

5U3W2 Strategy Summarize Skill Sequence

5U3W2 Open Syllables (V/V)

5U3W3 Strategy Summarize Skill Compare and Contrast

5U3W3 Vowel Team; Syllables

5U3W4 Strategy Visualize Skill Theme

5U3W4 Consonant + le; Syllables

5U3W5 Strategy Visualize Skill Author’s Perspective

5U3W5 r-Controlled Vowel; Syllables

5U4W1 Strategy Generate Questions Skill Problem and Solution

5U4W1 Words with Final / əl/ and / ən/

5U4W2 Strategy Generate Questions Skill Main Idea and Details

5U4W2 Prefixes


5U4W3 Homographs


Fact and Opinion 5U4W4 Strategy

Monitor Comprehension Skill Draw Conclusions

5U4W4 Words with /chər / and /zhər/

5U4W5 Strategy Monitor Comprehension Skill Character and Setting

5U4W5 Words with –ance and –ence

5U5W1 Strategy Monitor Comprehension Skill Cause and Effect

5U5W1 Suffixes

5U5W2 Strategy Monitor Comprehension Skill Make Inferences

5U5W2 Homophones

5U5W3 Strategy Analyze Text Structure Skill Cause and Effect

5U5W3 Prefixes

5U5W4 Strategy Analyze Story Structure Skill Plot and Setting

5U5W4 Suffixes –less and –ness

5U5W5 Strategy Generate Questions Skill Fact and Opinion

5U5W5 Suffix –ion

5U6W1 Strategy Generate Questions Skill Character and Plot

5U6W1 Greek Roots

5U6W2 Strategy Monitor Comprehension Skill Problem and Solution

5U6W2 Latin Roots


5U6W3 Words from Mythology


Persuasion 5U6W4 Strategy

Generate Questions Skill Theme

5U6W4 Number Prefixes uni-, bi-, tri-, cent-

5U6W5 Strategy Generate Questions Skill Summarize

5U6W5 Suffixes - ible, -able


5th Grade ELA Testing Schedule 2013-2014

Start Smart August 14-August 17

*Integrate remainder of Start Smart in Unit 1

Unit 1 Teaching Window: August 19-26

Mid-Test September 5-September 9

Unit 1 Test September 25-October 2

Unit 2 Teacher Window: September 30-November 8

Mid-Test October 17-October 21

Unit 2 Test November 6-November 11

Unit 3 Teaching Window: November 3-December 20

Mid-Test December 2-December 4

Unit 3 Test December 18-December 20

Unit 4 Teaching Window: January 6-February 13

Mid-Test January 23-January 27

Unit 4 Test February 12-February 17


Unit 5 Teaching Window: February 18-April 4

Mid-Test March 6-March 10

Unit 5 Test April 2-April 8

Unit 6 Teaching Window: April 7-May 20

Mid-Test April 24-April 28

Unit 6 Test May 14-May 16


Hickman Mills C-1 School District

Start Smart

for Treasures~5th Grade ELA


Start Smart Lesson Plans~ 5th Grade

August 14-17, 2013

Pacing Day 1 Day 2 Days 3 Days 4 Days 5 Phonics/Word Study

Community Building Assessment Procedures, Routines, and Expectations


Objective: TSW read multi-syllabic words Vocabulary (pre-teach and post in room under academic vocabulary for ELA)

- Prefix - Suffix - Decoding - Strategy

Whole Group I Do: Explain to students that they will be reading many unfamiliar words this year. You will be helping them decode these words and use word parts to determine each word’s meaning. Explain that you will use decoding strategies to help make reading these unfamiliar multisyllabic words easier. (create an anchor chart to display the Decoding Strategy Chart S29) You may also choose to distribute a copy of the

Objectives: TSW read multi-syllabic words TSW learn the 6 types of syllables Vocabulary (pre-teach and post in room under academic vocabulary for ELA)

- Syllable Whole Group I Do: TTW review with students the work completed yesterday with the Decoding Chart. Explain to students that today they have the opportunity to continue their work with word parts to see how many words they can form. We Do: Display the Word-Building Cards for the following: un, re, ed, ing, ful, answer, event, wash, health, chain, block, fill, call, color. Review these word parts with the students

Objective: TSW decode real and nonsense words Whole Group Write word list #1 on the board. Use one list per day to assess students’ general decoding abilities. (You may choose to do these word lists in small groups versus in whole group. If so, then have other students work from workstations or another activity that you prepare.)


Decoding Strategy Chart to each student. We Do: Write the word rebuilding on the board but do not pronounce the word. Have students read aloud Step 1 of the Decoding Strategy. Read the teacher Think Aloud on page S5 out loud to students. Continue having students read aloud the steps on the Decoding Strategy Chart as you work with them to understand the word rebuilding, using all of the strategies on the Decoding Chart. You Do: Students will work with a partner or small group to use the Decoding Strategy Chart on the words disappeared, preordered, rewinding, undeserved, undercooked. While students are working, TTW walk around the room assessing who is successful in using the Decoding Chart and who might need more assistance.

You Do: Ask students to read each syllable. Then to ask, Does this syllable normally appear at the beginning, middle, or end of the word? Explain to students that they will use the word parts to form words. When a “real” word is made, they will record the word on their paper. (Students can work with a partner or individually.) After this activity, continue on with the phonics/word study work for the day. Vocabulary (pre-teach and post in room under academic vocabulary for ELA)

- Final Stable Syllable

- Controlled I Do: Explain to students that they will continue their work with understanding syllables by learning the six most common types of syllables in English. Create an anchor chart,


prior to instruction that clearly shows all six syllable types with examples of each. We Do: Review each of the six types of syllables with the students and allow for students to create word examples for each as well. You Do: TTW write the following syllables on the board (refer to page S7 under practice). Draw a Syllable Sort Chart on the Board or create one prior to instruction using the Smartboard. Students can work together or with a partner to sort the syllables under the correct heading. (You might consider preparing a smaller student version of the chart for this part of the activity.)

Vocabulary Community Building Assessment Procedures, Routines, and Expectations


Objective TSW build vocabulary Vocabulary (pre-teach and post in room under academic vocabulary for ELA)

Objective TSW build vocabulary Whole Group Tell students that in order to learn words well, they need many

Objective TSW identify Greek, Latin, and other linguistic roots and affixes Vocabulary (pre-teach and post in


- Tier 1 Vocabulary - Tier 2 Vocabulary - Tier 3 Vocabulary

Whole Group Explain to students that throughout the year you will be introducing them to new words that will appear in many texts they read. Tell students that knowing these words will help them become better readers. Explain to students that when introducing these words you will use the same strategy or vocabulary routine. Define/Example/Ask. (Refer to page S9 for an explanation of the process. Create an anchor chart to hang in the room that describes the routine.) I Do: TTW explain and model each piece of the strategy using the sample word enormous. (see page S9). We Do: On the bottom of page S9, there are three

opportunities to read, write, and speak these words. Explain to students that they will have daily opportunities for them to do this. I Do/We Do: Read aloud the sentence prompts one at a time. Engage students in discussion. Use the discussion to evaluate each student’s depth of word meaning. (Connect to Words activity) When this activity is finished, continue the vocabulary lesson today with having students create Word Squares. You will need to have a piece of paper with 4 squares prepared for each student. You will need to model making a Word Square for your students following the directions on page S10. You might consider having a Word Square made before beginning instruction or utilize the Smartboard to save time. Review with students the reasons for building

room under academic vocabulary for ELA)

- Morphology - Root word - Greek/Latin roots

Whole Group Tell students that about 60 percent of English words are of Greek or Latin origin. That is, they come from the Greek and Latin languages. Words with Greek roots are common in science and social studies textbooks. Words with Latin roots are common in literature. I Do: TTW explain that a root word, such as jump, can stand alone as a word in English; whereas a root such as tele, is not a word in English. Continue this thinking with students while explaining that by learning the meanings of common roots and affixes, you have access to many words. Use the example of the prefix tri. By knowing that tri means three, you can figure out the meaning of words like tricycle, triple,


examples of the vocabulary routine. Use the routine described above with each of the samples. Be sure to refer back to the anchor chart as you go through each piece of the routine.

vocabulary and the benefits for them as readers.

and triplet. We Do: TTW write the prefixes uni and bi on the board and pronounce each. Explain that uni means “one” and bi means “two.” Write the words, unicycle, bicycle, union, university, bicentennial, and bisect on the board. Guide students to use the meaning of uni and bi to figure out the meaning of the whole word. You Do: Students can create a list of Latin and Greek roots to access when needed.

Comprehension/Fluency Community Building Assessment Procedures, Routines, and Expectations


Objective TSW read narrative text and identify the story structure. Vocabulary (pre-teach and post in the room)

- Story structure - Character - Setting - Plot - Theme - Flashback - Foreshadowing - First person

Objective TSW identify genres and the characteristics of each. Vocabulary (pre-teach and post in the room)

- Genres - Compare and

contrast - Plays - Folktales - Myths - Poetry - Fairy tales

Objective TSW use questioning to improve reading comprehension Whole Group Tell students that asking and answering questions is one way to improve their reading comprehension. To help students answer questions provided in the Student Book and on tests, you will be teaching them a strategy called QAR: Question Answer


- Third person limited

- Third person omniscient

Whole Group Tell students that story structure refers to the way the author has organized the events of the plot using story elements such as character, setting, and theme, as well as literary devices such as flashback and foreshadowing. Go over, in depth each story element as listed on page S15. (Create an anchor chart showing each element) I Do: Use “The Hen and the Apple Tree” on Read-Aloud Anthology pages 98-100 to model each of the above. Read the story once without stopping. Then revisit the story and discuss each aspect of narrative text. (You may choose to have students participate in identifying each part of the story) Tell students that authors

Whole Group Tell students that throughout the year, they will be learning more about different story genres. Knowing the characteristics of a genre will help them predict the kinds of information the author will provide as they read. In addition, this year they will compare and contrast the characteristics and themes of fiction, including plays, folktales, myths, poetry, and fairy tales. We Do: Use TE Reproducible page S31. Review the name of each genre and help student’s list key characteristics they know for each. Tell students that as they read new stories, they will be recording examples of each genre type and adding to the list of characteristics.

Relationships. (Create an anchor chart that shows all 4 QAR prior to instruction) Use the information on page S16 to describe each type of QAR to students. Be sure students understand that they will practice these strategies every week as they answer questions.


use different points of view to produce different effects. (see bottom of page S15)

Writing Community Building Assessment Procedures, Routines, and Expectations Writer’s Notebook Assignment (See activity for Day 3. Students will need materials for the lesson that day. Teacher will need to assign the task of gathering materials. A letter for parents may need to be created.)


Objective TSW create a Writer’s Notebook. Whole Group Tell students that they will be writing every day. You want them to record their writing in Writer’s Notebooks. These notebooks will be used to: Write to a

prompt. Make word lists

associated with study skills (i.e., prefixes, suffixes)

Write drafts of any major writing pieces

Write responses to reading

I Do: TTW explain to students that they are going to create a Writer’s Notebook. This notebook will be a place for them to keep all of their writing and ideas about things to write about. TTW have students use materials, gathered from home,

Objective TSW utilize their Writer’s Notebook to write a piece of text. Whole Group Remind students of the work they did yesterday creating their Writer’s Notebooks and review with them the ways they will use their notebooks. We Do/You Do: Guide students to write their names on the front of their Writer’s Notebook. Then have them turn to the first page and write the date. Remind them that they will write the date at the beginning of each new piece they write. (Be sure to make your expectations clear as to where you want the date located.) Tell students that you want them to write a description of themselves, including what they like to do in and out of school.

Objective TSW learn proofreading marks. Whole Group Tell students that one writing habit they will be using all year is carefully rereading and revising their work. This will help them check for grammar, usage, and mechanics errors. It will also give them an opportunity to strengthen their writing based on feedback they received from you or their classmates. I Do: Teach students the proofreading marks shown on page S24 in the margin. Use these marks when you proofread pieces with students. Tell students that these marks will be used in every grade; they are common to all students in the school. We Do: TTW guide students in


which in some way shows who they are as a person. For example, students may bring pictures (with parent permission), clippings from magazines or newspapers that show hobbies or interests. We Do: TTW allow students to talk with their table partner(s) about the items they brought for their Writer’s Notebooks. There will be discussion on the importance of treasuring our Writer’s Notebooks and the TTW show a sample notebook that he/she created. You Do: TSW glue their pictures, slogans, cut outs on the front of their Writer’s Notebook in a collage that represents them. Then, students will gather together, with the teacher, to share the notebook that will hold their writing masterpieces!

**Note: There are writing prompts in the green margin on page S23 to be used during Start Smart.**

using the proofreading marks on sample sentences and passages. You Do: Students can use the proofreading marks to edit paragraphs and sentences.

Independent Activities Community Building Assessment Procedures, Routines, and Expectations


Distribute Materials

Student Contracts

Possible Stations

Reading Inventory

Self-Selected Reading

Possible Stations

Online Activities Small Group

Rotation Practice Possible Stations Workstation #1


Workstation #1 Folktales (Gather a substantial amount of folktales for students to read.) Workstation #2 Story Elements http://www.fcrr.org/curriculum/PDF/G2-3/2-3Comp_1.pdf (pg. 13) Workstation #3 Non-Fiction Station (Gather a substantial amount of non-fiction text for students to read.)

Workstation #1 Folktales (Gather a substantial amount of folktales for students to read.) Workstation #2 Story Elements http://www.fcrr.org/curriculum/PDF/G2-3/2-3Comp_1.pdf (pg. 13) Workstation #3 Non-Fiction Station (Gather a substantial amount of non-fiction text for students to read.)

Folktales (Gather a substantial amount of folktales for students to read.) Workstation #2 Story Elements http://www.fcrr.org/curriculum/PDF/G2-3/2-3Comp_1.pdf (pg. 13) Workstation #3 Non-Fiction Station (Gather a substantial amount of non-fiction text for students to read.)

Pacing Day 6 Day 7 Day 8 Day 9 Day 10 Phonics/Word Study


Objective: TSW decode real and nonsense words Whole Group Write word list #3 on the board. Use one list per day to assess students’ general decoding abilities. (You may choose to do these word lists in small groups versus in whole group. If so, then have other students work from workstations or


Objective: TSW decode real and nonsense words Whole Group Write word list #5 on the board. Use one list per day to assess students’ general decoding abilities. (You may choose to do these word lists in small groups versus in whole group. If so, then have other students

Objective: TSW spell multi-syllabic words Whole Group Explain to students that their work with multi-syllabic words will continue today with them spelling words that you say out loud. Dictate the spelling words for students. (See page S8 for word list.) Pronounce one

http://www.fcrr.org/curriculum/PDF/G2-3/2-3Comp_1.pdf�










another activity that you prepare.)

work from workstations or another activity that you prepare.)

word at a time. Have student’s clearly state the word. Then repeat the word for students and use it in a sentence. Prompt students to write one syllable at a time for multisyllabic words. After dictation is complete, write the words on the board. Ask students to proofread their spellings and correct any errors by writing the correct spelling besides the incorrect spelling. Collect the pages to analyze each student’s spelling errors. Continue with more dictation if time allows (pg. S8)

Vocabulary Objective TSW use context clues. Vocabulary (pre-teach and post in room)

- Multiple-meaning word

- Definition - Appositive definition - Synonym - Antonym - General - Context Clues

Objective TSW understand idioms, adages, and other sayings Vocabulary (pre-teach and post in room)

- Idioms - Adages

Whole Group Tell students that idioms

Objective TSW use a dictionary to determine word meaning Whole Group Explain to students that dictionaries and glossaries are valuable tools to readers. Each dictionary or glossary has very important features. Use the list on page S13 to describe these elements to students. (prior to

Objective TSW use a dictionary to determine word meaning. Whole Group Explain to students that dictionaries and glossaries are valuable tools to readers. Each dictionary or glossary has very important features. Use the list

Objective TSW use a Thesaurus. Whole Group Review with students their work with dictionaries the last two days. Then explain that they are going to use a thesaurus. Explain that a thesaurus is a reference book that lists words and their


Whole Group Tell students that they can sometimes use the words surrounding an unfamiliar or multiple-meaning word to figure out its meaning. Continue talking with students and explain that they will come across context clues in a variety of ways. (create an anchor chart prior to instruction that has the types of context clues posted in the room page S11) Use the poster to explain each type of context clue, using multiple examples of each. We Do: Use the example sentences (in the green margin on page S11) to help students decide which type of context clue is present in each sentence.

are English phrases that have special meanings different from the words they consist of. For example, kick the bucket doesn’t mean to literally kick a bucket with one’s foot; rather, it means “to die.” Likewise, to hold your horses doesn’t mean to stand next to a group of horses and hold onto their bridles; rather, it means “to wait.” Explain to students that adages and other sayings like proverbs, are often referred to as “words of wisdom.” They are short, memorable sayings that have been used for a long time. For example, time flies when you’re having fun is an adage meaning that time passes quickly when you are enjoying yourself. We Do: Use common idioms and adages to work with students on understanding the difference between the two and to practice identifying what is really being said.

instruction, create an anchor chart showing and explaining the elements page S13) Review the chart and each element with students. I Do: After reviewing the elements with students, use TE Reproducible page S30 to model the above for students, including how to use the dictionary’s pronunciation key. Focus on how to use what you find in a dictionary, such as how to look up the meaning of a word and choose the appropriate definition to make sure it fits the context of the sentence. We Do: Write the following sentence on the board. She will pitch the tent at campsite before it gets dark. After reading the sentence aloud, use the Think Aloud on page S13 to walk through your thinking on how to figure out the meaning of the word pitch.

on page S13 to describe these elements to students. (prior to instruction, create an anchor chart showing and explaining the elements page S13) Review the chart and each element with students. I Do: After reviewing the elements with students, use TE Reproducible page S30 to model the above for students, including how to use the dictionary’s pronunciation key. Focus on how to use what you find in a dictionary, such as how to look up the meaning of a word and choose the appropriate definition to make sure it fits the context of the sentence. We Do: Write the following sentence on the

alternate word choices. These words include synonyms, or words of similar meaning, and antonyms, or words with opposite meanings. Tell students that the word that you look up in a thesaurus is called the entry word. Entry words are usually listed in alphabetical order. Some thesauruses are organized by concept or category. Guide words show the first and last entries on each page. Some entries include a cross-reference that will guide you to other words with similar or opposite meanings. I Do: Use TE Reproducible page S30 to model the above for students. Focus on how to use what you find in a thesaurus, such as how to look up the synonym for a word and use it to revise your writing. In addition, point out how the thesaurus can be


You Do: Divide students into groups of 3 or 4. Give each group a sentence or two that has an underlined word. Tell students that they need to determine the meaning of the underlined word as it fits in the sentence. Students can present their sentences and thinking to the class

board. She will pitch the tent at campsite before it gets dark. After reading the sentence aloud, use the Think Aloud on page S13 to walk through your thinking on how to figure out the meaning of the word pitch. You Do: Divide students into groups of 3 or 4. Give each group a sentence or two that has an underlined word. Tell students that they need to determine the meaning of the underlined word as it fits in the sentence. Students can present their sentences and thinking to the class

used to expand one understands of related words. We Do: Write the following words on the board: depressed, sad, happy, ecstatic Point out for students how depressed and ecstatic are extreme forms of sad and happy. Use this time to make it clear that students want to choose the words that best represents the shade of meaning of the word they want to use in their writing. You Do: Choose some other words for students to work with a partner to look up in a thesaurus. Watch for students to select those words that best represent the word they are looking up.

