th5 grade: ela curriculum guide 4 nine weeks - weeks 28-30 ... ›...

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5th Grade – 4th Nine Weeks May 2016

5th Grade: ELA Curriculum Guide 4th Nine Weeks - Weeks 28-30 Comprehending Information

READING FOR INFORMATION TN State Standards Comments Suggested Resources

Power Standards: RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. Supporting Standards: RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. Integration of Knowledge and Ideas: RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Skills

Integrate all informational skills with texts for test review.

RL.5.4

Continue to teach this with every text that is read.

Website:

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

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

Wonders Anthology Unit 1 Week 3 Camping with the President & “A Walk with Teddy”

paired also with http://www.pbs.org/nationalparks/for-educators/lesson-plans (use video “Campfire Conversation”)

One Drive: two documents reviewing literature and informational standards Testing Practice Resources

These may NOT all be “perfectly” aligned, as some are from other states, but GREAT resources for jumping off point!

New York: http://www.nysedregents.org/grade5/englishlanguagearts/home.html North Carolina: http://www.ncpublicschools.org/docs/accountability/testing/releasedforms/g5elapp.pdf Jefferson County, Kentucky: http://www.zion6.com/common/pages/DisplayFile.aspx?itemId=14928888 http://www.zion6.com/common/pages/DisplayFile.aspx?itemId=14928890 http://www.zion6.com/common/pages/DisplayFile.aspx?itemId=14928899 PARCC Practice Tests: http://parcc.pearson.com/practice-tests/english/ (2 different versions) Wonders TCAP Format Weekly Assessment: use any of the weeks you have not used. Create extra

Ongoing Standards: RI.5.1, RI.5.10

http://www.corestandards.org/ela-literacy/rl/3/3/

http://www.pbs.org/nationalparks/for-educators/lesson-plans

http://www.pbs.org/nationalparks/for-educators/lesson-plans

http://www.nysedregents.org/grade5/englishlanguagearts/home.html


http://www.ncpublicschools.org/docs/accountability/testing/releasedforms/g5elapp.pdf


http://www.zion6.com/common/pages/DisplayFile.aspx?itemId=14928888






http://parcc.pearson.com/practice-tests/english/

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questions based off of question stems on One Drive to cover all informational standards. **If you haven’t used any of these this year, GREAT for practice at the end of the year for testing.** Websites: www.eReadingworksheets.com (Organized by Skill) www.k12reader.com (Organized by Skill) www.teacher.depaul.edu/nonfiction_readings.htm (Fiction Texts) www.readworks.org (Organized by Skill) www.englishworksheetlands.com (Organized by Standard) www.betterlesson.com (Pre-made Lessons on All Skills) http://fcrr.org/for-educators/sca_4-5.asp (Graphic Organizers & Activities) www.readwritethink.org (Lesson Plans) www.learningfarm.com ($$) www.AtoZreading.org ($$) http://achievethecore.org/academic-word-finder/ Resources: Evan-Moor Common Core Lessons Reading Literary Text ($$) Evan-Moor Common Core Lesson Reading Informational Text ($$) Newmark Learning Common Core Comprehension Practice at 3 Levels ($$) Newark Common Core Reading Warm-Ups and Test Practice book ($$)

WRITING TN State Standards Comments Suggested Resources

Power Standards: W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

One Drive: Check 5th Grade One Drive for texts and writing prompts added throughout the year.

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

Lincoln

http://www.ereadingworksheets.com/

http://www.k12reader.com/

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

http://www.readworks.org/

http://www.englishworksheetlands.com/

http://www.betterlesson.com/

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

http://www.readwritethink.org/

http://www.learningfarm.com/

http://www.atozreading.org/

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

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a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events. Supporting Standards: W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 5 Reading standards to literature (e.g., "Compare and contrast two or more characters, settings, or events in a story or drama,

Continue to use Narrative Rubric to hold students to required expectations (use “Student-Friendly” Rubric on One Drive).

