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5th
grade Literacy Curriculum Framework
English Language Proficiency Standards (ELPS): reference for student linguistic need(s)
College and Career Readiness Standards (CCRS): refer to vertical alignment document
Listening and Speaking Strand: refer to vertical alignment document (p.51-54)
Week
Guided Reading
Implement the NEISD 5-Day Instructional Model
SSR *minimum of 60 minutes per week
Working with Words *minimum of 60 minutes per week
Writing *minimum of 90 minutes per week
Seg
men
ts
Guided Reading-
Whole Group
1. Before Reading (activate prior
knowledge, develop
vocabulary, model
comprehension mini-
lesson, set a purpose)
2. During Reading (use
a variety of formats
and activities)
3. After Reading (respond, reflect, and
summarize)
Guided Reading- Small
Group
1. Introduce the lesson (activate prior knowledge,
discuss vocabulary and
text features)
2. Guide students during the
reading
3. Extend students’ thinking
after reading
1. Teacher Read- Aloud
2. Independent Reading and
Conferencing
3. Sharing
Goal 1: Polysyllabic Words
Goal 2: Word Wall Words
Goal 3: Visual Checking System
Goal 4: Cross-Checking
Writer’s
Workshop
1. Mini-lesson
(10 minutes)
2. Student
writing and
conferencing (20 minutes)
3. Sharing (10
minutes
Conventions
Weekly practice
using a variety of
materials including
student writing
samples.
Choose mini-lessons
based on student
need with at least
one mini-lesson a
week focused on
conventions
Co
nti
nu
ing
Th
rea
ds
Students will continue to use a flexible range of
metacognitive reading skills in both assigned and
independent reading to understand an author’s message
as found in Figure 19.
5.1 (A) read aloud grade-level stories with fluency
(rate, accuracy, expression, appropriate phrasing) and
comprehension.
5.2 (B) use context (e.g., in-sentence restatement) to
determine or clarify the meaning of unfamiliar or
multiple meaning words
(Click on icons)
5.1 (A) read aloud grade-level
stories with fluency (rate,
accuracy, expression, appropriate
phrasing) and comprehension.
5.9 (A) read independently for a
sustained period of time and
summarize or paraphrase what the
reading was about, maintaining
meaning and logical order (e.g.,
generate a reading log or journal;
participate in book talks).
5.18 (C) write responses to literary
or expository text and provide
evidence from the text to
demonstrate understanding
5.2 (A) determine the meaning of grade
level academic English words derived
from Latin, Greek and other linguistic
roots and affixes (RS)
5.2 (B) use context (e.g., in-sentence
restatement) to determine or clarify the
meaning of unfamiliar or multiple
meaning words (RS)
5.2 (C) produce analogies with known
antonyms and synonyms
5.2(E) use a dictionary or glossary to
determine the meanings, syllabication, and
pronunciation of unknown words. (RS)
Handwriting Continue to write legibly by selecting
cursive script or manuscript printing as
appropriate
Review cursive handwriting as word
wall words are introduced.
Use cursive handwriting when
modeling in the classroom (charts,
word wall words, Nifty Thrifty Fifty,
etc.)
Expect students to use cursive
handwriting as appropriate.
5.15 (D) edit drafts for grammar,
mechanics, and spelling
Just a
reminder…
WWW are two
week lessons.
2
5th
grade Suggested Resources
Guided Reading Whole Group Instruction
Guided Reading Small Group Instruction
TE
Leveled Library National Benchmark Ed
Geographic
SG Questioning Guide
Writing
Self Selected Reading Working with Words
3
5th
grade- Week 1.1 Reading
Writing Workshop
TE
KS
Guided Reading- Whole Group
Self-Selected Reading
Working with Words
Unit: Becoming An Active Reader: Procedural
Lessons
SE: Fig. 19 (A) establish purposes for reading
selected texts based upon own or others’ desired
outcome to enhance comprehension
Genre: Fiction/Expository
Students use a flexible range of
metacognitive reading skills in both
assigned and independent reading to
understand an author’s message.