Comprehension/Fluency

Objective TSW comprehend informational text.

Objective TSW comprehend informational text.

Objective TSW comprehend information text using note taking.

Objective TSW use reading strategies to comprehend text

Objective TSW use reading strategies to comprehend text


Vocabulary (pre-teach and post in the room)

- Text features - Non-fiction - Maps - Charts - Diagrams - Time lines - Boldface words

Whole Group Tell students that nonfiction surrounds us-in textbooks, magazines, posters, and online articles. Nonfiction looks quite different from fiction. Nonfiction contains special text features such as maps, charts, diagrams, time lines, boldface words, and other graphic aids. Explain to students that these features sometimes graphically show a difficult concept to make it easier to learn and remember; these features also make it easier to gain an overview of and locate information in text. Tell students that when reading non-fiction, they will learn how to: Preview the text to

determine the main ideas

Use graphic aids to gain additional


- Text structure - Expository text - Description - Sequence - Compare and

contrast - Cause and effect - Problem and

solution Whole Group Tells students that text structure refers to the organizational pattern a writer uses to present information in informational text. I Do: Distribute copies of TE Reproducible page S37 and do the following: Define each text

structure Explain that each

text structure contains signal words that alert the reader that the text is structured in a specific way

Point out the graphic organizer associated with

Whole Group Tell students that when they read nonfiction text, they will periodically take notes to help them better remember that information. Note taking will also help them determine the main ideas, or most important information, in the text. I Do: Use TE Reproducible page S36 with a selection from Time for Kids or from your science textbook. Model how to fill out the note-taking form for one chapter in the book. Students will list the main idea of each paragraph or section of the text; make drawings to help them remember difficult concepts, then use the main ideas to write a brief summary of the chapter. Continue to model this process for the first 6-8 weeks of school, or until students feel comfortable taking notes.


- Reading strategy

- Summarize - Visualize - Generate

questions Whole Group Tells students that a reading strategy is a technique or process consciously used by a reader to understand a text. Point out to students that skilled readers use strategies every time they read. The strategies a reader uses depend on text demands. Strategies can be used before, during, and after reading. I Do: TTW describe each of the strategies of summarize, visualize, and generate questions. (Create an anchor chart with the information prior to instruction page


- Reading strategy

- Make, Revise, and confirm Predictions

- Make Inferences

- Evaluate Whole Group Tells students that a reading strategy is a technique or process consciously used by a reader to understand a text. Point out to students that skilled readers use strategies every time they read. The strategies a reader uses depend on text demands. Strategies can be used before, during, and after reading. I Do: TTW describe each of the strategies of make, revise, and confirm predictions, make inferences, and evaluate. (Create an anchor chart with the


understanding of text Identify the text

structure to help increase their understanding of the text

I Do: Use a selection from Time for Kids or a nonfiction textbook in your classroom. Have students read the chapter title and all the main headings. Model how to use the title and headings to determine what you will read about and figure out the main ideas of the selection. We Do: Use a selection from Time for Kids to have students work with you to figure out the main idea in the text after reading the headings and looking at the graphic features. Support students in their understanding of how to use the text features to increase their understanding. I Do: After the work with you above, have students talk with each other and explain how previewing and reading the text in this way helped them better understand what they read.

each text structure.

Key words will tell students what graphic organizer they will use to record information from the text.

(create an anchor chart that shows each text structure prior to instruction) We Do: Tell students they will use expository text writing frames to help them summarize what they read in writing and remember more quickly these main nonfiction text structures. Use copies of TE Reproducible pages S38-S42. Review the writing frame for each text structure with the students. After explaining each writing frame, use a selection from Time for Kids to demonstrate how to fill out each frame and use it to summarize. You Do: If time allows, students

S19) Use TE Reproducible pages S43-S48 to model each strategy and provide guided practice. Use one page every day. We Do: Guide students, using the pages mentioned above, to use the strategies reviewed.

information prior to instruction page S19) Use TE Reproducible pages S43-S48 to model each strategy and provide guided practice. Use one page every day. We Do: Guide students, using the pages mentioned above, to use the strategies reviewed.


can work in groups to work with the writing frames using a Time for Kids selection.

Writing Objective TSW utilize a rubric to see expectations for writing tasks. Whole Group Tell students that they will also be using rubrics as they write and revise this year. Tell them that you will give them rubrics before they begin writing to help them understand the expectations for each piece and what they need to do to create a good piece of writing. I Do: Use the Writing Rubric on TE Reproducible page S34 to discuss each piece of the rubric with students. (See page S24) We Do: TTW guide students to use the Writing Rubric to write about an adventure that happened to them in the past. Help them use the rubric to plan their writing, then evaluate it during the revision phase. Finally, use the rubric to score and explain to students how it

Objective TSW utilize a rubric to see expectations for writing tasks. Whole Group Tell students that they will also be using rubrics as they write and revise this year. Tell them that you will give them rubrics before they begin writing to help them understand the expectations for each piece and what they need to do to create a good piece of writing. I Do: Use the Writing Rubric on TE Reproducible page S34 to discuss each piece of the rubric with students. (See page S24) We Do: TTW guide students to use the Writing Rubric to write about an adventure that happened to them in the past. Help them use the rubric to plan their writing, then evaluate it

Objective TSW write to a prompt. Whole Group Tell students that every week they will be writing to a prompt. Explain the following: When writing to a

prompt, you will write about certain topics

The prompts are similar to those you will see on assessments at the end of each unit we study.

Together we will work to revise your writing prompt pieces to help them become better writers

(see page S25) I Do: Tell students that there are four steps to remember when writing to a prompt. (create an anchor chart that explains

Objective TSW write to a prompt. Whole Group Tell students that every week they will be writing to a prompt. Explain the following: When writing

to a prompt, you will write about certain topics

The prompts are similar to those you will see on assessments at the end of each unit we study.

Together we will work to revise your writing prompt pieces to help them become better writers

Objective TSW write to a prompt. Whole Group Tell students that every week you will be meeting with several of them during Small Group time to review their Writer’s Notebook pieces. The purpose of these conferences is to determine the specific writing skills they need to work on to become better writers. Explain to students that revision assignments are a regular part of their writing work in their Writer’s Notebooks. These assignments help you work with each of them on one skill at a time until each has mastered it. (Use page S26 to explain more about revision assignments. Create an anchor chart that displays information about revision assignments)


could be revised to receive a higher score.

during the revision phase. Finally, use the rubric to score and explain to students how it could be revised to receive a higher score.

the steps to writing to a prompt and have it posted in the room prior to instruction) Step 1: Read and analyze the prompt Step 2: Organize your ideas Step 3: Proofread for correct punctuation, capitalization, and spelling Step 4: Evaluate your writing We Do: Next, write the prompt on the board: Your neighborhood is littered with trash. What can you do to help? Ask students to read the prompt. Discuss the expectation. (See page S25) This will be a problem solution piece. Students will follow each step mentioned above to write to the prompt listed being sure to complete each step. TTW follow each step as mentioned on page S25-26 giving student’s time to complete their pieces of text.

(see page S25) I Do: Tell students that there are four steps to remember when writing to a prompt. (create an anchor chart that explains the steps to writing to a prompt and have it posted in the room prior to instruction) Step 1: Read and analyze the prompt Step 2: Organize your ideas Step 3: Proofread for correct punctuation, capitalization, and spelling Step 4: Evaluate your writing We Do: Next, write the prompt on the board: Your neighborhood is littered with trash. What can you do to help? Ask students to read the prompt. Discuss the expectation. (See page S25) This will be a problem solution


piece. Students will follow each step mentioned above to write to the prompt listed being sure to complete each step. TTW follow each step as mentioned on page S25-26 giving student’s time to complete their pieces of text.

Independent Activities

Review Expectations as needed

Workstation #1 Folktales (Gather a substantial amount of folktales for students to read.) Students can choose two characters from two different folktales and compare them using a Venn-Diagram http://www.lauracandler.com/filecabinet/literacy/PDFLC/charcomp.pdf Workstation #2 Reading Response Journals: Students will respond to text they are reading individually or text that was read out loud during class. http://www.sanchezclass.com/docs/reading-response-


Workstation #1 Folktales (Gather a substantial amount of folktales for students to read.) Students can choose two characters from two different folktales and compare them using a Venn-Diagram http://www.lauracandler.com/filecabinet/literacy/PDFLC/charcomp.pdf Workstation #2 Reading Response Journals: Students will respond to text they are reading individually or text that was read out loud during class.


Workstation #1 Folktales (Gather a substantial amount of folktales for students to read.) Students can choose two characters from two different folktales and compare them using a Venn-Diagram http://www.lauracandler.com/filecabinet/literacy/PDFLC/charcomp.pdf Workstation #2 Reading Response Journals: Students will respond to text they are reading individually or text that was read out loud during class.

Review expectations as needed

Workstation #1 Folktales (Gather a substantial amount of folktales for students to read.) Students can choose two characters from two different folktales and compare them using a Venn-Diagram http://www.lauracandler.com/filecabinet/literacy/PDFLC/charcomp.pdf Workstation #2 Reading Response Journals: Students will respond to text


Workstation #1 Folktales (Gather a substantial amount of folktales for students to read.) Students can choose two characters from two different folktales and compare them using a Venn-Diagram http://www.lauracandler.com/filecabinet/literacy/PDFLC/charcomp.pdf Workstation #2 Reading Response Journals: Students will respond to text they are reading individually or text

http://www.lauracandler.com/filecabinet/literacy/PDFLC/charcomp.pdf�



http://www.sanchezclass.com/docs/reading-response-intermediate.pdf�

















intermediate.pdf Workstation #3 Non-Fiction Station (Gather a substantial amount of non-fiction text for students to read.)

http://www.sanchezclass.com/docs/reading-response-intermediate.pdf Workstation #3 Non-Fiction Station (Gather a substantial amount of non-fiction text for students to read.)

http://www.sanchezclass.com/docs/reading-response-intermediate.pdf Workstation #3 Non-Fiction Station (Gather a substantial amount of non-fiction text for students to read.)

they are reading individually or text that was read out loud during class. http://www.sanchezclass.com/docs/reading-response-intermediate.pdf Workstation #3 Non-Fiction Station (Gather a substantial amount of non-fiction text for students to read.)

that was read out loud during class. http://www.sanchezclass.com/docs/reading-response-intermediate.pdf Workstation #3 Non-Fiction Station (Gather a substantial amount of non-fiction text for students to read.)

Pacing Day 11 Day 12 Day 13 Phonics/Word Study Review multi-syllabic

skills and strategies as needed with students.

Review multi-syllabic skills and strategies as needed with students

Review multi-syllabic skills and strategies as needed with students

Vocabulary Review vocabulary skills and strategies as needed with students

Review vocabulary skills and strategies as needed with students

Review vocabulary skills and strategies as needed with students

Comprehension/Fluency Objective TSW monitor comprehension while reading text. Vocabulary (Pre-teach and post in room.)

- Monitoring

Review comprehension skills and strategies as needed with students

Review comprehension skills and strategies as needed with students

















comprehension - Making

connections - Fix-up

strategies Whole Group Tell students that in addition to the reading strategies, students will be using two strategies with every story they read: monitoring comprehension and making connections. Tells students that as they read, they need to monitor their comprehension and stop and check if they understand what they are reading. If the text is not understood, Fix-Up Strategies need to be used to help them make sense of their reading. Review the following strategies: When reading,

stop at regular intervals and ask ourselves what we read. Also, stopping is needed when there is confusion with


the text Fix-Up

Strategies can help clarify our understanding of text. They are: rereading, summarizing, adjusting reading rate, answering questions about the text, reading ahead, note taking, and outlining.

Model these strategies as you read the selections.

Writing Review writing strategies with students as needed

Review writing strategies with students as needed

Review writing strategies with students as needed

Independent Activities Review expectations with students as needed

Review expectations with students as needed

Review expectations with students as needed


Hickman Mills Treasures Curriculum 5th Grade / Unit 1

Pacing for This Unit Week 1 Week 2 Week 3 Week 4 Week 5 Week 6

Start Smart: August 14-17 Unit 1: August 19-September 26

Assessments for this Unit Required: STAR Reading: August, December, March, May STAR Reading Progress Monitoring: Below Basic every two weeks/Basic every two or three weeks. Running Records: All Administered: August 14-September 6, 2013 Below Basic/Basic Students (Proficient Students are optional) January 6-24, 2014 All Administered: May 5-16, 2014 Phonics/Decoding: Administered only to Below Basic and Basic Students August 14-September 3, 2013 & January 6-24, 2014 Unit Tests: Administered at the end of each Treasures unit according to the pacing guide.

Optional: Oral Reading Fluency Assessment Informal Reading Inventory Spelling Inventory Verbal Language Scale Reading Comprehension Tests

Library Books Aligned with the Unit- Recommended for Additional Read Alouds to support skills and strategies presented in this unit.

ELL Resources

Shiloh by Phyllis Reynolds Naylor They Called her Molly Pitcher by Anne Rockwell Number the Stars by Lois Lowry

Pages: T32-T37


Unit 1: What makes people take action?

Enduring Understanding and Questions: In this unit, students will listen, read, and write about what motivates people to take action. They will also develop and apply key comprehension skills that good readers use as they read.

Big Idea Enduring Understanding Essential Questions Theme: Taking a Stand Sometimes conditions or situations in

life force people to take action. What makes people take action?

Comprehension Enduring Understanding Essential Questions Character and Setting Week 1

Good readers think about the settings, functions and relationships of characters in a story.

What conflicts did the main character have, and how were they affected by the setting?

Make Inferences Week 2

Good readers make inferences and identify incidents that advance the story or foreshadow future events.

What details help you make inferences about events in the plot?

Main Idea and Details Week 3

Good readers think about what the sentences in a passage have in common to determine the main idea.

What do all of the important details in this selection have in common?

Problem and Solution Week 4

Good readers can identify the problem and solution in a story plot.

What problem do the characters in this story have, and how does it affect their relationships?

Draw Conclusions Week 5

Good readers look for clues that tell why the author wrote the story.

How can drawing conclusions help you to sequence the plot’s main events and explain their influence on future events?


Unit 1: At-A-Glance

Common Core Standards Addressed in this Unit Standards for Reading: Standards for Writing: 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. RF.5.4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expressions on successive readings. RF.5.4: Read with sufficient accuracy and fluency to support comprehension RI.5.2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

W.5.3a: Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. W.5.3b: Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. 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.

Standards for Language: College and Career Readiness: L.5.4a: Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase L.5.1: Demonstrate command of the convention of standard English grammar and usage when writing or speaking. L.5.5b: Recognize and explain the meaning of common idioms, adages, and proverbs L.5.3a: Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

R.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text. R.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from text. L.CCR.4: Determine or clarify the meanings of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.


Vocabulary Week/Story Robust/Word Study Vocabulary Content Vocabulary Academic Vocabulary

Week 1 Goin’ Someplace Special

scald, blurted, permission, clenched, autograph, approached, fare, spectacular

unconstitutional, banned, boycott, segregation

analyze, story structure, character and setting, context clues, sentences, dialect, establish, figurative language, fluency, quote, stanza

Week 2 Shiloh

injury, mournful, sympathy, delivering, shrieks, decency, couple

anatomy, contamination, diagnose, fractures, veterinarian

analyze story structure, make inferences, dictionary, subject, predicate, dialect, establish, figurative language, fluency, quote, stanza

Week 3 Maya Lin: Architect of Memory

dedicated, equality, artifacts, exhibits, site

none summarize, main idea and details, compound sentences, conjunctions, word parts, dialect, establish, figurative language, fluency, quote, stanza

Week 4 The Night of San Juan

purchased, forbidden, reluctant, gossiped, irresistible, elegant, mischievous, hesitation

lunar, crescent, gravity, eclipse summary, problem, solution, compound sentences, complex sentences, word parts, dialect, establish, figurative language, fluency, quote, stanza

Week 5 Sleds on Boston Common

navigation, instruct, patriots, tyrant, stark, governor, inspect

none summary, draw conclusions, run-on sentences, word parts, dialect, establish, figurative language, fluency, quote, stanza


Key Comprehension and Writing Skills

Comprehension Writing Week 1 Strategy

Analyze Story Structure Skill Character and Setting

Trait: Ideas

Week 2 Strategy Analyze Story Structure Skill Make Inferences

Trait: Ideas

Week 3 Strategy Summarize Skill Main Idea and Details

Personal Narrative

Week 4 Strategy Summarize Skill Problem and Solution

Trait: Ideas

Week 5 Strategy Summarize Skill Draw Conclusions

Trait: Ideas


Week #1 Instructional Guide Pa

cing

GLEs CCSS Essential Skills/Strategies Vocabulary Unit/Lesson Support Resources/ Tier 2 Connections

Day

s 5

R1E.5.c W2C.5.d W3A.5.a R1C.4 R1D.4.a R1E.4.a-d

R1D.5.a-b R1C.5

L.5.4a: Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase L.5.1: Demonstrate command of the convention of standard English grammar and usage when writing or speaking. W.5.3a: Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. 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. RF.5.4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expressions on successive readings. R.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Comprehension Day1 (9A-9B) Strategy: Analyze Story Structure Skill: Character and Setting Day2 (pgs. 10-25) Strategy: Analyze Story Structure Skill Character and Setting Day3 (pg. 27B) Review Skill: Self-Selected Strategy Use Day 4 (pgs. 28-31) Skill: Text Feature: Time Line Day 5: Review and Assess Fluency Day1: Model Fluency (7B) Day2:Repeated Reading: Expression and Accuracy (27A) Day3:Repeated Reading (27A) Day4:Repeated Reading (27A) Day5:Practice (6K) Phonics/Word Study Day1: None Day2: Read Words with Short Vowels (7C-7D) Day3: None Day4: None Day5: None Vocabulary Day1: Strategy: Homophones ( 8) Day2: Homophones, review words(33C) Day3: Review Words, Related Words (33D) Day4: Content Vocabulary, Review Words, Morphology (33D) Day5: Assess Words, Connect Writing 33D)

Robust/Word Study Vocabulary: scald, blurted, permission, clenched, autograph, approached, fare, spectacular Content Vocabulary: unconstitutional, banned, boycott, segregation Academic Vocabulary: analyze, story structure, character and setting, context clues, sentences, dialect, establish, figurative language, fluency, quote, stanza

Leveled Readers for Goin’ Someplace Special A-The Way It Should Be O-Gramma’s Garden B-Sandy’s Song ELL-Dreaming of Garden