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

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

Common Core Writing to the Texts Book ($$)

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

The Grammar and Writing Book (red book) “Writing a Personal Narrative” p 232 – 233 “Writing a Story” p 238 – 239 Mini-lessons: “Transitions” p 66 “Show Don’t Tell” p 78 “Support Your Ideas” p 90 ”Use Powerful Verbs” p 114 “Stick to the Topic” p 120 “Use Specific Words” p 132 “Description” p 133 “Elaboration” p 150 “Sensory Details” p 168

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drawing on specific details in the text [e.g., how character interact]."). b. Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”). W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Ongoing Standards: W.5.5

LANGUAGE TN State Standards Comments Suggested Resources

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

Review Language Standards within students’ writing.

Websites www.englishworksheetsland.com – great for all language standards The Grammar and Writing Book (red book)

lesson and workbook pages if not previously used Sadlier Grammar Workshop ($$)

Worth the money to buy and use! Contains lessons, practice, and editing texts for all standards.

One Drive

check for resources

http://www.englishworksheetsland.com/

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b. Use a comma to separate an introductory element from the rest of the sentence. c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It's true, isn't it?), and to indicate direct address (e.g., Is that you, Steve?). L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

Ongoing Standards: L.5.6

SPEAKING AND LISTENING TN State Standards Comments Suggested Resources

Power Standards: SL.5.1a-d Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly. a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

Please continue to review speaking and listening standards.

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

Ongoing Standards:

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

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

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

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READING FOUNDATIONAL SKILLS TN State Standards Comments Suggested Resources

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

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

Fluency

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

Six Syllable Types

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

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

Resources

95% Program

Orton-Gillingham

your school’s Tier 3 program

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5th Grade: ELA Curriculum Guide 4th Nine Weeks - Weeks 31-33

Test Prep

READING FOR LITERATURE TN State Standards Comments Suggested Resources

Power Standards: RL. 5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). RL.5.6 Describe how a narrator's or speaker's point of view influences how events are described. RI. 5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. Supporting Standards: RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their

Skills

Integrate all literature & informational skills with texts.

RL.5.4


Website:



Testing Practice Resources

These may NOT all be “perfectly” aligned, as some are from other states, but GREAT resources for jumping off point!

New York: http://www.nysedregents.org/grade5/englishlanguagearts/home.html North Carolina: http://www.ncpublicschools.org/docs/accountability/testing/releasedforms/g5elapp.pdf Jefferson County, Kentucky: http://www.zion6.com/common/pages/DisplayFile.aspx?itemId=14928888 http://www.zion6.com/common/pages/DisplayFile.aspx?itemId=14928890 http://www.zion6.com/common/pages/DisplayFile.aspx?itemId=14928899 PARCC Practice Tests: http://parcc.pearson.com/practice-tests/english/ (2 different versions) Wonders TCAP Format Weekly Assessment: Use any of the weeks you have not used. Create extra questions based off of question stems on One Drive to cover all literature & informational standards. **If you haven’t used any of these this year, GREAT for practice at the end of the year for testing.** Websites: www.eReadingworksheets.com (Organized by Skill) www.k12reader.com (Organized by Skill)

http://www.corestandards.org/ELA-Literacy/RL/3/3/

http://www.corestandards.org/ELA-Literacy/RL/3/3/











http://parcc.pearson.com/practice-tests/english/

http://www.ereadingworksheets.com/

http://www.k12reader.com/

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approaches to similar themes and topics. RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, and problem/solution) of events, ideas, concepts, or information in two or more texts. RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. L.5.5 Demonstrate understanding of figurative language, word relationship, and nuances in word meanings. a. Interpret figurative language, including similes and metaphors, in context. b. Recognize and explain the meaning of common idioms, adages, and proverbs. c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

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

Ongoing Standards: RL.5.1, RL.5.10

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

http://www.readworks.org/

http://www.englishworksheetlands.com/

http://www.betterlesson.com/

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

http://www.learningfarm.com/

http://www.atozreading.org/

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

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Power Standards: W.5.2 I can write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. I can introduce a topic, provide focus, group information, and include formatting and multimedia. b. I can develop a topic with facts, definitions, quotations, or other information. c. I can link ideas using words, phrases, or clauses. d. I can use precise language and vocabulary to explain a topic. e. I can provide a conclusion related to the information presented. Supporting Standards: W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. W.5.8 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.