(Fig. 19)
Self Selected Reading
Focus: Context Clues
5.2 (B) use context (e.g., in-sentence
restatement) to determine or clarify the
meaning of unfamiliar or multiple
meaning words (RS)
Unit: Launching the Writing Workshop:
Focus: Building a Writing Community
Writing Process: Prewriting, Editing
SE: 5.17 (A) Students write about their own
experiences. Students are expected to write a
personal narrative that conveys thoughts and
feelings about an experience
Convention: Editor’s Checklist
SE: 5.15 (D) edit drafts for grammar,
mechanics, and spelling
Su
gges
ted
Res
ou
rces
Becoming An Active Reader packet
Getting to Know Myself As A Reader, p. 2
Guiding Readers & Writers grades 3rd
-6th
Procedural Minilessons
Thinking and Talking About Your Reading,
p.147
How to Buzz with Each Other, p.148
Guiding Readers & Writers 3rd
-6th
Procedural Minilessons Selecting Books and Enjoying Silent
Reading, p.146
How Readers Choose Books, p.146
Making Good Book Choices, p.146
Treasures- TE
Unit 1, Start Smart Reading Interest Inventory, p. S32
Optional Read Alouds:
Picture Books: The Top Ten Ways to Ruin the First
Day of School (Kenneth Derby)
Read All About It! ¡Leer para creer!
(Bush/Hager)
Ruby's Wish (Shirin Yim Bridges)
My Name is María Isabel./ Me llamo
María Isabel (Alma Flor Ada)
The Teacher from the Black Lagoon
(Mike Thaler)
Developing Readers Grades 5:
Strategies for Reading Comprehension
(Educational Bridge)
Context Clues, p. 39
Comprehension Toolkit- Strategy
Book 4
Lesson 10: Infer the Meaning of
Unfamiliar Words: Use context clues to
unpack vocabulary
Developing Readers Grades 5:
Strategies for Reading Comprehension (Educational Bridge) Best Definition, p. 49
5th grade Writing Mini Lessons packet The Art of Storytelling, p. 2
Introducing the Workshop, p. 3
Treasures- TE
Unit 1, Week 1 Start Smart - Introduce and Use a Writer’s
Notebook, p. S23
Lesson Links:
Personalizing Notebooks
5th
grade Conventions Mini Lessons
Building an Editor’s Checklist, p. 2 End Punctuation: Period, Question Mark,
and Exclamation Point, p. 3-5
Writing Mini Lessons for Upper Grades
Using a Think Aloud for Beginning
Capitalization & Ending Punctuation,
p. 22-23
Lesson Links Simple Capitalization and Punctuation
Writing Captions with Capitals and
Punctuation
Punctuate This! (SMART Board)
Important Info
on Introducing
Context Clues
in the Words
Block
Begin
Preparing for
Literacy
Stations
Important Info
on Becoming
an Active
Reader Unit
4
5th
grade- Week 1.2 Reading
Writing Workshop
TE
KS
Guided Reading- Whole Group
Self-Selected Reading
Working with Words
Unit: Becoming An Active Reader
Focus: Monitor & Adjust Comprehension/
Activate & Connect
SE: Figure 19 (C) monitor and adjust
comprehension (e.g., using background knowledge,
creating sensory images, rereading a portion aloud,
generating questions)
Figure 19 (F) make connections (e.g., thematic links,
author analysis) between and across multiple texts of
various genres and provide textual evidence. (RS)
Genre: Fiction/Expository
Students use a flexible range of
metacognitive reading skills in both
assigned and independent reading to
understand an author’s message.