Day 1: Prepare to Read, (331) Academic Language, (331) Preteach Vocabulary, (33K) Day 2: Comprehension, (33M) Leveled Reader Lesson 1, (33N) Day3: Phonics Maintenance, (33J) Leveled Reader Lesson 2, (330) Day4: Reteach Phonics Skill (33J) Review Vocabulary, (33L) Leveled Reader Lesson 3, (33P) Day5: Fluency, (33Q) Self-Selected Independent Reading, (33R) Book Talk, (33P) United Streaming: Heroes of Today and Yesterday: Rosa Parks and the Civil Rights Movement; March to Justice: Ruby Bridges Hall; The PBS News Hour: A Class of One: Ruby Bridges

Smart Exchange: Context Clues; Homophones (grade 5); Hooray for Homophones; Homophone tomato splat; Character; Characters and Characterization; Identifying the setting of a story


Treasures Social Studies Connection Grade 5

Unit 1 Week 1 GLE Reading Activity Teaching Strategies/Additional Resources

13. Identify how a person becomes a member of a group or institution and what factors influence inclusion or exclusion from a group (RE6B) 17. Interpret the past, explain the present and predict future consequences of economic decisions (EC4C) 1.6, 1.8, 1.10, 4.6

• Theme Project: Taking a Stand TE 2-5

• Literacy Workstations “Social Movements” TE 6L

• Prepare Photo Prompt “Fighting Back” TE 6-7

• Read Aloud “The Mother of the Movement” TE 7A-7B

• Vocabulary “Lunch Counter Encounter” TE 8-9B

• Main Selection “Goin Some Place Special” TE 10-27

• Paired Selection “Through My Eyes” TE 28-31

• Classroom Library Number the Stars T 6-7

• Through My Eyes – Bridges • Ida B Wells: Mother of the Civil rights Movement – Fraden • A Dream of Freedom: The Civil Rights Movement From

1954-1968 – McWhorter • Environmental Movement: From Its roots to the Challenges

of a New Century - Pringle


Hickman Mills 5th Grade Reading Science Connections

Reading Grade Level, Unit #,

and Week #

Science Reading Connections within the Reading Series

Science Connections Unit and Quarter

(Grade Level Expectations)


and Week #

Science Workstations within the Reading Series



5U1W1 5U1W1 Events in Time Units 1-7 Quarters 1-4: Science and Technology • Describe how tools have

helped scientist make better observations, measurements, or equipment for investigations (e.g., magnifiers, balances, stethoscopes, thermometers) (8.1.B.a)

• Research biographical information about various scientists and inventors from different gender and ethnic backgrounds, and describe how their work contributed to science and technology (8.2.A.a) (Assess Locally)



cing

GLEs CCSS Essential Skills/Strategies

Vocabulary Unit/Lesson Support Resources/ Tier 2 Connections

5 D

ays

R2B.6.c

W2C.5.d

W3A.5.a

R1C.4 R1D.4.a R1E.4.a-d

R1D.5.a-b R1C.5

L.5.5b: Recognize and explain the meaning of common idioms, adages, and proverbs L.5.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. W.5.3a: Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally 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 RF.5.4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. R.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from text.

Comprehension Day1: (37A-37B) Strategy: Analyze Story Structure Skill: Make Inferences Day2: (38-51) Strategy: Analyze Story Structure Skill: Make Inferences Day3: (53) Review Skill: Character and Setting Day4: (54) Skill: Text Feature: Photos and Captions Day5: (57) Review and Assess Fluency Day1: Model Fluency (35B) Day2:Repeated Reading: Intonation/Expression (53A) Day3:Repeated Reading Intonation/Expression (53A) Day4:Repeated Reading (53A) Intonation/Expression Day5:Practice (34K) Phonics/Word Study Day1: None Day2: Read Words with Long Vowels (35C-35D) Day3: None Day4: None Day5: None Vocabulary Day1: Strategy: Idioms and Adages ( 36) Day2: Idioms, review words(59C) Day3: Review Words, Related Words (59D) Day4: Content Vocabulary, Review Words, Morphology (59D) Day5: Assess Words, Connect Writing (59D)

Robust/Word Study Vocabulary: injury, mournful, sympathy, delivering, shrieks, decency, couple Content Vocabulary: anatomy, contamination, diagnose, fractures, veterinarian Academic Vocabulary: analyze story structure, make inferences, dictionary, subject, predicate, dialect, establish, figurative language, fluency, quote, stanza

Leveled Readers for Shiloh A- The Habits of Rabbits O- The Elephant in the Room B-Black Bear’s Backyard ELL-Elephants in Africa

Day 1: Prepare to Read, (591) Academic Language, (591) Preteach Vocabulary, (59K) Day 2: Comprehension, (59M) Leveled Reader Lesson 1, (59N) Day3: Phonics Maintenance (59J) Leveled Reader Lesson 2, (590) Day4: Reteach Phonics Skill (59J) Review Vocabulary, (59L) Leveled Reader Lesson 3, (59P) Day5: High Frequency Words, (59L) Fluency, (59Q) Self-Selected Independent Reading, (59R) Book Talk, (59P) United Streaming: When I Grow Up: I Want to Be a Veterinarian; Smithsonian Institution: Meet Our Scientists: Zoo Veterinarian Smart Exchange: Idioms; Idiom Jeopardy; Idioms What Do They Really Mean; Language Arts; Subjects and Predicates; Appositives; Dictionary; Making Inferences; Shiloh Novel Study




and Week #





and Week #




5U1W2 5U1W2 Animal Science Units 1-7 Quarters 1-4: Science and Technology • Describe how tools have

helped scientist make better observations, measurements, or equipment for investigations (e.g., magnifiers, balances, stethoscopes, thermometers) (8.1.B.a)



Week 3 Instructional Guide Pa

cing


5 D

ays

W2C.5.d W2E.4.d

W3A.5.a

R1C.4 R1D.4.a R1E.4.a-d R1H.5.b,i

L.CCR.4: Determine or clarify the meanings of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful words parts, and consulting general and specialized reference materials, as appropriate L.5.1a: Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. W.5.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear even sequences. 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 RF.5.4: Read with sufficient accuracy and fluency to support comprehension RI.5.2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

Comprehension Day1: (63A-63B) Strategy: Summarize Skill: Main Ideas and Details Day2: (64-67) Strategy: Summarize Skill: Main Ideas and Details Day3: (67) Review Skill: Make Inferences Day4: (68-69) Test Practice: Answering Questions Day5: Review and Assess Fluency Day1: Model Fluency (61B) Day2:Repeated Reading: Phrasing (67A) Day3:Repeated Reading: Phrasing (67A) Day4:Repeated Reading: Phrasing (67A) Day5:Practice (60K) Phonics/Word Study Day1: None Day2: Words with /ü/,/ū/, and /u/ (61C-61D) Day3: None Day4: None Day5: None Vocabulary Day1: Strategy: Word Parts/Inflectional Endings ( 62) Day2: Inflectional Endings, Review Words(71G) Day3: Review Words, Related Words (71H) Day4: Review Words, Morphology (71H) Day5: Assess Words, Connect Writing (71H)

Robust/Word Study Vocabulary: dedicated, equality, artifacts, exhibits, site Content Vocabulary: none Academic Vocabulary: summarize, main idea and details, compound sentences, conjunctions, word parts, dialect, establish, figurative language, fluency, quote, stanza

Leveled Readers for Maya Lin: Architect of Memory A- Ellis Island The Golden Doors O-Ellis Island The Golden Doors B-Ellis Island The Golden Doors ELL-Ellis Island

Day 1: Prepare to Read, (71M) Academic Language, (71M) Preteach Vocabulary, (710) Day 2: Comprehension, (71Q) Leveled Reader Lesson 1, (71R) Day3: Phonics Maintenance (71N) Leveled Reader Lesson 2, (71S) Day4: Reteach Phonics Skill, (71N) Review Vocabulary, (571P) Leveled Reader Lesson 3, (71T) Day5: High Frequency Words, (71P) Fluency, (71U) Self-Selected Independent Reading, (71V) Book Talk, (71T) United Streaming: Visit Ellis Island; Symbols of America; America the Beautiful Smart Exchange: Compound Sentences; Main Idea & Details; Identifying Main Ideas & Details




and Week #





and Week #




5U1W3 5U1W3 Monuments and Weather Unit 5 Quarters 3: The Atmosphere (Weather and Water Cycle) • Identify and summarize

relationships between weather data (e.g., temperature and time of day, cloud cover and temperature, wind direction and temperature) collected over a period of time (5.2.F.b)

• Propose solutions to problems related to water quality and availability that results from human activity (5.3.A.c)

Units 1-7 Quarters 1-4: Science and Technology • Identify a question that was

asked, or could be asked or, a problem that needed to be solved when given a brief scenario (fiction or nonfiction of people working alone or in groups solving everyday problems or learning through discovery) (8.3.A.a)



cing


5 D

ays

W2C.5.d W2E.4.d

W2D.5.a-b

R1C.4 R1D.4.a R1E.4.a-d

R1D.5.a-b

L.CCR.4: Determine or clarify the meanings of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful words parts, and consulting general and specialized reference materials, as appropriate L.5.1a: Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. W.5.3b: Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations 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 RF.5.4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. R.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Comprehension Day1: (75A-75B) Strategy: Summarize Skill: Problem and Solution Day2: (76-87) Strategy: Summarize Skill: Problem and Solution Day3: (89B) Review Skill: Character and Setting Day4: (90) Text Feature: Diagrams Day5: (93) Review and Assess Fluency Day1: Model Fluency (73B) Day2:Repeated Reading: Expression and Phrasing (89A) Day3:Repeated Reading: Expression and Phrasing (89A) Day4:Repeated Reading: Expression and Phrasing (89A) Day5:Practice (72K) Phonics/Word Study Day1: None Day2: Controlled Vowels (73C-73D) Day3: None Day4: None Day5: None Vocabulary Day1: Strategy: Word Parts/Suffixes ( 74) Day2: Suffixes, Review Words(95C) Day3: Review Words, Related Words (95D) Day4: Review Words, Morphology (95D) Day5: Assess Words, Connect Writing (95D)

Robust/Word Study Vocabulary: forbidden, elegant, reluctant, purchased, gossiped, mischievous, irresistible, hesitation Content Vocabulary: lunar, crescent, gravity, eclipse Academic Vocabulary: summary, problem, solution, compound sentence, complex sentence, word parts, dialect, establish, figurative language, fluency, quote, stanza

Leveled Readers for The Night of San Juan A- Nothing is Impossible O-Where We Belong B-All or Nothing ELL-The Family Farm

Day 1: Prepare to Read, (95I) Academic Language, (95I) Preteach Vocabulary, (95K) Day 2: Comprehension, (95M) Leveled Reader Lesson 1, (95N) Day3: Phonics Maintenance (95J) Leveled Reader Lesson 2, (95O) Day4: Reteach Phonics Skill, (95J) Review Vocabulary, (95L) Leveled Reader Lesson 3, (95P) Day5: High Frequency Words, (95L) Fluency, (95Q) Self-Selected Reading, (95R) Book Talk, (95P) United Streaming: Space Exploration: Phases of the Moon; There's No Food Like My Food: Tracy Ann In Jamaica Smart Exchange: Complex Sentences; Clauses and Complex Sentences; Colons and Quotation Marks; 6 Traits of Writing: Ideas




and Week #





and Week #




5U1W4 Paired Selection: Phases of the Moon

Unit 6 Quarter 3: Sun, Earth and Moon (Moon Phases) • Observe and identify the

Moon orbits the Earth in about a month (6.1.A.b)

• Sequence images of the lit portion of the Moon seen from Earth as it cycles day-to-day in about a month in order of occurrence (6.2.B.a)

• Relate the apparent motion of the Sun, Moon, and stars in the sky to the rotation of the Earth (DO NOT assess apparent motion of polar constellations) (6.2.C.c)

51W4 Compare Geography Unit 7 Quarter 4: Classification of Plants and Animals • Explain similarities are the

basis for classification (3.1.E.a)

• Distinguish between plants (which use sunlight to make their own food) and animals (which must consume energy-rich food) (3.1.E.b)

• Classify animals into classes (amphibians, birds, reptiles, mammals, fish) based on their characteristics (3.1.E.d)



cing


5 D

ays

W2C.5.d

ICTL1A.5.a-e ICTL5A.5 ICTL6B.5.c R1H.5.h-i

R1C.4 R1D.4.a R1E.4.a-d

L.CCR.4: Determine or clarify the meanings of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful words parts, and consulting general and specialized reference materials, as appropriate L.5.3a: Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. 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. 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 RF.5.4: Read with sufficient accuracy and fluency to support comprehension R.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from text.

Comprehension Day1: (99A-99B) Strategy: Summarize Skill: Draw Conclusions Day2: (100-117) Strategy: Summarize Skill: Draw Conclusions Day3: (119B) Review Skill: Problem and Solution Day4: (120) Literary Elements: Meter and Alliteration Day5: (123) Review and Assess Fluency Day1: Model Fluency (97B) Day2:Repeated Reading: Phrasing (119A) Day3:Repeated Reading: Phrasing (119A) Day4:Repeated Reading: Phrasing (119A) Day5:Practice (96K) Phonics/Word Study Day1: None Day2: r-Controlled Vowels (97C-97D) Day3: None Day4: None Day5: None Vocabulary Day1: Strategy: Word Parts/Word Families ( 98) Day2: Word Families, Review Words(125C) Day3: Review Words, Related Words (125D) Day4: Review Words, Morphology (125D) Day5: Assess Words, Connect Writing (125D)

Robust/Word Study Vocabulary: navigation, tyrant, instruct, stark, inspect, governor, patriots Content Vocabulary: Academic Vocabulary: summary, draw conclusions, run-on sentences, word parts, dialect, establish, figurative language, fluency, quote, stanza

Leveled Readers for Sleds on Boston Common A- The Shot Heard Around the World O- The Shot Heard Around the World B-The Shot Heard Around the World ELL-The American Revolution Begins!

Day 1: Prepare to Read, (125I) Academic Language, (125I) Preteach Vocabulary, (125K) Day 2: Comprehension, (125M) Leveled Reader Lesson 1, (125N) Day3: Phonics Maintenance (125J) Leveled Reader Lesson 2, (125O) Day4: Reteach Phonics Skill, (125J) Review Vocabulary, (125L) Leveled Reader Lesson 3, (125P) Day5: High Frequency Words, (125L) Fluency, (125Q) Self-Selected Reading, (125R) Book Talk, (125P) United Streaming: Liberty's Kids: Deborah Samson: Soldier of the Revolution; Field Trips to Yesterday: The Road to Revolution: Historical Boston Smart Exchange: Run On Repair; Run on Sentences 1 (Independent/Dependent Clauses)




3. Explain the American Revolution, including the perspectives of patriots and loyalists and factors that explain why the American colonists were successful (US2aC) 1.10, 2.1, 1.3, 3.6

• Literacy Workstation “History” TE 96L

• Prepare Picture Prompt “Heroes Young & Old” TE 96-97

• Read Aloud “ “Deborah Sampson: Patriot Soldier disguised as a Man” TE 97A-97B

• Vocabulary “Letters from the Revolution” TE 98-99B

• Main Selection “Sleds on Boston Common” TE 100-119

• Paired Selection “Paul Revere’s Ride” TE 120-123

• Leveled Reader “The Shot Heard Around the World” TE 125U-125V

• Classroom Library They Called Her Molly Pitcher T 4-5




and Week #





and Week #




5U1W5 5U1W5 Science Units 1-7 Quarters 1-4: Inquiry • Pose questions about

objects, materials organisms, and events in the environment (7.1.A.a)



• Describe how tools have helped scientist make better observations, measurements, or equipment for investigations (e.g., magnifiers, balances, stethoscopes, thermometers) (8.1.B.a)




September 20-November 8




ELL Resources

The Snake Scientist by Sy Montgomery So You Want to Be President? by Judith St. George The Tarantula Scientist by Sy Montgomery

Pages: T32-T37


Unit 2: How do scientists learn about the natural world?

Enduring Understanding and Questions: In this unit, students will listen, read, and write about how scientists learn about the natural world. They will also develop and apply key comprehension skills that good readers use as they read.

Big Idea Enduring Understanding Essential Questions Theme: Investigation We understand the world by

investigating, or seeking answers to our questions.

How do scientists learn about the natural world?

Comprehension Enduring Understanding Essential Questions Sequence Week 1

Good readers analyze how the organization of a text influences the relationships among ideas.

How can recognizing sequence help you understand the relationship between ideas?


Good readers think about what the sentences in a passage have in common to find the main idea.


Author’s Purpose Week 3

Good readers look for clues that reveal whether the author’s purpose was achieved.

Why do you think the author wrote this story, and did he or she achieve the purpose?

Fact and Opinion Week 4

Good readers verify facts and distinguish them from opinions.

Why is it important to verify facts and distinguish them from opinions?

Description Week 5

Good readers analyze how the organization of a text influences the relationship among ideas.

How can recognizing description help you understand the relationship between ideas?


Unit 2: At-A-Glance

Common Core Standards Addressed in this Unit

Standards for Reading: Standards for Writing: 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. RF.5.4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings RF.5.4: Read with sufficient accuracy and fluency to support comprehension RI.5.3: Explain the relationship 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.5.2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

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. W.5.1b: Provide logically ordered reasons that are supported by facts and details. W.5.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience W.5.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Standards for Language: College and Career Readiness: L.5.4b: Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). L.5.1: Demonstrate command of the conversations of a standard English grammar and usage when writing or speaking. L.5.4a: Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase L.5.2e: Spell grade-appropriate words correctly, consulting references as needed. L.5.4c: 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.5.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

R.CCR.6: Assess how point of view or purpose shapes the content and style of a text. R.CCR.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence R.CCR.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.



Week 1 Hidden World

specimens, biology, murky, research, dormant, observer, scoured, transferred

None summarize, sequence, rhyme scheme, suffixes, nouns, affix, consult, evidence, expression, research

Week 2 Rattlers!

species, surroundings, survive, prey, alert, predators, vibrates, lunging

None summarize, main idea, details, context clues, nouns, affix, consult, evidence, expression, research

Week 3 These Robots are Wild!

investigating, conquer, observed, insight, inhibit

None monitor, comprehension, author’s purpose, plural nouns, nonfiction article, prefixes, affix, consult, evidence, expression, research

Week 4 Up in the Air: The Story of Balloon Flight

launched, anchored, particles, companion, dense, hydrogen, inflate, scientific

None monitor, comprehension, fact and opinion, roots, possessive nouns, affix, consult, evidence, expression, research

Week 5 Hurricanes

damages, atmosphere, property, destruction, available, surge, contact

None analyze text structure, description, plural nouns, possessive nouns, affix, consult, evidence, expression, research


Key Comprehension and Writing Skills Comprehension Writing Week 1 Strategy

Summarize Skill Sequence

Trait: Ideas

Week 2 Strategy Summarize Skill Main Ideas and Details

Trait: Ideas

Week 3 Strategy Monitor Comprehension Skill Author’s Purpose

Persuasive Essay

Week 4 Strategy Monitor Comprehension Skill Fact and Opinion

Trait: Voice

Week 5 Strategy Analyze Text Structure Skill Description

Trait: Word Choice



cing


Day

s 5

R1E.5.a

W2A.5.a-b W2B.5.a-b

R1C.4 R1D.4.a R1E.4.a-d

R1D.5.a-b R3C.5.a,e, g, i-j

L.5.4b: Use common, grade appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis) L.5.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking 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. 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. RF.5.4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. 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.