One Drive: Check 5th Grade One Drive for texts and writing prompts added throughout the year. Tips Unpacking the prompt: spend time going over the verbs in the prompt & set up an expectation Graphic Organizer: find a consistent organizer for each type of writing that students practice and use each time they write (Ex: POW TIDELL) Anchor Charts: create anchor charts for the students to use all year (ex. Transition words, graph organizers, evidence based stems, etc. **See One Drive for full examples) Paraphrase: Students need to practice how to paraphrase. Give them multiple chances to put evidence from texts in their own words. Outlines: Students need to practice first with bulleted outlines. Students will learn how to create events and details to elaborate on the events.

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

Ants

Space Debris

Taste

Earthquakes Writing Prompt: Have students write informational essays on Social Studies topics Common Core Writing to the Texts Book ($$)


The Grammar and Writing Book (red book) “Writing a Compare/Contrast Essay” p 236 – 237 Mini-lessons: “Transitions” p 66 “Show Don’t Tell” p 78 “Support Your Ideas” p 90 ”Use Powerful Verbs” p 114 “Stick to the Topic” p 120 “Use Specific Words” p 132 “Sensory Details” p 168 “Thesis Statement” p 204 “Expository Writing” p 205 “Paraphrase” p 210 “Taking Notes” p 211 “Include Important Details” p 222 “Outlining” p 223 “Topic Sentence” p 228

http://www.tncore.org/

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W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 5 Reading standards to literature (e.g., "Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text [e.g., how character interact]."). b. Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”). W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Brainpop “Five Paragraph Essay” video and activity worksheet

“Paraphrasing” video and activity worksheet

Ongoing Standards: W.5.5, W.5.7


Power Standards: L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. c. Use verb tense to convey various times, sequences, states, and conditions. d. Recognize and correct inappropriate shifts in verb tense.*


lesson and workbook pages if not previously used

Sadlier Grammar Workshop ($$)



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e. Use correlative conjunctions (e.g., either/or, neither/nor). L.5.2a-e Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation to separate items in a series.* b. Use a comma to separate an introductory element from the rest of the sentence. c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It's true, isn't it?), and to indicate direct address (e.g., Is that you, Steve?). L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

One Drive

check for resources



Power Standards: SL.5.1a-d Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly. a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions and carry out assigned roles.


Accountable Talk Toolkit: Located in the 5th grade One Drive Presenting Projects: This is a great time of the year for students to present PowerPoints, posters, etc. to prepare for middle school and high school presentations. Peer Reviewing & Discussing of Essays: Have students partner, read each other’s essays, fill out peer-review form, and then discuss with each other; students can make changes and re-write afterwards.


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c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

Spoken Summaries: Give your students time after you read to turn with a partner and discuss the texts or give a quick verbal summary; have partner suggest important things they missed or unimportant items they included; discuss whole group afterwards.

Ongoing Standards:




Fluency


Six Syllable Types



Resources

95% Program

Orton-Gillingham




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5th Grade: ELA Curriculum Guide 4th Nine Weeks - Weeks 34-36

Research

READING FOR LITERATURE TN State Standards Comments Suggested Resources

Power Standards: All Informational & Literature Standards

Skills

Integrate all literature skills with texts. RL.5.4


Website:



Research Project Ideas: Students love to complete research projects in partners or small groups. Have your students partner together and allow them to pick a Social Studies time period. They can create PowerPoints, posters, etc. to present to class. Time Periods: Civil War/Reconstruction, Westward Expansion, Industrial Revolution, Progressive Era, World War 1, Roaring Twenties, Great Depression, World War 2, Cold War (Vietnam & Korean included) Novel Suggestions Island of the Blue Dolphins by Scott O’Dell Hatchet by Gary Paulsen Number the Stars by Lois Lowry Maniac Magee by Jerry Spinelli Out of the Dust by Karen Heese Roll of Thunder Hear My Cry by Mildred D. Taylor The Lion, the Witch, and the Wardrobe by C .S. Lewis Holes by Louis Sachar Bridge to Terabithia by Katherine Peterson Because of Winn-Dixie by Kate DiCamillo Bud, Not Buddy by Christopher Paul Curtis Resources: Evan-Moor Common Core Lessons Reading Literary Text ($$) Evan-Moor Common Core Lesson Reading Informational Text ($$) Newmark Learning Common Core Comprehension Practice at 3 Levels ($$) Newark Common Core Reading Warm-Ups and Test Practice book ($$)