(Fig. 19)
Read Aloud Bookmark
Focus: Context Clues
5.2 (B) use context (e.g., in-sentence
restatement) to determine or clarify the
meaning of unfamiliar or multiple
meaning words (RS)
Unit: Launching the Writing Workshop:
Procedures
Mode: Personal Narrative
Writing Process: Prewriting, Editing
SE: 5.17 (A) Students write about their own
experiences. Students are expected to write a
personal narrative that conveys thoughts and
feelings about an experience
Convention: Editor’s Checklist
SE: 5.15 (D) edit drafts for grammar, mechanics,
and spelling
Su
gges
ted
Res
ou
rces
Comprehension Connections
Metacognition:
Metacognition, When Books and Brains Collide,
p. 17
Color Cards, p. 22
Schema:
Concentric Circles Connection: “Rachel
Delevoryas”, p. 36
Comprehension Toolkit
Strategy Book 1: Monitor Comprehension
Lesson 2: Notice When You Lose Your Way:
Monitor your inner voice to focus your thinking
Lesson 3: Read, Write, and Talk: Think your way
through the text
Strategy Book 2: Activate and Connect
Lesson 6: Connect the New to the Known: Activate
and build background knowledge
Guiding Readers & Writers 3rd
-6th
Procedural Minilessons Distinguishing Between Fiction and
Nonfiction, p.148
Abandoning Books, p.148
Different Kinds of
Fiction/Nonfiction, p.149-150
Optional Read Alouds:
Treasures- Interactive Read-Aloud The Great Mall Memorials, p. 48
Monitoring Comprehension, Think
Aloud Master 8, p. 239
Make Connections, Think Aloud
Master 8, p. 233
Picture Books: The Secret Knowledge of Grown-
Ups (David Wisniewski)
My Diary From Here to There/Mi
diario de aqui hasta alla (Amada
Irma Perez)
Getting through Thursday (Melrose
Cooper)
Developing Readers Grades 5:
Strategies for Reading Comprehension
(Educational Bridge)
Context Clues, p. 39
Comprehension Toolkit- Strategy
Book 4
Lesson 10: Infer the Meaning of
Unfamiliar Words: Use context clues to
unpack vocabulary
Developing Readers Grades 5:
Strategies for Reading Comprehension (Educational Bridge) Best Definition, p. 49
5th
grade Writing Mini Lessons packet Writing Workshop Procedural Mini Lesson,
p. 4-5
Writing Workshop Procedural Mini Lesson-
Listening & Responding, p. 6
5th
grade Conventions Mini Lessons packet
Building an Editor’s Checklist, p. 2 End Punctuation: Period, Question Mark,
and Exclamation Point, p. 3-5
Writing Mini Lessons for Upper Grades Using a Think Aloud for Beginning
Capitalization & Ending Punctuation, p. 22-
23
Lesson Links Writing Captions with Capitals and
Punctuation (scroll down, lesson found after
unit plan title)
Punctuate This! (SMART Board)
Copy Editor’s Symbols
Important Info
on Introducing
Context Clues
in the Words
Block
Introducing
Literacy
Stations
5
5th
grade- Week 1.3
Reading
Writing Workshop
TE
KS
Guided Reading- Whole Group
Self-Selected Reading
Working with Words
Unit: Becoming An Active Reader
Focus: Ask Questions/Infer Meaning
SE: Fig. 19 (B) ask literal, interpretive,
evaluative, and universal questions of text
Fig. 19 (D) make inferences about text and use
textual evidence to support understanding (RS)
Genre: Fiction/Expository
Students use a flexible range of
metacognitive reading skills in both
assigned and independent reading to
understand an author’s message.(Fig.
19)
Goal 1: Polysyllabic Words
Focus: Prefixes, Suffixes and Spelling
Changes; Greek and Latin Roots
SE: 5.22 (B) spell words with: (i) Greek Roots (e.g., tele, photo, graph, meter)
(ii) Latin Roots (e.g., spec, scrib, rupt, port,
ject, dict) (iii) Greek suffixes (e.g., -ology, -phobia, -ism,
-ist)
(iv) Latin derived suffixes (e.g., -able, -ible; -ance, -ence)
5.2 (A) determine the meaning of grade
level academic English words derived
from Latin, Greek and other linguistic
roots and affixes (RS)
Unit: Personal Narrative
Focus: Gathering Ideas
Writing Process: Prewriting, Editing
SE: 5.15 (A) plan a first draft by selecting a genre
appropriate for conveying the intended meaning to an
audience, determining appropriate topics through a range of strategies (e.g., discussion, background
reading, personal interests, interviews), and developing
a thesis or controlling idea
5.17 (A) Students write about their own experiences.
Students are expected to write a personal narrative
that conveys thoughts and feelings about an experience.
Convention: Collective Nouns
SE: 5.20 (A) use and understand the function of the
following parts of speech in the context of reading,
writing, and speaking: (ii) collective nouns (e.g., class, public)
Su
gges
ted
Res
ou
rces
Comprehension Connections Questioning:
Q:24/7, p. 66
Wonder-full Songs, p.69
David Wiesner, p. 70
Inferring
Shoes, p. 52
Why You’ve Been Saving Those Old Magazines! p.