Comprehension Day1: (139A-139B) Strategy: Summarize Skill: Sequence Day2: (140-151) Strategy: Summarize Skill: Sequence Day3: (153B) Review Skill: Draw Conclusions Day4: (154-155) Literary Elements: Rhythm and Rhyme Scheme Day5: (155) Review and Assess Fluency Day1: Model Fluency (137B) Day2:Repeated Reading: Expression and Phrasing (153A) Day3:Repeated Reading: Expression and Phrasing (153A) Day4:Repeated Reading: Expression and Phrasing (153A) Day5:Practice (136K) Phonics/Word Study Day1: None Day2: Variant Vowel /o/ (137C-137D) Day3: None Day4: None Day5: None Vocabulary Day1: Strategy: Word Parts/Greek and Latin Roots (138) Day2: Greek and Latin Roots, Review Words( 125C) Day3: Review Words, Related Words (157D) Day4: Review Words, Morphology (157D) Day5: Assess Words, Connect to Writing (157D)

Robust/Word Study Vocabulary: specimens, biology, murky, research, dormant, observer, scoured, transferred Content Vocabulary: none Academic Vocabulary: summarize, sequence, rhyme scheme, suffixes, nouns, affix, consult, evidence, expression, research

Leveled Readers for Hidden Worlds A- Searching for Cures O- Searching for Cures B-Searching for Cures ELL-Science Finds Cures

Day 1: Prepare to Read, (157I) Academic Language, (157I) Preteach Vocabulary, (157K) Day 2: Comprehension, (157M) Leveled Reader Lesson 1, (157N) Day3: Phonics Maintenance (157J) Leveled Reader Lesson 2, (157O) Day4: Reteach Phonics Skill, (157J) Review Vocabulary, (157L) Leveled Reader Lesson 3, (157P) Day5: High Frequency Words, (157L) Fluency, (157Q) Self-Selected Independent Reading, (157R) Book Talk, (157P) Smart Exchange: Common and Proper Nouns; Vowel Teams With Multiple Sounds; Explore Greek and Latin Roots; Greek and Latin Roots Cloze; Greek Combining Forms)


Treasures Social Studies Connection

Grade 5 Unit 2 Week 1

GLE Reading Activity Teaching Strategies/Additional Resources 16. Identify the role of technology in our economy and how our economy has changed from an agricultural economy to an industrial economy (EC4B) 1.6, 1.8, 1.10, 2.1

• Literacy workstation “Technology in Our Lives” TE 136L

• Beatrice’s Goat (Heifer Project) – McBrier


Hickman Mills 5th Grade Reading

Science Connections Reading Grade Level, Unit #,

and Week #





and Week #




5U2W1 Main Selection: Hidden Worlds Looking Through a Scientist’s Microscope Leveled Readers (Science): Searching for Cures, Searching for Cures, Searching for Cures, Science Finds Cures

Units 1-7 Quarters 1-4: Science and Technology • Describe how new

technologies have helped scientists make better observations and measurements for investigations (e.g., telescopes, electronic balances, x-ray technology, computers, ultrasounds, computer probes such as thermometers) (8.1.Ba)

• Identify a question that was asked, or could be asked or, a problem that needed to be solved when given a brief scenario (fiction or nonfiction of people working alone or in groups solving everyday problems or learning through discovery) (8.3.A.a)

• Describe how tools have helped scientist make better observations, measurements, or equipment for investigations (e.g., magnifiers, balances, stethoscopes, thermometers) (8.1.B.a)

5U2W1 Music Technology Units 1-7 Quarters 1-4: Science and Technology • Identify a question that was


• Describe how tools have helped scientist make better observations, measurements, or equipment for investigations (e.g., magnifiers, balances, stethoscopes, thermometers) (8.1.B.a



cing


Day

s 5

R1E.5.c W2C.5.a-b R1C.4 R1D.4.a R1E.4.a-d R1D.5.a-b R1H.5.b,i

L.5.4a: Use content (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. L.5.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. W.5.1b: Provide logically ordered reasons that are supported by facts and opinions 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. RF.5.4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. RI.5.2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text

Comprehension Day1: (161A-161B) Strategy: Summarize Skill: Main Idea and Details Day2: (162-173) Strategy: Summarize Skill: Main Idea and Details Day3: (175B) Review Skill: Sequence Day4: (176-177) Literary Elements: Hero and Personification Day5: (177) Review and Assess Fluency Day1: Model Fluency (159B) Day2:Repeated Reading: Expression and Phrasing (175A) Day3:Repeated Reading: Expression and Phrasing (175A) Day4:Repeated Reading: Expression and Phrasing (175A) Day5:Practice (158K) Phonics/Word Study Day1: None Day2: Plurals (159C-159D) Day3: None Day4: None Day5: None Vocabulary Day1: Strategy: Context Clues (160) Day2: Context Clues, Review Words( 179C) Day3: Review Words, Related Words (179D) Day4: Review Words, Morphology (179D) Day5: Assess Words, Connect to Writing (179D)

Robust/Word Study Vocabulary: species, surroundings, survive, prey, alert, predators, vibrates, lunging Content Vocabulary: none Academic Vocabulary: summarize, main idea, details, context clues, nouns, affix, consult, evidence, expression, research

Leveled Readers for Rattlers! A- Tracing the Food Web O- Tracing the Food Web B-Tracing the Food Web ELL-Food Webs

Day 1: Prepare to Read, (179I) Academic Language, (179I) Preteach Vocabulary, (179K) Day 2: Comprehension, (179M) Leveled Reader Lesson 1, (179N) Day3: Phonics Maintenance (179J) Leveled Reader Lesson 2, (179O) Day4: Reteach Phonics Skill, (179J) Review Vocabulary, (179L) Leveled Reader Lesson 3, (179P) Day5: High Frequency Words, (179L) Fluency, (179Q) Self-Selected Independent Reading, (179R) Book Talk, (179P) United Streaming: You in the Food Web; Energy Pyramid and Food Web

Smart Exchange: Singular and Plural Nouns; Singular vs. Plural Nouns; Game for Singular and Plural Nouns (including some irregular plural nouns); Reviewing Sequence of Events




12. Distinguish between powers and functions of local, state and national government (GS3C) 1.5, 1.y, 1.10, 2.1

• Classroom Library Small Group So You Want to be President




and Week #





and Week #




5U2W2 Main Selection: Rattlers! Leveled Readers (Science): Tracing the Food Web, Tracing the Food Web, Tracing the Food Web, Food Webs

Unit 7 Quarter 4: Classification of Plants and Animals • Classify animals as

vertebrates or invertebrates (3.1.E.c)

• Classify vertebrates into classes (amphibians, birds, reptiles, mammals, fish) based on their characteristics (3.1.E.d)

5U2W2 Fact or Fiction



cing


Day

s 5

R1E.5.a W2E.5.e-f W2A.5.a-b R1C.4 R1D.4.a R1E.4.a-d

L.5.4b: Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). L.5.2e: Spell grade-appropriate words correctly, consulting references as needed. W.5.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. 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. RF.5.4: Read with sufficient accuracy and fluency to support comprehension R.CCR.6: Assess how point of view or purpose shapes the content and style of a text.

Comprehension Day1: (183A-183B) Strategy: Monitor Comprehension Skill: Author’s Purpose Day2: (184-187) Strategy: Monitor Comprehension Skill: Author’s Purpose Day3: (175B) Review Skill: Main Idea and Details Day4: (188-189) Research and Study Skills Day5: (180K) Review and Assess Strategy: Monitor Comprehension Skill: Author’s Purpose Fluency Day1: Model Fluency (181B) Day2:Repeated Reading: Phrasing (187A) Day3:Repeated Reading: Phrasing (187A) Day4:Repeated Reading: Phrasing (187A) Day5:Practice (180K) Phonics/Word Study Day1: None Day2: Inflectional Endings (181C-181D) Day3: None Day4: None Day5: None Vocabulary Day1: Strategy: Word Parts/Greek and Latin Roots (182) Day2: Greek and Latin Roots, Review Words ( 191G) Day3: Review Words, Related Words (191H) Day4: Review Words, Morphology (191H) Day5: Assess Words, Connect to Writing (191H)

Robust/Word Study Vocabulary: investigating, conquer, observed, insight, inhibit Content Vocabulary: none Academic Vocabulary: monitor, comprehension, author’s purpose, plural nouns, nonfiction article, prefixes, affix, consult, evidence, expression, research

Leveled Readers for These Robots are Wild A- Discovering the Elements O- Discovering the Elements B-Discovering the Elements ELL-The Elements

Day 1: Prepare to Read, (191M) Academic Language, (191M) Preteach Vocabulary, (191O) Day 2: Comprehension, (191Q) Leveled Reader Lesson 1, (191R) Day3: Phonics Maintenance (191N) Leveled Reader Lesson 2, (191S) Day4: Reteach Phonics Skill, (191N) Review Vocabulary, (191P) Leveled Reader Lesson 3, (191T) Day5: High Frequency Words, (191P) Fluency, (191U) Self-Selected Independent Reading, (191V) Book Talk, (191T) United Streaming: Fantastic Robots; Matter and Its Properties: What Makes Up Matter? : Elements; How Elements are Formed Smart Exchange: Appositives; Explore Greek and Latin Roots; Greek and Latin Roots Cloze; Greek Combining Forms; Singular and Plural Nouns; Singular vs. Plural Nouns; Game for Singular and Plural Nouns (including some irregular plural nouns)




28. Select, investigate, and present a topic using primary and secondary resources, such as oral interviews, artifacts, journals, documents, photos and letters (IN7A)

• Literacy Workstation “Scientific Discoveries” TE 180L

• Research Study Skills “Using the Library/Media Center” TE 187C-187D

• Angel’s Grace - Baptiste




and Week #





and Week #




5U2W3 Main Selection: These Robots Are Wild! Leveled Readers (Science): Discovering the Elements, Discovering the Elements, Discovering the Elements, The Elements


technologies have helped scientists make better observations and measurements for investigations (e.g., telescopes, electronic balances, x-ray technology, computers, ultrasounds, computer probes such as thermometers) (8.1.B.a)

• Identify how the effects of inventions or technological advances (e.g., complex machinery, technologies used in space exploration, satellite imagery, weather observation and prediction, communication transportation, robotics, tracking devices) may be helpful, harmful, or both (assess locally) (8.1.C.a)

5U2W3 Bug Bodies



cing


Day

s 5

R1E.5.a W3A.5.a R1C.4 R1D.4.a R1E.4.a-d R1D.5.a-b

L.5.4b: Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). L.5.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. W.5.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. 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. RF.5.4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. R.CCR.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

Comprehension Day1: (195A-195B) Strategy: Monitor Comprehension Skill: Fact and Opinion Day2: (196-211) Strategy: Monitor Comprehension Skill: Fact and Opinion Day3: (213) Review Skill: Author’s Purpose Day4: (214-215) Literary Elements: Simile and Metaphor Day5: (215) Review and Assess Fluency Day1: Model Fluency (193B) Day2:Repeated Reading: Rate and Accuracy (213A) Day3:Repeated Reading: Rate and Accuracy (213A) Day4:Repeated Reading: Rate and Accuracy (213A) Day5:Practice (192K) Phonics/Word Study Day1: None Day2: Contractions (193C-193D) Day3: None Day4: None Day5: None Vocabulary Day1: Strategy: Word Parts/Greek and Latin Roots (194) Day2: Greek Roots, Review Words ( 217C) Day3: Review Words, Related Words (217D) Day4: Review Words, Morphology (217D) Day5: Assess Words, Connect to Writing (217D)

Robust/Word Study Vocabulary: launched, anchored, particles, companion, dense, hydrogen, inflate, scientific Content Vocabulary: none Academic Vocabulary: monitor, comprehension, fact and opinion, roots, possessive nouns, affix, consult, evidence, expression, research

Leveled Readers for Up in the Air: The Story of Balloon Flight A- Sky Watchers O- Sky Watchers B-Sky Watchers ELL-Sky Watchers

Day 1: Prepare to Read, (217I) Academic Language, (217I) Preteach Vocabulary, (217K) Day 2: Comprehension, (217M) Leveled Reader Lesson 1, (217N) Day3: Phonics Maintenance (217J) Leveled Reader Lesson 2, (217O) Day4: Reteach Phonics Skill, (217J) Review Vocabulary, (217L) Leveled Reader Lesson 3, (217P) Day5: High Frequency Words, (217L) Fluency, (217Q) Self-Selected Independent Reading, (217R) Book Talk, (217P) United Streaming: Hot Air Balloons; Reading Rainbow: Hot; Charles's Law in Action: A Ride on a Hot Air Balloon; Olivia's Challenge: Build Your Own Hot Air Balloon Smart Exchange: Possessive Nouns; Singular and Plural Possessive Nouns; Author’s Purpose; Authors Purpose; Treasures Unit 2 Week 4




29. Use maps, graphs, statistical data, timelines, charts and diagrams to interpret, draw conclusions and make predictions (IN7B)

• Literacy workstation “Hot-Air Balloons and History” (timelines) TE 192L

• Read Aloud “The Montgolfier Brothers” TE 193A-193B

• Vocabulary “The Science of Hot-Air Balloons” TE 194-195B

• Main Selection “Up in the Air: The Story of Balloon Flight” TE 196-213




and Week #





and Week #




5U2W4 Main Selection: Up in the Air: The Story of Balloon Flight Paired Selection: Hot-Air Balloon Haiku Leveled Readers (Science): Sky Watchers, Sky Watchers, Sky Watchers, Sky Watchers

Units 1-7 Quarters 1-4: Inquiry • Formulate testable

questions and explanations (7.1.A.a)

• Determine the appropriate tools and techniques to collect data (7.1.B.b)


asked, or could be asked, or a problem that needed to be solved when given a brief scenario (fiction or nonfiction of people working alone or in groups solving everyday problems or learning through disco very) (8.3.Aa)


Unit 5 Quarter 3: The Atmosphere (Weather and Water Cycle) • Recognize the atmosphere

is composed of a mixture of gases, water, and minute particles (5.1.C.a)

5U2W4 Balloons and Weather Units 1-7 Quarters 1-4: Inquiry • Use a variety of tools and

equipment to gather data (e.g., hand lenses, magnets, thermometers, metric, rulers, balances, graduated cylinders, spring scales) (7.1.B.c)






cing


Day

s 5

R1E.5.c W2E.5.e-f R1C.4 R1D.4.a R1E.4.a-d R1D.5.a-b

L.5.4c: 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.5.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.5.2e: Spell grade-appropriate words correctly, consulting references as needed. 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. RF.5.4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. R.CCR.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

Comprehension Day1: (221A-221B) Strategy: Analyze Text Structure Skill: Description Day2: (222-233) Strategy: Analyze Text Structure Skill: Description Day3: (235) Review Skill: Fact and Opinion Day4: (236-237) Literary Elements: Personification, Imagery, and Onomatopoeia Day5: (237) Review and Assess Fluency Day1: Model Fluency (219B) Day2:Repeated Reading: Expression and Phrasing (235A) Day3:Repeated Reading: Expression and Phrasing (235A) Day4:Repeated Reading: Expression and Phrasing (235A) Day5:Practice (218K) Phonics/Word Study Day1: None Day2: Closed Syllables (219C-219D) Day3: None Day4: None Day5: None Vocabulary Day1: Strategy: Dictionary/Multiple-Meaning Words (220) Day2: Multiple-Meaning Words, Review Words ( 239C) Day3: Review Words, Related Words (239D) Day4: Review Words, Morphology (239D) Day5: Assess Words, Connect to Writing (239D)

Robust/Word Study Vocabulary: damages, atmosphere, property, destruction, available, surge, contact Content Vocabulary: none Academic Vocabulary: analyze text structure, description, plural nouns, possessive nouns, affix, consult, evidence, expression, research

Leveled Readers for Hurricanes A- Weather Extremes O- Weather Extremes B-Weather Extremes ELL-Weather Extremes

Day 1: Prepare to Read, (239I) Academic Language, (239I) Preteach Vocabulary, (239K) Day 2: Comprehension, (239M) Leveled Reader Lesson 1, (239N) Day3: Phonics Maintenance (239J) Leveled Reader Lesson 2, (239O) Day4: Reteach Phonics Skill, (239J) Review Vocabulary, (239L) Leveled Reader Lesson 3, (239P) Day5: High Frequency Words, (239L) Fluency, (239Q) Self-Selected Independent Reading, (239R) Book Talk, (239P) United Streaming: Enviro-Tacklebox: Module 02: Decisions Based on Science: Extreme Weather; Weather Smart: Hurricanes; The Biggest Storm of All: How Hurricanes Develop Smart Exchange: Taboo Words; Descriptive Words – Writing; Possessive Pronouns; Multiple Meaning Word Generator; Fact and Opinion; Facts and Opinions; Fact or Opinion?; Treasures Unit 2 Week 5




and Week #





and Week #




5U2W5 Main Selection: Hurricanes Leveled Readers (Science): Weather Extremes, Weather Extremes, Weather Extremes, Weather Extremes

Unit 5 Quarter 3: The Atmosphere (Weather and Water Cycle) • Identify and summarize

relationships between weather data (e.g., temperature and time of day, cloud cover and temperature, wind direction and temperature) collected over a period of time (5. 2.F.b)

• Explain how major bodies of water are important natural resources for human activity (e.g., irrigation damming of rivers, waste management, sources of drinking water) have affected the quantity and quality of major bodies of fresh water (5.3.A.b)




5U2W5 Ecology of a Disaster Units 1-7 Quarters 1-4: Science and Technology • Identify a question that was






November 3-December 20




ELL Resources

Frindle by Andrew Clements Yang the Eldest and His Odd Jobs by Lensey Namioka Love That Dog by Sharon Creech

Pages: T32-T37


Unit 3: How can you use your intelligence to outwit others?

Enduring Understanding and Questions: In this unit, students will listen, read, and write about people using their intelligence to solve problems. They will also develop and apply key comprehension skills that good readers use as they read.

Big Idea Enduring Understanding Essential Questions Theme: Using your Wits You can use your intelligence and creativity to

solve problems How can you use your intelligence to outwit others?

Comprehension Enduring Understanding Essential Questions Theme Week 1

Good readers can recognize and explain the message or moral lesson of a work of fiction as its theme.

Why is the theme of a work of fiction important?

Sequence Week 2

Good readers know that sequencing the events of a story can help them explain how each incident gives rise to future events.

How can placing the events of the plot in sequential order help you identify incidents that advance the story?

Compare and Contrast Week 3

Good readers can make connections between ideas in a text by comparing and contrasting information.

How did comparing and contrasting information help you connect ideas in this text?

Theme (same as week 1) Week 4

Good readers can recognize and explain the message or moral lesson of a work of fiction as its theme.


Author’s Perspective Week 5

Good readers pay attention to the author’s perspective in order to understand how he or she feels about a topic

What is the author’s perspective toward the events in this story?