Ongoing Standards: RL.5.1, RL.5.10, RI.5.1, RI.5.10

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Power Standards: W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information a. Introduce a topic or text clearly, state an

opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.

b. Provide logically ordered reasons that are supported by facts and details.

c. Link opinion and reasons using words, phrases and clauses (e.g., consequently, specifically)

d. Provide a concluding statement or section related to the opinion presented.

Supporting Standards: W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

One Drive: Check 5th Grade One Drive for texts and writing prompts added throughout the year. Tips Unpacking the prompt: spend time going over the verbs in the prompt & set up an expectation Graphic Organizer: find a consistent organizer for each type of writing that students practice and use each time they write (ex. OREO, POW TREELL) Anchor Charts: create anchor charts for the students to use all year (ex. Transition words, graph organizers, evidence based stems, etc. **See One Drive for full examples) Paraphrase: Students need to practice how to paraphrase. Give them multiple chances to put evidence from texts in their own words. Outlines: Students need to practice first with bulleted outlines. Students will learn how to create events and details to elaborate on the events.

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

Robots

Flavored Milk Tasks

Stonehenge

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

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

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

Create an opinion prompt with question above. One Drive

Opinion Prompt: Most Influential Person on Slavery

Opinion Prompt: Should Orcas Be Set Free?

Opinion Prompt: Should We Keep the Penny?

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


The Grammar and Writing Book (red book) “Writing a Persuasive Essay” p 240 – 241 Mini-lessons: “Transitions” p 66 “Show Don’t Tell” p 78 “Support Your Ideas” p 90

http://www.tncore.org/

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a. 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 character interact]."). b. Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”). W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

”Use Powerful Verbs” p 114 “Stick to the Topic” p 120 “Use Specific Words” p 132 “Sensory Details” p 168 “Support Your Argument” p 174 “Use Persuasive Words” p 180 “Persuasive Letter” p 193 “Thesis Statement” p 204 “Paraphrase” p 210 “Taking Notes” p 211 “Include Important Details” p 222 “Outlining” p 223 “Topic Sentence” p 228 Brainpop “Five Paragraph Essay” video and activity worksheet “Paraphrasing” video and activity worksheet

Ongoing Standards: W.5.5, W.5.7


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

Diagramming Sentences

Begin diagramming sentences with students to show true understanding of parts of speech.


lesson and workbook pages if not previously used

Sadlier Grammar Workshop ($$)



16


L.5.2a-e Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation to separate items in a series.* b. Use a comma to separate an introductory element from the rest of the sentence. c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It's true, isn't it?), and to indicate direct address (e.g., Is that you, Steve?). L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

One Drive

check for resources



Power Standards: SL.5.1a-d Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly. a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.


Accountable Talk Toolkit: Located in the 5th grade One Drive Presenting Projects: This is a great time of the year for students to present PowerPoints, posters, etc. to prepare for middle school and high school presentations. Peer Reviewing & Discussing of Essays: Have students partner, read each other’s essays, fill out peer-review form, and then discuss with each other; students can make changes and re-write afterwards. Spoken Summaries: Give your students time after you read to turn with a partner and discuss the texts or give a quick verbal summary; have partner



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d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

suggest important things they missed or unimportant items they included; discuss whole group afterwards.

Ongoing Standards:




Fluency


Six Syllable Types



Resources

95% Program

Orton-Gillingham



th5 grade: ela curriculum guide 4 nine weeks - weeks 28-30 ... ›...

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