55
Listen Between the Lines, p. 56
Comprehension Toolkit Strategy Book 3: Ask Questions
Lesson 7: Question the Text: Learn to ask questions
as you read
Lesson 9: Ask Questions to Expand Thinking:
Wonder about the text to understand big ideas
Lesson Links Making Inference (SMART Board)
Guiding Readers & Writers 3rd
-6th
Procedural Minilessons Keeping a Record of Your Reading,
p.150
Guidelines for Self-Selected Reading,
p.151
Writing Responses to Your Reading,
p. 152
Optional Read Alouds:
Treasures- Interactive Read-Aloud Generate Questions, Think Aloud
Copying Master, p. 232
Draw Inferences, Think Aloud Copying
Master , p. 235
Picture Books: Miss Rumphius (Barbara Cooney)
The Wall (Eve Bunting)
Pink and Say/Pink y Say (Patricia
Polacco)
The Man Who Walked Between the
Towers (Mordicai Gerstein)
Month by Month Phonics & Vocabulary
Introduce Nifty Thrifty Fifty Words:
composer, discovery, encouragement,
hopeless, impossible, musician, richest,
unfriendly, p. 22-23
Nifty Thrifty Fifty Review
Activities Nifty Thrifty Fifty Riddles, p. 23
Beyond Nifty Thrifty Fifty Nifty Thrifty Fifty Cards, p. 24-25
Making Words, p. 25-28
Word Detectives, p. 28-30
5th
grade Writing Mini Lessons packet Gathering Seeds- Using Books to Spark Ideas,
p. 7
Heart Mapping, p. 8-9
Twenty Questions, p. 10
Treasures- Grammar & Writing Handbook
Personal Narrative, p. 8-11
Lesson Links
The Noun
The Collective Noun
Thinking
Stems
Continue to
Introduce Literacy
Stations
Sample Pacing
Guide for
Words Block
Instruction
6
5th
grade- Week 1.4 Reading
Writing Workshop
TE
KS
Guided Reading- Whole Group
Self-Selected Reading
Working with Words
Unit: Becoming An Active Reader:
Determine Importance/Synthesize
SE: Fig. 19 (E) summarize & paraphrase texts in
ways that maintain meaning and logical order
within a text and across texts (RS)
Genre: Fiction/Expository
Students use a flexible range of
metacognitive reading skills in both
assigned and independent reading to
understand an author’s message.(Fig. 19)
Goal 1: Polysyllabic Words
Focus: Prefixes, Suffixes and Spelling
Changes; Greek and Latin Roots
SE: 5.2 (A) determine the meaning of
grade level academic English words
derived from Latin, Greek and other
linguistic roots and affixes (RS)
5.2 (E) use a dictionary, a glossary, or a
thesaurus (printed or electronic) to
determine the meanings, syllabication,
pronunciations, alternate word choices,
and parts of speech of words. (RS)
Unit: Personal Narrative
Focus: Narrowing & Developing Ideas Writing Process: Prewriting, Editing
Convention: Irregular Verbs
5.20 (A) use and understand the function of
the following parts of speech in the context
of reading, writing, and speaking:
(i) verbs (irregular verbs and active voice)
Su
gges
ted
Res
ou
rces
Comprehension Connections Determining Importance:
Just Add Water! p. 80
Listening for Importance, p. 82
Synthesizing:
Nesting Dolls, p. 104
Spiraling Out of Control! p. 105
Go on a Synthesizing Spree, p. 107
National Geographic Kit
Level B-Determining
Importance//Informational Text
Strategies That Work
Sifting the Topic from the Details, p. 167 (2nd
ed)
Using FQR Think Sheets to Understand
Information, p. 171 (2nd
ed)
Guiding Readers & Writers 3rd
-6th
Procedural Minilessons Use Stick-On Notes, p. 156
Creating a List of Your Reading
Interests, p. 156-157
How to Write Book Recommendations,
p. 157-158
Optional Read Alouds:
Treasures- Interactive Read-Aloud
Who’s There? p. 26
Barry: The Dog Who Saved
People, p. 33
A Visit with Kids Voting USA, p. 64 Determine Importance in Text, Think
Aloud Copying Master, p. 237
Summarize, Think Aloud Copying
Master, p. 238
Picture Books: Passage to Freedom: The Sugihara
Story/ Pasaje a La Libertad, (Ken
Mochizuki)
Smoky Night ( Eve Bunting)