Unit 3: At-A-Glance


Standards for Reading: Standards for Writing: 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. RF.5.4b: Read on level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. RF.5.4: Read with sufficient accuracy and fluency to support comprehension 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. 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. RL.5.6: Describe how a narrator’s or speaker’s point of view influences how events are described.

W.5.3b: Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. W.5.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear even sequences. W.5.3a: Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

Standards for Language: College and Career Readiness: L.5.5c: Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. L.5.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.5.1c: Use verb tense to convey various times, sequences, states, and conditions. L.5.4a: Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. L.5.1b: Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. L.5.5a: Interpret figurative language, including similes and metaphors, in context.

R.CCR.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.



Week 1 The Catch of the Day: A Trickster Play

wares, educate, treasurer, burdens, merchandise, appreciation, instruct, unfortunate

none analyze story structure, theme, analogies, synonyms, author’s craft, dialogue, elaborate, interjections, mood, multi-media, reflection, tone, voice

Week 2 The Golden Mare, the Firebird, and the Magic Ring

dismiss, descended, intentions, accompany, despair, delicacies, seek, consented

versions, identity, transforms, elements fairy tale, sequence, chronological order, summarize, author’s purpose, homophones, author’s craft, dialogue, elaborate, interjections, mood, multi-media, reflection, tone, voice

Week 3 Tricky Tales

generations, reveal, globe, amusing, preserve

none summarize, compare, contrast, sequence, homographs, author’s craft, dialogue, elaborate, interjections, mood, multi-media, reflection, tone, voice

Week 4 Blancaflor

consulted, pursuit, recover, proceeded, tasks, urgency, previous, detected

alchemy, solution, mixture visualize, theme, implied, folktale, contrast, map, author’s craft, dialogue, elaborate, interjections, mood, multi-media, reflection, tone, voice

Week 5 The Unbreakable Code

corridor, shield, reservation, location, enlisted, transmission, invasion, creased

none perspective, theme, context clues, consonance, symbolism, cinquain, author’s craft, dialogue, elaborate, interjections, mood, multi-media, reflection, tone, voice




Analyze Story Structure Skill Theme

Trait: Voice

Week 2 Strategy Summarize Skill Sequence

Trait: Voice

Week 3 Strategy Summarize Skill Compare and Contrast

Fictional Narrative

Week 4 Strategy Visualize Skill Theme

Trait: Word Choice

Week 5 Strategy Visualize Skill Author’s Perspective

Trait: Word Choice


Week #1 Instructional Guide

Paci

ng GLEs CCSS Essential Skills/Strategies Vocabulary Unit/Lesson Support Resources/ Tier 2

Connections

Day

s 5

R1E.5.b W2D.5.a-b R1C.4 R1D.4.a R1E.4.a-d R1D.5.a-b

L.5.5c: Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. L.5.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. W.5.3b: Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations 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. RF.5.4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

Comprehension Day1: (253A-253B) Strategy: Analyze Story Structure Skill: Theme Day2: (254-271) Strategy: Analyze Story Structure Skill: Theme Day3: (273B) Review Skill: Character and Setting Day4: (274-275) Literary Elements: Metaphor and Moral Day5: (275) Review and Assess Fluency Day1: Model Fluency (251B) Day2:Repeated Reading: Rate (273A) Day3:Repeated Reading: Rate (273A) Day4:Repeated Reading: Rate (273A) Day5:Practice (250K) Phonics/Word Study Day1: None Day2: Open Syllables (251C-251D) Day3: None Day4: None Day5: None Vocabulary Day1: Strategy: Analogies (252) Day2: Analogies, Review Words ( 277C) Day3: Review Words, Related Words (277D) Day4: Review Words, Morphology (277D) Day5: Assess Words, Connect to Writing (277D)

Robust/Word Study Vocabulary: wares, educate, treasurer, burdens, merchandise, appreciation, instruct, unfortunate Content Vocabulary: none Academic Vocabulary: analyze story structure, theme, analogies, synonyms, author’s craft, dialogue, elaborate, interjections, mood, multi-media, reflection, tone, voice

Leveled Readers for The Catch of the Day A- Coyote and the Rock O- Brer Rabbit and the Gizzard Eater B-How Thor Got His Hammer ELL-Brer Rabbit’s Ride

Day 1: Prepare to Read, (277I) Academic Language, (277I) Preteach Vocabulary, (277K) Day 2: Comprehension, (277M) Leveled Reader Lesson 1, (277N) Day3: Phonics Maintenance (277J) Leveled Reader Lesson 2, (277O) Day4: Reteach Phonics Skill, (277J) Review Vocabulary, (277L) Leveled Reader Lesson 3, (277P) Day5: High Frequency Words, (277L) Fluency, (277Q) Self-Selected Independent Reading, (277R) Book Talk, (277P) United Streaming: Telling Tales: Anansi and the Turtle; A Story, A Story; African and African-American Folktales; Aesop’s Fables Smart Exchange: Subject/Verb Agreement; Types of Syllables; Analogies Introduction; DCSD-Abstract Language-Analogies; Theme




28. Select, investigate, and present a topic using primary and secondary resources, such as oral interviews, artifacts, journals, documents, photos and letters (IN7A)

• Theme Project: Research a person or group who solved a problem creatively” TE xvi- 249 & 381K




and Week #





and Week #




5U3W1 5U3W1 Science in Fables Units 1-7 Quarters 1-4: Science and Technology • Identify a question that was




cing


Day

s 5

R1E.5.b W2E.5.d W2D.5.a-b R1C.4 R1D.4.a R1E.4.a-d R1D.5.a-b

L.5.5c: Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. L.5.1c: Use verb tense to convey various times, sequences, states, and conditions W.5.3b: Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. 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. RF.5.4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

Comprehension Day1: (281A-281B) Strategy: Summarize Skill: Sequence Day2: (282-299) Strategy: Summarize Skill: Sequence Day3: (301B) Review Skill: Theme Day4: (302) Informational Text: Expository Text Feature: Venn Diagram Day5: (305) Review and Assess Fluency Day1: Model Fluency (279B) Day2:Repeated Reading: Expression and Phrasing (301A) Day3:Repeated Reading: Expression and Phrasing (301A) Day4:Repeated Reading: Expression and Phrasing (301A) Day5:Practice (278K) Phonics/Word Study Day1: None Day2: Open Syllables (251C-251D) Day3: None Day4: None Day5: None Vocabulary Day1: Strategy: Homophones (280) Day2: Homophones, Review Words ( 307C) Day3: Review Words, Related Words (307D) Day4: Review Words, Morphology (307D) Day5: Assess Words, Connect to Writing (307D)

Robust/Word Study Vocabulary: dismiss, intentions, despair, seek, descended, accompany, delicacies, consented Content Vocabulary: versions, identity, transforms, elements Academic Vocabulary: fairy tale, sequence, chronological order, summarize, author’s purpose, homophones, author’s craft, dialogue, elaborate, interjections, mood, multi-media, reflection, tone, voice

Leveled Readers for The Golden Mare, the Firebird, and the Magic Ring A- Graham the Kind-Hearted O- Daisies in Winter B-The Three Sisters ELL-Flowers in Winter

Day 1: Prepare to Read, (307I) Academic Language, (307I) Preteach Vocabulary, (307K) Day 2: Comprehension, (307M) Leveled Reader Lesson 1, (307N) Day3: Phonics Maintenance (307J) Leveled Reader Lesson 2, (307O) Day4: Reteach Phonics Skill, (307J) Review Vocabulary, (307L) Leveled Reader Lesson 3, (307P) Day5: High Frequency Words, (307L) Fluency, (307Q) Self-Selected Independent Reading, (307R) Book Talk, (307P) United Streaming: Discovering Language Arts: Primary: Fiction Smart Exchange: Treasures Unit 3 Week 2; Verbs: Simple and Progressive Tenses; Past, Present, Future; Voice; Writing: Voice; Reviewing Sequence of Events; What Happened? Sequence and Summarizing




and Week #





and Week #




5U3W2 5U3W2 Science in Fairy Tales Units 1-7 Quarters 1-4: Science and Technology • Identify a question that was




cing


Day

s 5

R1E.5.c W2E.5.d W3A.5.a R1C.4 R1D.4.a R1E.4.a-d

L.5.4a: Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. L.5.1b: Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. W.5.3: Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details, and clear event sequences. 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. RF.5.4: Read with sufficient accuracy and fluency to support comprehension

Comprehension Day1: (311A-311B) Strategy: Summarize Skill: Compare and Contrast Day2: (312-315) Strategy: Summarize Skill: Compare and Contrast Day3: (315B) Review Skill: Sequence Day4: (316-317) Test Practice: Answering Questions Day5: Strategy: Summarize Skill: Compare and Contrast Review and Assess Fluency Day1: Model Fluency (309B) Day2:Repeated Reading: Phrasing (315A) Day3:Repeated Reading: Phrasing (315A) Day4:Repeated Reading: Phrasing (315A) Day5:Practice (308K) Phonics/Word Study Day1: None Day2: Vowel Team Syllables (309C-309D) Day3: None Day4: None Day5: None Vocabulary Day1: Strategy: Homographs (310) Day2: Homographs, Review Words ( 319G) Day3: Review Words, Related Words (319H) Day4: Review Words, Morphology (319H) Day5: Assess Words, Connect to Writing (319H)

Robust/Word Study Vocabulary: generations, reveal, globe, amusing, preserve Content Vocabulary: none Academic Vocabulary: summarize, compare, contrast, sequence, homographs, author’s craft, dialogue, elaborate, interjections, mood, multi-media, reflection, tone, voice

Leveled Readers for Tricky Tales A- Trickster Jack and the Three-Headed Giants O- The Tale of the Trickster Rabbit B-The Trickster Jackal ELL-The Trickster Rabbit

Day 1: Prepare to Read, (319M) Academic Language, (319M) Preteach Vocabulary, (319O) Day 2: Comprehension, (319Q) Leveled Reader Lesson 1, (319R) Day3: Phonics Maintenance (319N) Leveled Reader Lesson 2, (319S) Day4: Reteach Phonics Skill, (319N) Review Vocabulary, (319P) Leveled Reader Lesson 3, (319T) Day5: High Frequency Words, (319P) Fluency, (319U) Self-Selected Independent Reading, (319V) Book Talk, (319T) United Streaming: Telling Tales: Frau Holle; Telling Tales: The Butterfly Lovers; Telling Tales: The Boy and the Drum Smart Exchange: Contractions; compare and contrast lesson; Comparing and Contrasting; Fiction Story Writing; Homophones, Homographs, Homonyms; Homophones homographs and homonyms




1. Summarize the viability and diversity of Native American cultures before Europeans came (US2aA) 1.8, 1.9, 1.10, 2.1 28. Select, investigate, and present a topic using primary and secondary resources, such as oral interviews, artifacts, journals, documents, photos and letters (IN7A) 30. Create maps, graphs, timelines, charts and diagrams to communicate information (IN7C)

• Main Selection “Tricky Tales” TE 312-315

• Vocabulary “Tell It Like It Was” TE 310-311

• Literacy Workstation “Trickster Tales Worldwide” TE 308L

• Weather Legends: Native American Lore & the Science of Weather – Vogel

• The Last Rainmaker – Garland

• Create a map to locate each fairytale in Unit 3 – compare/contrast the stories – culture, artifacts, morals




and Week #





and Week #




5U3W3 5U3W3 Animal Report Unit 7 Quarter 4: Classification of Plants and Animals • Compare structures (e.g.,

wings vs. fins vs. legs, gills vs. lungs, feathers vs. hair vs. scales) that serve similar functions for animals belonging to different vertebrate classes (3.1.D.a)

• Classify animals as vertebrates or invertebrates (3.1.E.c)



cing


Day

s 5

R2B.5.a-b R3B.5.a-b W2E.5.d W2D.5.a-b R1C.4 R1D.4.a R1E.4.a-d R1D.5.a-b

L.5.5a: Interpret figurative language, including similes and metaphors, in context. L.5.1c: Use verb tense to convey various times, sequences, states, and conditions. W.5.3b: Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. 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. RF.5.4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

Comprehension Day1: (323A-323B) Strategy: Visualize Skill: Theme Day2: (324-341) Strategy: Visualize Skill: Theme Day3: (343B) Review Skill: Compare and Contrast Day4: (344-347) Informational Text: Expository Day5: (347) Review and Assess Fluency Day1: Model Fluency (321B) Day2:Repeated Reading: Rate (343A) Day3:Repeated Reading: Rate (343A) Day4:Repeated Reading: Rate (343A) Day5:Practice (320K) Phonics/Word Study Day1: None Day2: Read Words with Consonant + le Syllables (321C-321D) Day3: None Day4: None Day5: None Vocabulary Day1: Strategy: Context Clues/Figurative Language (322) Day2: Figurative Language, Review Words ( 349C) Day3: Review Words, Related Words (349D) Day4: Review Words, Morphology (349D) Day5: Assess Words, Connect to Writing (349D)

Robust/Word Study Vocabulary: consulted, pursuit, recover, proceeded, tasks, urgency, previous, detected Content Vocabulary: alchemy, solution, mixture Academic Vocabulary: visualize, theme, implied, folktale, contrast, map, author’s craft, dialogue, elaborate, interjections, mood, multi-media, reflection, tone, voice

Leveled Readers for Blancaflor A- Arthur and the Sword O- Isis and the Seven Scorpions B-Theseus and the Minotaur ELL-The Story of Isis

Day 1: Prepare to Read, (349I) Academic Language, (349I) Preteach Vocabulary, (349K) Day 2: Comprehension, (349M) Leveled Reader Lesson 1, (349N) Day3: Phonics Maintenance (349J) Leveled Reader Lesson 2, (349O) Day4: Reteach Phonics Skill, (349J) Review Vocabulary, (349L) Leveled Reader Lesson 3, (349P) Day5: High Frequency Words, (349L) Fluency, (349Q) Self-Selected Independent Reading, (349R) Book Talk, (349P) United Streaming: Osiris and Isis Smart Exchange: Direct Quotations; Punctuating Direct Quotation; Figurative Language; Figurative Language Jeopardy; Figurative Language Game; Figurative Language Practice; Treasures Unit 3 Week 4




and Week #





and Week #




5U3W4 Paired Selection: Kitchen Alchemy Unit 2 Quarter 2: States of Matter • Describe how changes in

state (i.e., freezing/melting, condensation/evaporation, boiling) provide evidence that matter is made of particles too small to be seen (1.1.C.a)

•

5U3W4 Ropes for the Rodeo



cing


R1E.5.c W2E.5.d W2A.5.a-b R1C.4 R1D.4.a R1E.4.a-d R1D.5.a-b

L.5.4a: Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. L.5.1c: Use verb tense to convey various times, sequences, states, and conditions. W.5.3a: Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. 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. RF.5.4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings

Comprehension Day1: (353A-353B) Strategy: Visualize Skill: Author’s Perspective Day2: (354-369) Strategy: Visualize Skill: Author’s Perspective Day3: (371B) Review Skill: Theme Day4: (372-373) Literary Text: Poetry Literary Elements: Consonance and Symbolism Day5: (373) Review and Assess Fluency Day1: Model Fluency (351B) Day2:Repeated Reading: Expression and Phrasing (371A) Day3:Repeated Reading: Expression and Phrasing (371A) Day4:Repeated Reading: Expression and Phrasing (371A) Day5:Practice (350K) Phonics/Word Study Day1: None Day2: Read Words with r-Controlled Vowel Syllables (351C-351D) Day3: None Day4: None Day5: None Vocabulary Day1: Strategy: Context Clues (352) Day2: Context Clues, Review Words ( 375C) Day3: Review Words, Related Words (375D) Day4: Review Words, Morphology (375D) Day5: Assess Words, Connect to Writing (375D)

Robust/Word Study Vocabulary: corridor, shield, reservation, location, enlisted, transmission, invasion, creased Content Vocabulary: none Academic Vocabulary: perspective, theme, context clues, consonance, symbolism, cinquain, author’s craft, dialogue, elaborate, interjections, mood, multi-media, reflection, tone, voice

Leveled Readers for The Unbreakable Code A- On the Home Front O- On the Home Front B-On the Home Front ELL-Life at Home During World War II

Day 1: Prepare to Read, (375I) Academic Language, (375I) Preteach Vocabulary, (375K) Day 2: Comprehension, (375M) Leveled Reader Lesson 1, (375N) Day3: Phonics Maintenance (375J) Leveled Reader Lesson 2, (375O) Day4: Reteach Phonics Skill, (375J) Review Vocabulary, (375L) Leveled Reader Lesson 3, (375P) Day5: High Frequency Words, (375L) Fluency, (375Q) Self-Selected Independent Reading, (375R) Book Talk, (375P) United Streaming: American Indians Become WWII Heroes Smart Exchange: Visualize!; Visualizing Lesson Template; Plot Lesson Notebook; Exploring Elements of Plot; Irregular Verbs; Irregular Verbs; Identifying irregular verbs and tenses




6. Examine cultural interactions among these groups: * Native Americans * Immigrants from Europe * Africans brought to America (US2aF) 1.6, 1.8, 1.10 21. Locate states and major topographic features of the United States 28. Select, investigate, and present a topic using primary and secondary resources, such as oral interviews, artifacts, journals, documents, photos and letters (IN7A)

• Main Selection “The Unbreakable Code” TE 354-371

• Paired Selection “Navajo Code Talkers “TE 372-373

• Literacy Workstation “Underground Railroad” TE 350L (Research Evidence)

• Vocabulary “Rita, the Storyteller” TE 352-353B

• The Last Rainmaker – Gasland • Unsung Heroes of World War II: The Story of the Navajo

code Talkers – Durrett • A Ring of Tricksters: Animal Tales from America, the West

Indies, and Africa – Hamilton




and Week #





and Week #




5U3W5 5U3W5 Scientific Codes




January 6-February 13, 2014




ELL Resources

The Greatest Skating Race by Louise Borden Ultimate Field Trip 5: Blasting Off to Space Academy by Susan E. Goodman Antarctic Journal: Four Months at the Bottom of the World by Jennifer Owings Dewey

Pages: T32-T37


Unit 4: How can teamwork help in a difficult situation?

Enduring Understanding and Questions: In this unit, students will listen, read, and write about teamwork. As they progress through the unit, they will also develop and apply key comprehension skills that good readers use as they read.

Big Idea Enduring Understanding Essential Questions Theme: Team Up to Survive

Teamwork can help us get through difficult situations.

How can teamwork help in a difficult situation?

Comprehension Enduring Understanding Essential Questions Problem and Solution Week 1


How can recognizing a text structure help you understand the relationship between ideas?


Good readers think about what the sentences in a passage have in common to find the main idea.


Fact and Fiction Week 3



Draw Conclusions Week 4

Good readers connect information to draw conclusions about the events in a story.

How can drawing conclusions help you identify incidents that advance the story?

Character and Setting Week 5

Good readers think about the settings and the functions and relationships of characters in a story.

What conflicts did the main character have, and how were they affected by the setting?