Lincoln: A Photobiography (Russell
Freedman)
Month by Month Phonics & Vocabulary
Introduce Nifty Thrifty Fifty Words:
composer, discovery,
encouragement, hopeless,
impossible, musician, richest,
unfriendly, p. 22-23
Nifty Thrifty Fifty Review
Activities Nifty Thrifty Fifty Riddles, p. 23
Beyond Nifty Thrifty Fifty Nifty Thrifty Fifty Cards,
p. 24-25
Making Words, p. 25-28
Word Detectives, p. 28-30
Developing Readers Grades 5:
Strategies for Reading Comprehension (Educational Bridge) Dictionary Entry, p. 59
Treasures- Grammar & Writing
Handbook
Study Skills: Dictionary, p. 238
5th
grade Writing Mini Lessons packet Focusing on a Slice of the Pie, p. 11-12
Treasures- TE
Unit 1, Weeks 1& 2 Focus on a Single Moment, p. 31A-31B
Strong Paragraphs: Focus on a Moment,
p. 57A-57B
Treasures- Grammar & Writing Handbook
Personal Narrative - Prewrite, p. 12-15
5th
grade Conventions Mini Lessons packet Verb Tenses: Present, Past, and Future, p. 12-
14
Verb Forms: Regular and Irregular, p. 15-18
Lesson Links
Irregular Verbs: Overview and List
Prepare for
Small
Group
Instruction
Don’t forget to add to
CPR Anchor Chart
7
5th
grade- Week 1.5 Reading
Writing Workshop
TE
KS
Guided Reading- Whole Group
Self-Selected Reading
Working with Words
Unit: Literary Text
Focus: Analyzing Characters
(Roles, Conflict, Relationships & Function)
SE: 5.6 (B) explain the roles and functions of
characters in various plots, including their
relationships and conflicts (RS)
Genre: Fiction
Students use a flexible range of
metacognitive reading skills in both
assigned and independent reading to
understand an author’s message.(Fig.
19)
Goal 2: High Frequency Irregularly Spelled
Words
Focus: Word Wall Words (First Priority List: High-Frequency, Commonly Misspelled
Words)
Goal 3: Spelling Rhyming Words
Focus: Visual Checking/Dictionary Skills
SE: 5.22 (D) use spelling patterns and rules
and print and electronic resources to determine and check correct spellings
Unit: Personal Narrative
Focus: Organizing Writing- Leads
Writing Process: Prewriting, Drafting, Revising, Editing
SE: 5.15 (C) revise drafts to clarify meaning, enhance
style, include simple and compound sentences, and
improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after
rethinking how well questions of purpose, audience,
and genre have been addressed
5.17 (A) Students write about their own experiences.
Students are expected to write a personal narrative
that conveys thoughts and feelings about an experience.
Convention: Irregular Verbs
SE: 5.20 (A) use and understand the function of the
following parts of speech in the context of reading,
writing, and speaking: (i) verbs (irregular verbs and active voice)
Su
gges
ted
Res
ou
rces
Developing Readers Grades 5: Strategies for
Reading Comprehension (Educational Bridge)
Character Traits/Emotions/Motives, p. 117
Treasures- TE
Unit 1, Week 1 Lunch Counter Encounter , p. 8
Reread for Comprehension- Character & Setting,
p. 9A
Goin’ Someplace Special, p. 10
Treasures- Practice Book
Character & Setting, p. 4
Lesson Links Inferring How and Why Characters Change
Charting Characters for a More Complete
Understanding of the Story
Guiding Readers & Writers 3rd
-6th
Procedural Minilessons Check for Understanding As You Read,
p. 159
Solving Unknown Words, p. 159
Using Punctuation to Understand, p.
160-161
Optional Read Alouds:
Picture Books:
Pink and Say/Pink y Say (Patricia
Polacco)
The Man Who Walked Between the
Towers Mordecai Gerstein)
Thank You, Mr. Falker/ Gracias, Senor
Falker (Patricia Polacco)
Month by Month Phonics & Vocabulary
Goal 2: Word Wall Words, p. 30
Selecting Word Wall Words:
Select 8-10 words from First Priority
List: High-Frequency, Commonly
Misspelled Words, p.126-128
Introducing Words Wall Words, p.