Unit 4: At-A-Glance


Standards for Reading: Standards for Writing: 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. RF.5.4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. RF.5.4: Read with sufficient accuracy and fluency to support comprehension. 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.5.2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

W.5.2b: Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. W.5.2c: Link ideas within an across categories of information using words, phrases, and clauses (e.g., in contrast, especially). 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.

Standards for Language: College and Career Readiness: L.5.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.5.4a: Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase L.5.4b: Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). L.5.4c: 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.5.5c: Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

L.CCR.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. R.CCR.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence R.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from text. R.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.


Vocabulary Week/Story Robust/Word Study

Vocabulary Content Vocabulary Academic Vocabulary

Week 1 Spirit of Endurance

frigid, expedition, treacherous, labor, triumph, dismantled, uninhabited, abandon

continent, permanent, observations generate questions, problem and solution, pronouns, antecedents, primary sources, word parts, conclude, complex informational text, register, interpret

Week 2 Ultimate Field Trips

mission, gravity, disasters, maze, environment, adjusted, zone, function

none generate questions, main idea, details, myth, context clues, prefixes, conclude, complex informational text, register, interpret

Week 3 Heroes in Time of Need

impact, violent, supplies, involved, survived

none evaluate, fact and opinion, pronouns, verbs, root words, conclude, complex informational text, register, interpret

Week 4 Zathura

robot, staggered, defective, reversed, meteor, dangling, rotated, tokens

astronomers, orbit, telescope make inferences, analyze, draw conclusions, analogies, science fiction, possessive pronouns, conclude, complex informational text, register, interpret

Week 5 Skunk Scout

guaranteed, ease, supervise, scenery, frustrated, bundle, coordination, fused

formations, geysers, archaeologists monitor, comprehension, character and setting, interview, homophones, contractions, conclude, complex informational text, register, interpret




Generate Questions Skill Problem and Solution

Trait: Word Choice

Week 2 Strategy Generate Questions Skill Main Idea and Details

Trait: Ideas

Week 3 Strategy Monitor Comprehension Skill Fact and Opinion

Expository Writing: Compare/Contrast

Week 4 Strategy Monitor Comprehension Skill Draw Conclusions

Trait: Ideas

Week 5 Strategy Monitor Comprehension Skill Character and Setting

Trait: Organization



cing


Day

s 5

W2B.5.a-b R1C.4 R1D.4.a R1E.4.a-d R1D.5.a-b

L.CCR.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials as appropriate. L.5.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. W.5.2b: Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic 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. RF.5.4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

Comprehension Day1: (389A-389B) Strategy: Generate Questions Skill: Problem and Solution Day2: (390-405) Strategy: Generate Questions Skill: Problem and Solution Day3: (407B) Review Skill: Author’s Perspective Day4: (408-411) Informational Text: Persuasive Text Features: Primary Sources/Journals and Letters Day5: (411) Review and Assess Fluency Day1: Model Fluency (387B) Day2:Repeated Reading: Rate (407A) Day3:Repeated Reading: Rate (407A) Day4:Repeated Reading: Rate (407A) Day5:Practice (386K) Phonics/Word Study Day1: None Day2: Words with Final /el/ and /en/ (387C-387D) Day3: None Day4: None Day5: None Vocabulary Day1: Strategy: Root, Prefix, Suffix (388) Day2: Root, Prefix, Suffix, Review Words ( 413C) Day3: Review Words, Related Words (413D) Day4: Review Words, Morphology (413D) Day5: Assess Words, Connect to Writing (413D)

Robust/Word Study Vocabulary: frigid, expedition, treacherous, labor, triumph, dismantled, uninhabited, abandon Content Vocabulary: continent, permanent, observations Academic Vocabulary: generate questions, problem and solution, pronouns, antecedents, primary sources, word parts, conclude, complex informational text, register, interpret

Leveled Readers for Spirit of Endurance A- Science in the Snow O- Science in the Snow B-Science in the Snow ELL-Science at the North and South Poles

Day 1: Prepare to Read, (413I) Academic Language, (413I) Preteach Vocabulary, (413K) Day 2: Comprehension, (413M) Leveled Reader Lesson 1, (413N) Day3: Phonics Maintenance (413J) Leveled Reader Lesson 2, (413O) Day4: Reteach Phonics Skill, (413J) Review Vocabulary, (413L) Leveled Reader Lesson 3, (413P) Day5: High Frequency Words, (413L) Fluency, (413Q) Self-Selected Independent Reading, (413R) Book Talk, (413P) United Streaming: Weather Smart: Winter and Snow; PLANET EARTH: Ice Worlds; The New Russia: Norilsk: Survival on a Frozen Desert; PLANET EARTH: Pole to Pole Smart Exchange: Suffix-Prefix Notebook; Exploring Prefixes and Suffixes; Word Structural Analysis Unit Lesson 2 Prefixes, Roots, and Suffixes; Prefix and Suffix Mix up; Root Words




22. Locate and describe real places, using absolute and relative location 23. Identify physical characteristics, such as climate, topography, relationship to water and ecosystems (GE5C)

• Literacy Workstation “Geography of the Poles” TE386L

• Vocabulary “Ice and More Ice” TE 388-389B

• Main Selection “Spirit of Endurance” TE 390-407

• Paired Selection “Exploring the Earth Top to Bottom TE 408-411

• Classroom Library Antarctic Journal

• Expository Essay “Compares and Contrasts two places” TE 519A-519H

• Poles Apart: Why Penguins and Polar Bears Will Never Be Neighbors - Scott




and Week #





and Week #




5U4W1 Main Selection: Spirit of Endurance Paired Selection: Exploring the Earth Leveled Readers (Science): Science in the Snow, Science in the Snow, Science in the Snow, Science at the North and South Poles

5U4W1 Animal Adaptations



cing


Day

s 5

R1H.5.a-c, f-i R1E.5.c W2C.7.e R1C.4 R1D.4.a R1E.4.a-d R1D.5.a-b

RI.5.2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. L.5.4a: Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. L.5.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. W.5.2c: Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially) 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. RF.5.4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

Comprehension Day1: (417A-418B) Strategy: Generate Questions Skill: Main Idea and Details Day2: (418-429) Strategy: Generate Questions Skill: Main Ideas and Details Day3: (431B) Review Skill: Problem and Solution Day4: (432-435) Literary Elements: Symbolism and Moral Day5: (435) Review and Assess Fluency Day1: Model Fluency (415B) Day2:Repeated Reading: Accuracy (431A) Day3:Repeated Reading: Accuracy (431A) Day4:Repeated Reading: Accuracy (431A) Day5:Practice (414K) Phonics/Word Study Day1: None Day2: Prefixes (415C-415D) Day3: None Day4: None Day5: None Vocabulary Day1: Strategy: Context Clues (416) Day2: Context Clues, Review Words ( 437C) Day3: Review Words, Related Words (437D) Day4: Review Words, Morphology (437D) Day5: Assess Words, Connect to Writing (437D)

Robust/Word Study Vocabulary: mission, gravity, disasters, maze, environment, adjusted, zone, function Content Vocabulary: none Academic Vocabulary: generate questions, main idea, details, myth, context clues, prefixes, conclude, complex informational text, register, interpret

Leveled Readers for Ultimate Field Trips A- On The Moon O- On The Moon B- On The Moon ELL-On the Moon

Day 1: Prepare to Read, (437I) Academic Language, (437I) Preteach Vocabulary, (437K) Day 2: Comprehension, (437M) Leveled Reader Lesson 1, (437N) Day3: Phonics Maintenance (437J) Leveled Reader Lesson 2, (437O) Day4: Reteach Phonics Skill, (437J) Review Vocabulary, (437L) Leveled Reader Lesson 3, (437P) Day5: High Frequency Words, (437L) Fluency, (437Q) Self-Selected Independent Reading, (437R) Book Talk, (437P) United Streaming: Cool Jobs in Science: Phil Plait ; A High-Profile Repair Job; Space Exploration: Moon's Surface Smart Exchange: Treasures Unit 4 Week 2 5th grade; Identifying Main Ideas & Details; Main Idea & Details; Main Idea; Subject Pronouns; Object Pronouns; Appositives




and Week #





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5U4W2 Main Selection: Ultimate Field Trips Blasting Off to Space Academy Leveled Readers (Science): On the Moon, On the Moon, On the Moon, ON the Moon

Unit 6 Quarter 3: Sun, Earth, and Moon • Observe and identify the

Earth is one of several planets within a solar system that orbits the Sun (6.1.A.a)

• Identify that planets look like stars and appear to move across the sky among the stars (6.1.A.c)

• Describe physical features of the planet Earth that allows life to exist (e.g., air, water, temperature) and compare these to the physical features of the Sun, Moon, and other planets (6.1.B.a)

5U4W2 Comparing Planets Unit 6 Quarter 3: Sun, Earth, and Moon • Observe and identify the


• Identify that planets look like stars and appear to move across the sky among the stars (6.1.A.c)

• Describe physical features of the planet Earth that allows life to exist (e.g., air, water, temperature) and compare these to the physical features of the Sun, Moon, and other planets (6.1.B.a)



cing


Day

s 5

R1E.5.a R1E.5.d W2A.5.a-b

R.CCR.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence L.5.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.5.4b: Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). L.5.4c: 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 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. RF.5.4: Read with sufficient accuracy and fluency to support comprehension

Comprehension Day1: (441A-441B) Strategy: Monitor Comprehension Skill: Fact and Opinion Day2: (442-445) Strategy: Monitor Comprehension Skill: Fact and Opinion Day3: (445B) Review Skill: Main Idea and Details Day4: (446-447) Test Practice: Answering Questions Day5: Strategy: Monitor Comprehension Skill: Fact and Opinion Review and Assess Fluency Day1: Model Fluency (439B) Day2:Repeated Reading: Phrasing (445A) Day3:Repeated Reading: Phrasing (445A) Day4:Repeated Reading: Phrasing (445A) Day5:Practice (438K) Phonics/Word Study Day1: None Day2: Homographs (439C-439D) Day3: None Day4: None Day5: None Vocabulary Day1: Strategy: Greek and Latin Roots (440) Day2: Greek and Latin Roots, Review Words ( 449G) Day3: Review Words, Related Words (449H) Day4: Review Words, Morphology (449H) Day5: Assess Words, Connect to Writing (449H)

Robust/Word Study Vocabulary: impact, violent, supplies, involved, survived Content Vocabulary: none Academic Vocabulary: evaluate, fact and opinion, pronouns, verbs, root words, conclude, complex informational text, register, interpret

Leveled Readers for Heroes in Time of Need A- Environmental Heroes O- Environmental Heroes B- Environmental Heroes ELL- Environmental Heroes

Day 1: Prepare to Read, (449M) Academic Language, (449M) Preteach Vocabulary, (449O) Day 2: Comprehension, (449Q) Leveled Reader Lesson 1, (449R) Day3: Phonics Maintenance (449N) Leveled Reader Lesson 2, (449S) Day4: Reteach Phonics Skill, (449N) Review Vocabulary, (449P) Leveled Reader Lesson 3, (449T) Day5: High Frequency Words, (449P) Fluency, (449U) Self-Selected Independent Reading, (449V) Book Talk, (449T) United Streaming: Shark bite: Surviving Great Whites; What Are the Odds?: Shark Attack; When I Grow Up: I Want to Be a Firefighter Smart Exchange: Abbreviations Smartboard; Greek and Latin Roots Cloze; Explore Greek and Latin Roots; Homophones, Homographs, Homonyms; Compare & Contrast Writing




7. Identify political, economic and social causes and consequences of the Civil War and Reconstruction (US2aH) 1.6, 1.8, 1.10

• Read Aloud “The Gettysburg Address” TE 439A-439B

• Spy In the Sky – Karr • All Their Names Were Courage: A Novel of the Civil War –

Denslow • Time Pieces: The Book of Time - Hamilton




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and Week #




5U4W3 Main Selection: Heroes in Time of Need Paired Selection: The World’s Best Neighbor Leveled Readers (Science): Environmental Heroes Communities Making a Difference, Environmental Heroes Communities Making a Difference, Environmental Heroes Communities Making a Difference, Environmental Heroes Communities Making a Difference

5U4W3 Hiking Safety



cing


Day

s 5

R1E.5.b W2B.5.a-b R1C.4 R1D.4.a R1E.4.a-d R1D.5.a-b

R.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from text. L.5.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.5.5c: Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. W.5.2b: Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic 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. RF.5.4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

Comprehension Day1: (453A-453B) Strategy: Monitor Comprehension Skill: Draw Conclusions Day2: (454-475) Strategy: Monitor Comprehension Skill: Draw Conclusions Day3: (477B) Review Skill: Fact and Opinion Day4: (478-481) Informational Text: Expository Text Features: Toolbar and Link Day5: (481) Review and Assess Fluency Day1: Model Fluency (451B) Day2:Repeated Reading: Expression and Phrasing (477A) Day3:Repeated Reading: Expression and Phrasing (477A) Day4:Repeated Reading: Expression and Phrasing (477A) Day5:Practice (450K) Phonics/Word Study Day1: None Day2: Words with /chər / and /zhər/ (451C-451D) Day3: None Day4: None Day5: None Vocabulary Day1: Strategy: Analogies/Synonyms (452) Day2: Analogies/Synonyms, Review Words ( 483C) Day3: Review Words, Related Words (483D) Day4: Review Words, Morphology (483D) Day5: Assess Words, Connect to Writing (483D)

Robust/Word Study Vocabulary: robot, staggered, defective, reversed, meteor, dangling, rotated, tokens Content Vocabulary: astronomers, orbit, telescope Academic Vocabulary: make inferences, analyze, draw conclusions, analogies, science fiction, possessive pronouns, conclude, complex informational text, register, interpret

Leveled Readers for Zathura A- Return to Planet Weird O- Me, Robot? B- The Prize ELL- The Terrariums

Day 1: Prepare to Read, (483I) Academic Language, (483I) Preteach Vocabulary, (483K) Day 2: Comprehension, (483M) Leveled Reader Lesson 1, (483N) Day3: Phonics Maintenance (483J) Leveled Reader Lesson 2, (483O) Day4: Reteach Phonics Skill, (483J) Review Vocabulary, (483L) Leveled Reader Lesson 3, (483P) Day5: High Frequency Words, (483L) Fluency, (483Q) Self-Selected Independent Reading, (483R) Book Talk, (483P) United Streaming: Fantastic Robots; Arthur the Robot; So You Want to Be…: Mineralogist, Herpetologist, and Astronomer Smart Exchange: Possessive Pronouns (two resources); Synonyms; Fishing for Synonyms, Synonym Search




21. Locate states and major topographic features of the United States

• Paired Selection “Our National Parks” TE 508-511




and Week #





and Week #




5U4W4 Paired Selection: Observing the Night Sky

Unit 6 Quarter 3: Sun, Earth, and Moon • Observe and identify the




5U4W4 Comets



cing


Day

s 5

R1E.5.d W2A.5.a-b R1C.4 R1D.4.a R1E.4.a-d R1D.5.a-b

R.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text. L.5.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.5.4c: 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 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. 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.

RF.5.4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

Comprehension Day1: (487A-487B) Strategy: Monitor Comprehension Skill: Character and Setting Day2: (488-505) Strategy: Monitor Comprehension Skill: Character and Setting Day3: (507B) Review Skill: Draw Conclusions Day4: (508-511) Informational Text: Expository Text Features: Interview Day5: (511) Review and Assess Fluency Day1: Model Fluency (485B) Day2:Repeated Reading: Expression (523A) Day3:Repeated Reading: Expression (507A) Day4:Repeated Reading: Expression (507A) Day5:Practice (484K) Phonics/Word Study Day1: None Day2: Words with –ance and -ence (485C-485D) Day3: None Day4: None Day5: None Vocabulary Day1: Strategy: Dictionary/Multiple-Meaning Words (486) Day2: Multiple-Meaning Words, Review Words ( 513C) Day3: Review Words, Related Words (513D) Day4: Review Words, Morphology (513D) Day5: Assess Words, Connect to Writing (513D)

Robust/Word Study Vocabulary: guaranteed, ease, supervise, scenery, frustrated, bundle, coordination, fused Content Vocabulary: formations, geysers, archaeologists Academic Vocabulary: monitor, comprehension, character and setting, interview, homophones, contractions, conclude, complex informational text, register, interpret

Leveled Readers for Skunk Scout A- A Visit to Grand Canyon National Park O- A Visit to Grand Canyon National Park B- A Visit to Grand Canyon National Park ELL- A Visit to Grand Canyon National Park

Day 1: Prepare to Read, (513I) Academic Language, (513I) Preteach Vocabulary, (513K) Day 2: Comprehension, (513M) Leveled Reader Lesson 1, (513N) Day3: Phonics Maintenance (513J) Leveled Reader Lesson 2, (513O) Day4: Reteach Phonics Skill, (513J) Review Vocabulary, (513L) Leveled Reader Lesson 3, (513P) Day5: High Frequency Words, (513L) Fluency, (513Q) Self-Selected Independent Reading, (513R) Book Talk, (513P) United Streaming: Visiting Canyons; Liberty's Kids: The First 4th of July; The Fourth of July; Independence Day Smart Exchange: Multiple Meaning Word Generator; Multiple Meaning Words; Writing steps: organization; Organize Ideas: Focus on Writing




21. Locate states and major topographic features of the United States

• Paired Selection “Our National Parks” TE 508-511




and Week #





and Week #




5U4W5 Paired Selection: Our National Parks Leveled Readers (Science): A Visit to Grand Canyon National Park, A Visit to Grand Canyon National Park, A Visit to Grand Canyon National Park, A Visit to Grand Canyon National Park

5U4W5 Parks and Science Units 1-7 Quarters 1-4: Science and Technology • Identify a question that was

asked, or could be asked, or a problem that needed to be solved when given a brief scenario (fiction or nonfiction of people working alone or in groups solving everyday problems or learning through discovery) (8.3.A.a)




February 18-April 4, 2014




ELL Resources

Tallchief: America’s Prima Ballerina by Maria Tallchief with Rosemary Wells Coolies by Yin In the Days of the Vaqueros: America’s First True Cowboys by Russell Freedman

Pages: T32-T37


Unit 5: How did the American West change during our country’s early years?

Enduring Understanding and Questions: In this unit, students will listen, read, and write about the American West. As they progress through the unit, they will also develop and apply key comprehension skills that good readers use as they read.

Big Idea Enduring Understanding Essential Questions Theme: The American West

The development of the American West played a large role in the history of the United States.

How did the American West change during our country’s early years?

Comprehension Enduring Understanding Essential Questions Cause and Effect Week 1

Good readers look for cause-and-effect relationships to determine how one event gives rise to another.

What cause-and-effect situations did you find in this story?

Make Inferences Week 2

Good readers look for clues in the text to make inferences about story events that are not directly stated.

What details help you make inferences about events in the plot?

Cause and Effect Week 3


How can recognizing cause and effect as a text structure help you to describe the relationships between ideas in the text?

Plot and Setting Week 4

Good readers think about the setting and its effect on the events of the plot, including how one event may give rise to another.

What important details do you recall about the setting, and the main events of the plot?