30-32
Word Wall Review Activities Word Wall Riddles, p. 32
Goal 3: Visual Checking System
What Looks Right? p. 33
5th
grade Writing Mini Lessons packet Crafting Leads, p. 13-15
Treasures- Grammar & Writing Handbook
Personal Narrative - Draft, p. 16-17
Personal Narrative - Revise, p. 18-21
Lesson Links: Leading to Great Places in the Elementary
Classroom
Little Red Riding Hooks
5th
grade Conventions Mini Lessons packet Verb Tenses: Present, Past, and Future, p. 12-
14
Verb Forms: Regular and Irregular, p. 15-18
Lesson Links
Irregular Verbs: Overview and List
Responding to
Reading
packet
Literacy Stations
should be in
full swing
Important
Guided
Reading
Info
8
5th
grade- Week 1.6 Reading
Writing Workshop
TE
KS
Guided Reading- Whole Group
Self-Selected Reading
Working with Words
Unit: Literary Text
Focus: Analyzing Characters
(Roles, Conflict, Relationships & Function)
SE: 5.6 (B) explain the roles and functions of
characters in various plots, including their relationships
and conflicts (RS)
5.6 (C) explain different forms of third-person points of
view in stories (SS)
Genre: Fiction
Students use a flexible range of
metacognitive reading skills in both
assigned and independent reading to
understand an author’s message.(Fig. 19)
SE: 5.8 (A) evaluate the impact of
sensory details, imagery, and
figurative language in literary text
(RS)
Goal 2: High Frequency Irregularly Spelled
Words Focus: Word Wall Words
(First Priority List: High-Frequency,
Commonly Misspelled Words)
Goal 4: Words in Context Focus: Using Cross Checking While Reading
SE: 5.22 (D) use spelling patterns and rules and print and electronic resources to determine
and check correct spellings
5.2 (E) use a dictionary, a glossary, or a
thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations,
alternate word choices, and parts of speech of
words. (RS)
Unit: Personal Narrative
Focus: Organizing Writing- Endings
Writing Process: Prewriting, Drafting, Revising,
Editing
SE: 5.15 (C) revise drafts to clarify meaning, enhance
style, include simple and compound sentences, and
improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after
rethinking how well questions of purpose, audience,
and genre have been addressed
5.17 (A) Students write about their own experiences.
Students are expected to write a personal narrative
that conveys thoughts and feelings about an experience
Convention: Complete Subject & Complete Predicate
SE: 5.20 (B) use the complete subject and the
complete predicate in a sentence
Su
gges
ted
Res
ou
rces
Developing Readers Grades 5: Strategies for
Reading Comprehension (Educational Bridge)
Author’s Point of View, p. 243
Treasures- TE
Unit 3 , Week 5- Suggested Lesson Plan The Unbreakable Code, p. 354 (Historical Fiction)
Treasures- Practice Book
Author’s Perspective, p. 130
Treasures Leveled Text Lessons for Small
Groups
Lesson Links
Literacy Station: Analyzing Characters
Character Consideration
Character Connections
Check-A- Trait
Comprehension Connections Visualizing:
Time-Tested and Teacher Approved,
p. 94
Mental Images Through Music, p. 96
Dorothea Lange: True Vision, p. 97
Strategies That Work Visualizing with Wordless Picture
Books, p. 133
Visualizing with a Vivid Piece of Text,
p. 134
Optional Read Alouds: The Gardener/ La Jardinera (Sarah
Stewart)
The Memory String (Eve Bunting)
Come On, Rain! (Karen Hesse)
The Patchwork Quilt (Valerie
Flournoy)
Month by Month Phonics & Vocabulary
Goal 2: Word Wall Words, p. 30
Selecting Word Wall Words: Select 8-10 words from First Priority
List: High-Frequency, Commonly
Misspelled Words, p.126-128
Introducing Words Wall Words,
p. 30-32
Word Wall Review Activities Word Wall Riddles, p. 32
Goal 4: Cross-Checking
Guess the Covered Word, p. 34
Treasures- Grammar & Writing
Handbook
Study Skills: Thesaurus, p. 239
Treasures- TE-Start Smart
Using a Thesaurus, p. S14
5th
grade Writing Mini Lessons packet Endings, p. 17
Response Groups, p. 18-21
Treasures- Grammar & Writing Handbook
Personal Narrative - Draft, p. 16-17
Personal Narrative - Revise, p. 18-21
Lesson Links: Great Endings
Once They’re Hooked, Reel Them In: Writing
Good Endings
Treasures- Grammar & Writing
Handbook
Subjects & Predicates, p. 140-141
Lesson Links:
Subjects & Predicates (SMART Board)
Subjects & Predicates PowerPoint
Workstation Flip Chart: Writing
Writing with a Point of View, p. 6
Writing from a Different Point of
View, p. 60
Analyze how authors
use first (I), second
(you), and third (he,
she, they) person and
how it affects you as a
reader
Begin Small
Group
Instruction
9
5th
grade- Week 1.7
Reading
Writing Workshop
TE
KS
Guided Reading- Whole Group
Self-Selected Reading
Working with Words
Unit: Literary Text
Focus: Plot & Foreshadowing
SE: 5.6 (A) describe incidents that advance the story or
novel, explaining how each incident gives rise to or
foreshadows future events (RS)
Fig. 19 (D) make inferences about text and use textual evidence
to support understanding (RS)
Genre: Fiction
Students use a flexible range of
metacognitive reading skills in both
assigned and independent reading to
understand an author’s message.