Fact and Opinion Week 5




Unit 5: At-A-Glance


Standards for Reading: Standards for Writing: 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. RF.5.4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. 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. RF.5.4: Read with sufficient accuracy and fluency to support comprehension.

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. W.5.8: Recall relevant information from experiences or gather information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. W.5.7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. W.5.2e: Provide a concluding statement or section related to the information or explanation presented. W.5.2c: Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

Standards for Language: College and Career Readiness: L.5.4c: 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.5.1a: Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. L.5.5c: Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. L.5.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

R.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text. R.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. R.CCR.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. L.CCR.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.




Week 1 Valley of the Moon

obedience, depicts, projects, ignored, eldest, detested, refuge, obvious

independence, border, rebellion, territory

cause, effect, monitor comprehension, synonyms, independent and dependent clauses, validity

Week 2 Black Cowboy Wild Horses

vastness, presence, enthusiasm, swerved, horizon, distinct, ravine, suspended

none make inferences, monitor comprehension, antonyms, independent and dependent clauses, validity

Week 3 A Historic Journey

instill, vacant, combined, diverse, naturalist

none analyze a text structure, cause, effect, adjectives, antonyms, validity

Week 4 Davy Crockett Saves the World

original, posed, wring, impress, advertisement, elected, commenced, sauntered

exaggerating, features, superhuman

plot, setting, analyze, story structure, compound words, validity

Week 5 When Esther Morris Headed West

representative, postpone, colonel, submit, attorney, notion, qualify, satisfactory

suffrage, amendment, polling, media

fact, opinion, generate questions, word origins, validity



Monitor Comprehension Skill Cause and Effect

Trait: Ideas

Week 2 Strategy Monitor Comprehension Skill Make Inferences

Trait: Ideas

Week 3 Strategy Analyze Text Structure Skill Cause and Effect

Research Report

Week 4 Strategy Analyze Story Structure Skill Plot and Setting

Trait: Organization

Week 5 Strategy Generate Questions Skill Fact and Opinion

Trait: Sentence Fluency



cing


Day

s 5

R1E.5.d W2C.5.d W2A.5.a-b R1C.4 R1D.4.a R1E.4.a-d R1D.5.a-b

R.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text. L.5.4c: 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.5.1a: Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. 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 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.


Comprehension Day1: (527A-527B) Strategy: Monitor Comprehension Skill: Cause and Effect Day2: (528-541) Strategy: Monitor Comprehension Skill: Cause and Effect Day3: (543B) Review Skill: Draw Conclusions Day4: (544-547) Informational Text: Expository Text Feature: Time Line Day5: (547) Review and Assess Fluency Day1: Model Fluency (543A) Day2:Repeated Reading: Expression (543A) Day3:Repeated Reading: Expression (543A) Day4:Repeated Reading: Expression (543A) Day5:Practice (524K) Phonics/Word Study Day1: None Day2: Suffixes (525C-525D) Day3: None Day4: None Day5: None Vocabulary Day1: Strategy: Thesaurus/Synonyms (526) Day2: Thesaurus: Synonyms, Review Words ( 549C) Day3: Review Words, Related Words (549D) Day4: Review Words, Morphology (549D) Day5: Assess Words, Connect to Writing (547)

Robust/Word Study Vocabulary: obedience, depicts, projects, ignored, eldest, detested, refuge, obvious Content Vocabulary: independence, border, rebellion, territory Academic Vocabulary: cause, effect, monitor comprehension, synonyms, independent and dependent clauses, validity

Leveled Readers for Valley of the Moon A-Westward Ho! O- Westward Ho! B- Westward Ho! ELL- Westward Ho!

Day 1: Prepare to Read, (549I) Academic Language, (549I) Preteach Vocabulary, (549K) Day 2: Comprehension, (549M) Leveled Reader Lesson 1, (549N) Day3: Phonics Maintenance (549J) Leveled Reader Lesson 2, (549O) Day4: Reteach Phonics Skill, (549J) Review Vocabulary, (549L) Leveled Reader Lesson 3, (549P) Day5: High Frequency Words, (549L) Fluency, (549Q) Self-Selected Independent Reading, (549R) Book Talk, (549P) United Streaming: Moving West; Pioneer Spirit: Wagon Trails and the Oregon Trail Smart Exchange: Independent and Dependent Clauses; Clauses; The Clause SMARTCreated; Using a Thesaurus




5. Investigate the causes and consequences of Westward Expansion, including: *Texas and the Mexican War *Oregon territory *California Gold Rush (US2aE) 1.8, 1.10 12. Distinguish between powers and functions of local, state and national government (GS3C) 1.5, 1.y, 1.10, 2.1

• Theme Project “Investigate events that brought about change to the American West” TE xvi-523

• Prepare Picture Prompt “The Spanish in the Early West” TE 524-525

• Vocabulary “A Move West” TE 526-527B

• Main Selection “Valley of the Moon” TE 528-543

• Paired Selection “The Settlement of the West” TE 544-547

• Leveled Reader The Oregon Trail Westward Ho! TE 549N-549HH

• Leveled Reader In the Days of the Vaqueros TE 549x-549HH

• Literacy Workstation “US

Senators” TE 524L

• Gold Fever! Tales From the California Gold Rush – Schanzer T 8

• Skillet Bread, Sourdough, and Vinegar Pie: Cooking in the Pioneer Days – Ichord

• The Journal of Joshua Lopez: A Black Cowboy – Myers • Cowboys and Long Hours: A Portrait of the Long Drive –

Stanley • Vasqueros America’s First Cowmen - Sandeer




and Week #





and Week #




5U5W1

5U5W1 Science Unit 5 Quarter 3: The Atmosphere (Weather and Water Cycle) • Identify and use

appropriate tools (i.e., thermometer, anemometer, wind vane, rain gauge, satellite images, weather maps) to collect weather data (i.e., temperature, wind speed and direction, precipitation, cloud type and cover) (5.2.F.a)

• Identify and summarize relationships between weather data 9e.g., temperature and time of day, could cover and temperature, wind direction and temperature) collected over a period of time (5.2.F.b)



cing


Day

s 5

R1E.5.b ICTL1A.5.a-e ICTL5A.5 ICTL6B.5.c R1H.5.h-i R1C.4 R1D.4.a R1E.4.a-d R1D.5.a-b

R.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. L.5.5c: Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. L.5.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 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. 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.


Comprehension Day1: (533A-533B) Strategy: Monitor Comprehension Skill: Make Inferences Day2: (554-571) Strategy: Monitor Comprehension Skill: Make Inferences Day3: (573B) Review Skill: Cause and Effect Day4: (574-575) Literary Text: Poetry Literary Elements: Repetition and Assonance Day5: (575) Review and Assess Fluency Day1: Model Fluency (551B) Day2:Repeated Reading: Rate (573A) Day3:Repeated Reading: Rate (573A) Day4:Repeated Reading: Rate (573A) Day5:Practice (550K) Phonics/Word Study Day1: None Day2: Homophones (551C-551D) Day3: None Day4: None Day5: None Vocabulary Day1: Strategy: Analogies/Antonyms (552) Day2: Analogies, Review Words ( 577C) Day3: Review Words, Related Words (577D) Day4: Review Words, Morphology (577D) Day5: Assess Words, Connect to Writing (577D)

Robust/Word Study Vocabulary: vastness, presence, enthusiasm, swerved, horizon, distinct, ravine, suspended Content Vocabulary: none Academic Vocabulary: make inferences, monitor comprehension, antonyms, independent and dependent clauses, validity

Leveled Readers for Black Cowboy Wild Horses A- Nat Love O- Alice Greenough B- William E. Cody Showman of the Old West ELL- Cowgirl Alice Greenough

Day 1: Prepare to Read, (577I) Academic Language, (577I) Preteach Vocabulary, (577K) Day 2: Comprehension, (577M) Leveled Reader Lesson 1, (577N) Day3: Phonics Maintenance (577J) Leveled Reader Lesson 2, (577O) Day4: Reteach Phonics Skill, (577J) Review Vocabulary, (577L) Leveled Reader Lesson 3, (577P) Day5: High Frequency Words, (577L) Fluency, (577Q) Self-Selected Independent Reading, (577R) Book Talk, (577P) United Streaming: The Black Cowboy and George McJunkin; African-American Cowboys Smart Exchange: Making Inferences; Inferences; Making Inference; Making Inferences when Reading; Incredible Inferences; Inference and Prediction; Synonyms, antonyms, homographs; Synonym and Antonym Vortex; Synonyms or Antonyms




GLE Reading Activity Teaching Strategies/Additional Resources 1. Summarize the viability and diversity of Native American cultures before Europeans came (US2aA) 1.8, 1.9, 1.10, 2.1 5. Investigate the causes and consequences of Westward Expansion, including: *Texas and the Mexican War *Oregon territory *California Gold Rush (US2aE) 1.8, 1.10

• Literacy Workstations “Native American Culture” TE 550L

• Prepare Picture Prompt “Cowboys” TE 550-551

• Main Selection “Black Cowboy Wild Horses” TE 554-573

• Leveled Reader Nat Love TE 577N

• Leveled Reader Alice Greenoug TE 577U – 577HH

• Leveled Reader William F. Cody TE 577Y-577HH

• The Last Rainmaker - Garland




and Week #





and Week #




5U5W2

5U5W2 Ecology of the American West



cing


Day

s 5

R1E.5.d ICTL2B.5.a-c ICTL3A.5.a-c ICTL4D.5.a-b W3A.5.a R1C.4 R1D.4.a R1E.4.a-d R3C.5.a,e,g,i-j

L.5.4c: 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.5.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. W.5.7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. 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. RF.5.4: Read with sufficient accuracy and fluency to support comprehension 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.

Comprehension Day1: (581A-581B) Strategy: Analyze Text Structure Skill: Cause and Effect Day2: (582-585) Strategy: Analyze Text Structure Skill: Cause and Effect Day3: (585B) Review Skill: Main Idea and Details Day4: (586-587) Test Practice: Answering Questions Day5: Strategy: Analyze Text Structure Skill: Cause and Effect Review and Assess Fluency Day1: Model Fluency (579B) Day2:Repeated Reading: Phrasing (585A) Day3:Repeated Reading: Phrasing (585A) Day4:Repeated Reading: Phrasing (585A) Day5:Practice (578K) Phonics/Word Study Day1: None Day2:Prefixes (579C-579D) Day3: None Day4: None Day5: None Vocabulary Day1: Strategy: Thesaurus/Antonyms (580) Day2: Review Words ( 589G) Day3: Review Words, Related Words (589H) Day4: Review Words, Morphology (589H) Day5: Assess Words, Connect to Writing (589H)

Robust/Word Study Vocabulary: instill, vacant, combined, diverse, naturalist Content Vocabulary: none Academic Vocabulary: analyze text structure, cause, effect, adjectives, antonyms, validity

Leveled Readers for A Historic Journey A- Animal Observers O- Animal Observers B- Animal Observers ELL- Animal Watchers

Day 1: Prepare to Read, (589M) Academic Language, (589M) Preteach Vocabulary, (589O) Day 2: Comprehension, (589Q) Leveled Reader Lesson 1, (589R) Day3: Phonics Maintenance (589N) Leveled Reader Lesson 2, (589S) Day4: Reteach Phonics Skill, (589N) Review Vocabulary, (589P) Leveled Reader Lesson 3, (589T) Day5: High Frequency Words, (589P) Fluency, (589U) Self-Selected Independent Reading, (589V) Book Talk, (589T) United Streaming: Time Warp Trio: Lewis and Clark…and Jodi, Freddi, and Samantha; Lewis and Clark: Tools of Survival; The Expedition of Lewis and Clark: 1804-1806 Smart Exchange: Basic Adjectives; Capitalization Review; Creepy Capitals; Capitalization- Places and Transportation; Capitalization: People and Cultures; Punctuation




GLE Reading Activity Teaching Strategies/Additional Resources 5. Investigate the causes and consequences of Westward Expansion, including: *Texas and the Mexican War *Oregon territory *California Gold Rush (US2aE) 1.8, 1.10 27. Use geography to interpret the past, explain the present and plan for the future (e.g., physical processes that continue to reshape the earth) (GE5I)

• Read Aloud “Born in the Saddle” TE 579A-579B

• Main Selection “A Historic Journey” TE 582-585E 590L

• Literacy Workstation “Society & Landscape” TE 578L




and Week #





and Week #




5U5W3 Leveled Readers (Science): Animal Observations, Animal Observations, Animal Observations, Animal Watchers

5U5W3 Science



cing


Day

s 5

W2C.5.b R1C.4 R1D.4.a R1E.4.a-d R1D.5.a-b

L.CCR.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate L.5.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. W.5.2e.: Provide a concluding statement or section related to the information or explanation presented. 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. RF.5.4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. R.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Comprehension Day1: (593A-593B) Strategy: Analyze Text Structure Skill: Plot and Setting Day2: (594-611) Strategy: Analyze Text Structure Skill: Plot and Setting Day3: (594-611) Review Skill: Make Inferences Day4: (614-617) Informational Text: Expository Text Features: Toolbar Day5: (617) Review and Assess Fluency Day1: Model Fluency (591B) Day2:Repeated Reading: Expression (613A) Day3:Repeated Reading: Expression (613A) Day4:Repeated Reading: Expression (613A) Day5:Practice (590K) Phonics/Word Study Day1: None Day2:Suffixes –less and –ness (591C-591D) Day3: None Day4: None Day5: None Vocabulary Day1: Strategy: Word Parts/Compound Words (592) Day2: Compound Words, Review Words ( 619C) Day3: Review Words, Related Words (619D) Day4: Review Words, Morphology (619D) Day5: Assess Words, Connect to Writing (619D)

Robust/Word Study Vocabulary: original, posed, wring, impress, advertisement, elected, commenced, sauntered Content Vocabulary: exaggerating, features, superhuman Academic Vocabulary: plot, setting, analyze, story structure, compound words, validity

Leveled Readers for Davy Crockett Saves the World A- Sluefoot Sue O- Johnny Appleseed B- Old Stormalong ELL- The Story of Johnny Appleseed

Day 1: Prepare to Read, (619I) Academic Language, (619I) Preteach Vocabulary, (619K) Day 2: Comprehension, (619M) Leveled Reader Lesson 1, (619N) Day3: Phonics Maintenance (619J) Leveled Reader Lesson 2, (619O) Day4: Reteach Phonics Skill, (619J) Review Vocabulary, (619L) Leveled Reader Lesson 3, (619P) Day5: High Frequency Words, (619L) Fluency, (619Q) Self-Selected Independent Reading, (619R) Book Talk, (619P) United Streaming: David "Davey" Crockett; Nineteenth-Century Explorers: Folk Heroes; Folktales from around the World: Paul Bunyan (United States); Swamp Angel Smart Exchange: Comparative and Superlative Adjectives; Compound Words Notebook; Paragraph Writing: Topic Sentence




5. Investigate the causes and consequences of Westward Expansion, including: *Texas and the Mexican War *Oregon territory *California Gold Rush (US2aE) 1.8, 1.10

• Literacy Workstations “Legendary Lives” TE 590L

• Vocabulary “Grandma’s Tales” TE 592-593B

• Main Selection (Tall Tales) “Davy Crockett Saves the World” TE 594-613

• Paired Selection “The Tales are Getting Taller” TE 614-617




and Week #





and Week #




5U5W4

5U5W4 Changes in the American West Units 1-7 Quarters 1-4: Science and Technology • Describe how new





cing


Day

s 5

R1E.5.d W2C.7.d R1C.4 R1D.4.a R1E.4.a-d R1D.5.a-b

L.5.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.5.4c: 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. W.5.2c: Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially) 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. RF.5.4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. R.CCR.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence

Comprehension Day1: (623A-623B) Strategy: Generate Questions Skill: Fact and Opinion Day2: (624-635) Strategy: Generate Questions Skill: Fact and Opinion Day3: (624-635) Review Skill: Main Idea and Details Day4: (638-641) Informational Text: Expository Text Features: Timeline Day5: (641) Review and Assess Fluency Day1: Model Fluency (621B) Day2:Repeated Reading: Accuracy (637A) Day3:Repeated Reading: Accuracy (637A) Day4:Repeated Reading: Accuracy (637A) Day5:Practice (620K) Phonics/Word Study Day1: None Day2: –ion ( 621C-621D) Day3: None Day4: None Day5: None Vocabulary Day1: Strategy: Dictionary/Word Origins (622) Day2: Dictionary/Word Origins, Review Words ( 643C) Day3: Review Words, Related Words (643D) Day4: Review Words, Morphology (643D) Day5: Assess Words, Connect to Writing (643D)

Robust/Word Study Vocabulary: representative, postpone, colonel, submit, attorney, notion, qualify, satisfactory Content Vocabulary: suffrage, amendment, polling, media Academic Vocabulary: fact, opinion, generate questions, word origins, validity

Leveled Readers for When Esther Morris Headed West A- The Story of African American Voting Rights O- The Story of African American Voting Rights B- The Story of African American Voting Rights ELL- African Americans Win the Vote

Day 1: Prepare to Read, (643I) Academic Language, (643I) Preteach Vocabulary, (643K) Day 2: Comprehension, (643M) Leveled Reader Lesson 1, (643N) Day3: Phonics Maintenance (643J) Leveled Reader Lesson 2, (643O) Day4: Reteach Phonics Skill, (643J) Review Vocabulary, (643L) Leveled Reader Lesson 3, (643P) Day5: High Frequency Words, (643L) Fluency, (643Q) Self-Selected Independent Reading, (643R) Book Talk, (643P) United Streaming:

Voting Rights Act Passed; I Could Do That!: Esther Morris Gets Women the Vote; Women's Suffrage Movement: Gaining Equality for Women

Smart Exchange:

Basic Adjectives; Sentence Fluency; Sentence Fluency Dice Game; Dictionary




9. Identify important principles in the Constitution including: * limited government * rule of law * majority rule * minority rights * separation of powers * checks and balances (CD1A) 1.6, 1.8, 1.10

• Literacy Workstation “History of Voting Rights” TE 620L

• Literacy Workstation “Voting Changes Over Time” TE 620L

• Prepare Picture Prompt “The Right to Vote” TE 620-621

• Read Aloud “A Visit with Kids Voting USA” TE 621A-621B

• Vocabulary “Your Vote Your Voice” TE 622-623

• Main Selection “When Esther Morris Headed West” TE624-637

• Paired Selection “Suffrage for Women” TE 638-641

• Leveled Reader The Story of African American Voting Rights TE 643N – 643GG

• Papa’s Mark – Battle-Lavert • With Courage and Cloth: Winning the Fight for Women’s

Rights – Bausum • Know Your Civil Rights – Ditchfield • In Defense of Liberty: The Story of America’s Bill of Rights -

Freedman




and Week #





and Week #




5U5W5

5U5W5 Voting Changes Over Time




April 7-May 20, 2014




ELL Resources

Cesar Chavez by Gary Soto Skunk Scout by Laurence Yep Charlie Pippin by Candy Dawson Boyd

Pages: T32-T37


Unit 6: What events can help you change the way you think?

Enduring Understanding and Questions: In this unit, students will listen, read, and write about events that can change their thinking. They will also develop and apply key comprehension skills that good readers use as they read.

Big Idea Enduring Understanding Essential Questions Theme: Changes

Events in our lives can change the way we think.

What events can help you change the way you think?

Comprehension Enduring Understanding Essential Questions Character and Plot Week 1

Good readers think about the characters, their relationships, and how they affect the plot.

What conflicts did the main character in this story have, and how did they affect the plot?

Problem and Solution Week 2

Good readers identify the problem in a story and how it affects the characters and their relationships.

What problem do characters in this story have, and how does it affect their relationships?

Persuasion Week 3

Good readers analyze the position an author takes and recognize techniques of persuasion

What techniques of persuasion did the author use in this selection?

Theme Week 4

Good readers can explain the message or moral lesson of a work of fiction as its theme.


Summarize Week 5

Good readers summarize the events to explain how each incident gives rise to future events.

How did summarizing the main events of the plot help you identify incidents that advanced the story?


Unit 6: At-A-Glance


Standards for Reading: Standards for Writing: RF.5.4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. 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. 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). 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.

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. W.5.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. W.5.2d: Use precise language and domain-specific vocabulary to inform about or explain the topic. W.5.9a: Apply grade 5 Reading standards to literature (e.g., “compare and contrast two or more characters, settings, or events in a story or a drams, drawing on specific details in the text [e.g., how characters interact]”).

Standards for Language: College and Career Readiness: L.5.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.5.4a: Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. L.5.4b: Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). L.5.4c: 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.5.1a: Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. L.5.3a: Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

R.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.




Week 1 Miss Alaineus

slumped, strands, soggy, gigantic, capable, credit, categories, luminous

competition, orally, eliminate analyze story structure, character and plot, adverbs, photographs and captions, synonyms, debate

Week 2 Bravo Tavo!

wearily, parched, suspicious, frayed, jubilant, sensation, debris, abruptly

portable, adapt, renewable, evaporate, precipitation

monitor, comprehension, problem and solution, evaluate, headings, context clues, debate

Week 3 A Dream Comes True

elementary, interact, physical, wheelchair, rigid

none monitor, comprehension, persuasion, negatives, context clues, debate

Week 4 Weslandia

shortage, strategy, founding, civilization, outcast, traditional, reflected, complex

flukes, hybrids, crossbreeding make inferences, analyze, theme, hyperlink, fantasy, prepositions, debate

Week 5 The Gri Gri Tree

ventured, inquire, emerged, discussions, unreasonable, sprawled, attraction, focused

mammals, traits, organisms, carnivores

generate questions, summarize, graphs, prepositional phrases, sentence combining, debate



Generate Questions Skill Character and Plot

Trait: Ideas

Week 2 Strategy Monitor Comprehension Skill Problem and Solution

Trait: Voice

Week 3 Strategy Monitor Comprehension Skill Persuasion

How-To Letter

Week 4 Strategy Generate Questions Skill Theme

Trait: Word Choice

Week 5 Strategy Generate Questions Skill Summarize

Trait: Sentence Fluency



cing


Day

s 5

R1E.5.c R1E.5.a W2A.5.a-b W2B.5.a W2C.5.b R1D.5.a-b

L.5.4a: Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. L.5.4b: Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). L.5.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 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 RF.5.4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings R.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Comprehension Day1: (657A-657B) Strategy: Generate Questions Skill: Character and Plot Day2: (658-677) Strategy: Generate Questions Skill: Character and Plot Day3: (658-677) Review Skill: Theme Day4: (680-683) Informational Text: Expository Text Features: Photographs and Captions Day5: (683) Review and Assess Fluency Day1: Model Fluency (655B) Day2:Repeated Reading: Expression and Phrasing (679A) Day3:Repeated Reading: Expression and Phrasing (679A) Day4:Repeated Reading: Expression and Phrasing (679A) Day5:Practice (654K) Phonics/Word Study Day1: None Day2: Words with Greek Roots ( 655C-655D) Day3: None Day4: None Day5: None Vocabulary Day1: Strategy: Context Clues/Synonyms (656) Day2: Context Clues, Review Words ( 685C) Day3: Review Words, Related Words (685D) Day4: Review Words, Morphology (685D) Day5: Assess Words, Connect to Writing (685D)

Robust/Word Study Vocabulary: slumped, strands, soggy, gigantic, capable, credit, categories, luminous Content Vocabulary: competition, orally, eliminate Academic Vocabulary: analyze story structure, character and plot, adverbs, photographs and captions, synonyms, debate

Leveled Readers for When Esther Morris Headed West A- What’s the Buzz about the Geography Bee? O- Nadia Gomez Sees the Light B- The Car Wash Chronicles ELL- Nadia’s Project

Day 1: Prepare to Read, (685I) Academic Language, (685I) Preteach Vocabulary, (685K) Day 2: Comprehension, (685M) Leveled Reader Lesson 1, (685N) Day3: Phonics Maintenance (685J) Leveled Reader Lesson 2, (685O) Day4: Reteach Phonics Skill, (685J) Review Vocabulary, (685L) Leveled Reader Lesson 3, (685P) Day5: High Frequency Words, (685L) Fluency, (685Q) Self-Selected Independent Reading, (685R) Book Talk, (685P) United Streaming: Animated Hero Classics: Helen Keller Smart Exchange: Geography Bee / Spelling Bee Presentation; A Unit on Adverbs; Adverb Review; Adverbs SMART-Created; Introduction to Sequencing




13. Identify how a person becomes a member of a group or institution and what factors influence inclusion or exclusion from a group (RE6B) 22. Locate and describe real places, using absolute and relative location 33. Identify, research and defend a point of view/position (IN7F)

• Leveled Reader Caesar Chavez • Theme Project “How can an

event or experience change the way a person thinks” TE xvi-653

• Leveled Reader What’s the Buzz About Geography?

• Classroom Library Charlie Pippen




and Week #





and Week #




5U6W1

5U6W1 Science Competitions



cing


Day

s 5

R1E.5.c W2A,5,a-b R1C.4 R1D.4.a R1E.4.a-d R1D.5.a-b

L.5.4a: Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. L.5.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. W.5.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. 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. RF.5.4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings R.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Comprehension Day1: (689A-689B) Strategy: Monitor Comprehension Skill: Problem and Solution Day2: (690-705) Strategy: Monitor Comprehension Skill: Problem and Solution Day3: (690-705) Review Skill: Character and Plot Day4: (708-711) Informational Text: Expository Text Features: Diagrams and Headings Day5: (711) Review and Assess Fluency Day1: Model Fluency (687B) Day2:Repeated Reading: Intonation and Expression (707A) Day3:Repeated Reading: Intonation and Expression (707A) Day4:Repeated Reading: Intonation and Expression (707A) Day5:Practice (686K) Phonics/Word Study Day1: None Day2: Words with Latin Roots ( 687C-687D) Day3: None Day4: None Day5: None Vocabulary Day1: Strategy: Context Clues (688) Day2: Context Clues, Review Words ( 713C) Day3: Review Words, Related Words (713D) Day4: Review Words, Morphology (713D) Day5: Assess Words, Connect to Writing (713D)

Robust/Word Study Vocabulary: wearily, parched, suspicious, frayed, jubilant sensation, debris, abruptly Content Vocabulary: potable, adapt, renewable, evaporate, precipitation Academic Vocabulary: monitor, comprehension, problem and solution, evaluate, headings, context clues, debate

Leveled Readers for When Esther Morris Headed West A- Insects O- Insects B- Insects ELL- How Insects Stay Safe

Day 1: Prepare to Read, (713I) Academic Language, (713I) Preteach Vocabulary, (713K) Day 2: Comprehension, (713M) Leveled Reader Lesson 1, (713N) Day3: Phonics Maintenance (713J) Leveled Reader Lesson 2, (713O) Day4: Reteach Phonics Skill, (713J) Review Vocabulary, (713L) Leveled Reader Lesson 3, (713P) Day5: High Frequency Words, (713L) Fluency, (713Q) Self-Selected Independent Reading, (713R) Book Talk, (713P) United Streaming: Insects; Insect Life Cycles: Metamorphosis; Water: Oceans, Fresh Water, and the Water Cycle; The Language of Science: Earth/Space Science 3-5: Weather: Water Cycle Smart Exchange: A Unit on Adverbs; Voice; Writing Steps: Voice; Paragraph Writing; Pumping Up the Details; Show, Don’t Tell!




GLE Reading Activity Teaching Strategies/Additional Resources 26. Identify different kinds of regions in the United States (GE5H) 27. Use geography to interpret the past, explain the present and plan for the future (e.g., physical processes that continue to reshape the earth) (GE5I)

• Literacy Workstation “Community Problems” TE 686L

• Vocabulary “Land of My Father” TE 688-689B

• Main Selection “Bravo, Tavo!” TE 690-707

• A Wave in Her Pocket: Stories From Trinidad – Joseph • Angel’s Grace – Baptiste • Journey to the River Sea - Ibbotson




and Week #





and Week #




5U6W2 Paired Selection: Water A Portable Potable Leveled Readers (Science): Survival Instincts Insects, Survival Instincts Insects, Survival Instincts Insects, How Insects Stay Safe

Unit 5 Quarter 3: The Atmosphere (Weather and Water Cycle) • Explain how major bodies of

water are important to natural resources for human activity (e.g., food, recreation, habitat, irrigation, solvent, transportation) (5.3.A.a)

• Describe and trace the path of water as it cycles through the hydrosphere, geosphere, and atmosphere (i.e., water cycle: evaporation, condensation, precipitation, surface run-off/groundwater flow) (5.2.E.a)

5U6W2 The Water Cycle Unit 5 Quarter 3: The Atmosphere (Weather and Water Cycle) • Describe and trace the

path of water as it cycles through the hydrosphere, geosphere, and atmosphere (i.e., water cycle: evaporation, condensation, precipitation, surface run-off/groundwater flow) (5.2.E.a)



cing


Day

s 5

R1E.5.c W2A,5,a-b R1C.4 R1D.4.a R1E.4.a-d R1D.5.a-b R3C.5.i R1H.5.b

L.5.4a: Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. L.5.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. W.5.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. 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. RF.5.4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings 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).

Comprehension Day1: (717A-717B) Strategy: Monitor Comprehension Skill: Persuasion Day2: (718-721) Strategy: Monitor Comprehension Skill: Persuasion Day3: (718-721) Review Skill: Author’s Purpose Day4: (722-723) Test Practice Day5: (714K) Strategy: Monitor Comprehension Skill: Persuasion Review and Assess Fluency Day1: Model Fluency (715B) Day2:Repeated Reading: Accuracy (721A) Day3:Repeated Reading: Accuracy (721A) Day4:Repeated Reading: Accuracy (721A) Day5:Practice (714K) Phonics/Word Study Day1: None Day2: Words from Mythology ( 715C-715D) Day3: None Day4: None Day5: None Vocabulary Day1: Strategy: Context Clues (716) Day2: Context Clues, Review Words ( 725G) Day3: Review Words, Related Words (725H) Day4: Review Words, Morphology (725H) Day5: Assess Words, Connect to Writing (725H)

Robust/Word Study Vocabulary: elementary, interact, physical, wheelchair, rigid Content Vocabulary: none Academic Vocabulary: monitor, comprehension, persuasion, negatives, context clues, debate

Leveled Readers for When Esther Morris Headed West A- Taking a Stand O- Taking a Stand B- Taking a Stand ELL- Taking a Stand

Day 1: Prepare to Read, (725M) Academic Language, (725M) Preteach Vocabulary, (725O) Day 2: Comprehension, (725Q) Leveled Reader Lesson 1, (725R) Day3: Phonics Maintenance (725N) Leveled Reader Lesson 2, (725S) Day4: Reteach Phonics Skill, (725N) Review Vocabulary, (725P) Leveled Reader Lesson 3, (725T) Day5: High Frequency Words, (725P) Fluency, (725U) Self-Selected Independent Reading, (725V) Book Talk, (725T) United Streaming: Heroes of Today and Yesterday: Rosa Parks and the Civil Rights Movement; Standing Up for Freedom: The Civil Rights Movement in America; Civil Rights: The Long Road to Equality Smart Exchange: Recognize persuasion techniques; Persuasive Techniques and Video Production; Double Negatives




GLE Reading Activity Teaching Strategies/Additional Resources 13. Identify how a person becomes a member of a group or institution and what factors influence inclusion or exclusion from a group (RE6B)

• Leveled Reader Taking a Stand The Civil Rights Movement TE 725R – 725DD

• Through My Eyes – Bridges • Ida B Wells: Mother of the Civil rights Movement – Fraden • A Dream of Freedom: The Civil Rights Movement From

1954-1968 – McWhorter




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5U6W3

5U6W3 Helpful Technology Units 1-7 Quarters 1-4: Science and Technology • Describe how new





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R1E.5.d W2C.5.d R1C.4 R1D.4.a R1E.4.a-d R1D.5.a-b R2C.7.b R1H.5.a R2C.5.a-b, e-f R1H.5.i

L.5.4c: 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.5.1a: Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. W.5.2d: Use precise language and domain-specific vocabulary to inform about or explain the topic. 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. RF.5.4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings 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.

Comprehension Day1: (729A-729B) Strategy: Generate Questions Skill: Theme Day2: (730-743) Strategy: Generate Questions Skill: Theme Day3: (745) Review Skill: Persuasion Day4: (746-747) Informational Text: Expository Text Features: Hyperlink and Key Word Day5: (747) Review and Assess Fluency Day1: Model Fluency (727B) Day2:Repeated Reading: Expression and Phrasing (745A) Day3:Repeated Reading: Expression and Phrasing (745A) Day4:Repeated Reading: Expression and Phrasing (745A) Day5:Practice (726K) Phonics/Word Study Day1: None Day2: Number Prefixes uni, bi, tri, cent ( 727C-727D) Day3: None Day4: None Day5: None Vocabulary Day1: Strategy: Word Origins (728) Day2: Word Origins, Review Words ( 749C) Day3: Review Words, Related Words (749D) Day4: Review Words, Morphology (749D) Day5: Assess Words, Connect to Writing (749D)

Robust/Word Study Vocabulary: shortage, strategy, founding, civilization, outcast, traditional, reflected, complex Content Vocabulary: flukes, hybrids, crossbreeding Academic Vocabulary: make inferences, analyze, theme, hyperlink, fantasy, prepositions, debate

Leveled Readers for When Esther Morris Headed West A- Food Fight O- Fruit From Space B- Land of Peppertoes ELL- Space Fruit

Day 1: Prepare to Read, (749I) Academic Language, (749I) Preteach Vocabulary, (749K) Day 2: Comprehension, (749M) Leveled Reader Lesson 1, (749N) Day3: Phonics Maintenance (749J) Leveled Reader Lesson 2, (749O) Day4: Reteach Phonics Skill, (749J) Review Vocabulary, (749L) Leveled Reader Lesson 3, (749P) Day5: High Frequency Words, (749L) Fluency, (749Q) Self-Selected Independent Reading, (749R) Book Talk, (749P) United Streaming: Plants in Space; History's Harvest: Where Food Comes From Smart Exchange: Prepositions; Prepositions Introduction; Prepositions SMART-Created; Prepared; Word Continuums




14. Identify how ideas, concepts and traditions have changed over time in the United States (EC4A) 1.6, 1.10, 2.1, 2.3, 4.6 15. apply the following economic concepts: * scarcity * supply and demand * trade-offs (opportunity cost) 16. Identify the role of technology in our economy and how our economy has changed from an agricultural economy to an industrial economy (EC4B) 1.6, 1.8, 1.10, 2.1

• Read Aloud “Traditions” TE 73A-73B

• Vocabulary “Juanita and the Cornstalk” TE 728-729B

• Literacy Workstation “Food and Society” TE 726L




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5U6W4 Paired Selection: Blue Potatoes And Square Watermelons

Unit 7 Quarter 4: Classification of Plants and Animals • Distinguish between plants

(which use sunlight to make their own food) and animals (which must consume energy-rich food) (3.1.Eb)

5U6W4 Growing Foods Unit 7 Quarter 4: Classification of Plants and Animals • Distinguish between plants

(which use sunlight to make their own food) and animals (which must consume energy-rich food) (3.1.Eb)



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R1E.5.a W2C.5.d W3A.5.a-c R1C.4 R1D.4.a R1E.4.a-d R1D.5.a-b R2C.7.b R1H.5.a R2C.5.a-b,e-f R1H.5.i

L.5.4b: Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). L.5.3a: Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. W.5.9a: Apply grade 5 reading standards to literature (e.g., “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]”) 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. RF.5.4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings 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.

Comprehension Day1: (753A-753B) Strategy: Generate Questions Skill: Summarize Day2: (754-771) Strategy: Generate Questions Skill: Summarize Day3: (773) Review Skill: Theme Day4: (774-777) Informational Text: Expository Text Features: Graphs Day5: (777) Review and Assess Fluency Day1: Model Fluency (751B) Day2:Repeated Reading: Rate (773A) Day3:Repeated Reading: Rate (773A) Day4:Repeated Reading: Rate (773A) Day5:Practice (750K) Phonics/Word Study Day1: None Day2: -ible, -able (751C-751D Day3: None Day4: None Day5: None Vocabulary Day1: Strategy: Word Parts/Latin Roots (752) Day2: Latin Roots, Review Words ( 779C) Day3: Review Words, Related Words (779D) Day4: Review Words, Morphology (779D) Day5: Assess Words, Connect to Writing (779D)

Robust/Word Study Vocabulary: ventured, inquire, emerged, discussions, unreasonable, sprawled, attraction, focused Content Vocabulary: mammals, traits, organisms, carnivores Academic Vocabulary: generate questions, summarize, graphs, prepositional phrases, sentence combining, debate

Leveled Readers for When Esther Morris Headed West A- Dan’s Whale O- Into the Depths of the Sea B- The Gold at Sunset Cove ELL- Down in the Sea

Day 1: Prepare to Read, (779I) Academic Language, (779I) Preteach Vocabulary, (779K) Day 2: Comprehension, (779M) Leveled Reader Lesson 1, (779N) Day3: Phonics Maintenance (779J) Leveled Reader Lesson 2, (779O) Day4: Reteach Phonics Skill, (779J) Review Vocabulary, (779L) Leveled Reader Lesson 3, (779P) Day5: High Frequency Words, (779L) Fluency, (779Q) Self-Selected Independent Reading, (749R) Book Talk, (779P) United Streaming: In the Company of Whales; PLANET EARTH: Deep Ocean; PLANET EARTH: Shallow Seas Smart Exchange: Punctuation- Semi-colons and Colons; Summarizing; Colons & Quotation Marks; Theme




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5U6W5 Paired Selection: The Largest Creature on Earth

Unit 7 Quarter 4: Classification of Plants and Animals • Compare the major

organs/organ systems (e.g., support, reproductive, digestive, transport/circulatory, excretory, response) that perform similar functions for animals belonging to different vertebrate classes (3.2.C.a)

5U6W5 Animals and Parasites

hickman mills 5th grade reading …€¦ · hickman mills 2013-2014 1 hickman mills 5th grade...

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