(Fig. 19)
SE: 5.8 (A) evaluate the impact of
sensory details, imagery, and
figurative language in literary text
(RS)
Goal 1: Polysyllabic Words
Focus: Prefixes, Suffixes and Spelling
Changes; Greek and Latin Roots
SE: 5.22 (B) spell words with: (i) Greek Roots (e.g., tele, photo, graph, meter)
(ii) Latin Roots (e.g., spec, scrib, rupt, port,
ject, dict) (iii) Greek suffixes (e.g., -ology, -phobia,
-ism, -ist)
(iv) Latin derived suffixes (e.g., -able, -ible; -ance, -ence)
5.2 (A) determine the meaning of grade level academic English words derived from Latin,
Greek and other linguistic roots and affixes
Unit: Personal Narrative
Focus: Revise, Edit, Publish
Writing Process: Prewriting, Drafting, Revising,
Editing, Publishing
SE: 5.15 (E) revise final draft in response to
feedback from peers and teacher and publish
written work for appropriate audiences.
Convention: Complete Subject & Complete Predicate
SE: 5.20 (B) use the complete subject and the complete predicate in a sentence
Su
gges
ted
Res
ou
rces
Developing Readers Grades 5: Strategies for
Reading Comprehension (Educational Bridge)
Plot, Story Problem, and Resolution, p. 135
Treasures- TE
Unit 1, Week 4
Johanna in Jamaica, p. 74
Reread for Comprehension-Problem and
Solution, p. 75A-75B
The Night of San Juan, p. 77
Treasures- Practice Book
Story Map, p. 31
Lesson Links: Using Picture Books to Teach Plot Development and
Conflict Resolution
Treasures Leveled Text Lessons for Small
Groups
Developing Readers Grades 5:
Strategies for Reading
Comprehension (Educational Bridge)
Figurative Language, p. 51
Lesson Links:
Metaphors and Similes
Think Aloud
Story Wheel
Optional Read Alouds:
Treasures- Interactive Read-Aloud
Mojave, p. 73
If I Only Had a Brain: Artificial
Intelligence, p. 78 Visualize, Think Aloud Copying
Master, p. 234
Picture Books Mufaro’s Beautiful Daughters/ Las
bellas hijas de Mufaro (John Steptoe)
Grandfather’s Journey (Allen Say)
Sweet Clara and the Freedom Quilt
(Deborah Hopkinson)
The Lotus Seed (Sherry Garland)
Month by Month Phonics & Vocabulary
Goal 1: Polysyllabic Words, p. 35
Introduce Nifty Thrifty Fifty Words:
expensive, governor, impression,
depression, independence,
submarine, transportation,
unfinished, p. 36
Nifty Thrifty Fifty Review
Activities Nifty Thrifty Fifty Riddles, p. 37
Nifty Thrifty Fifty Mini-WORDO,
p. 37
Beyond Nifty Thrifty Fifty Nifty Thrifty Fifty Cards, p. 38
Word Sorts, p. 39-41
Root Word Lessons, p. 42-43
Scavenger Hunt, p. 44
Making Words, p. 44-45
Word Detectives, p. 46
Treasures- Grammar & Writing Handbook
Personal Narrative – Proofread/Edit, p.
22-23
Personal Narrative - Publish, p. 24-26
Treasures- TE
Unit 1, Weeks 1& 3 Conferencing Routine, p. 33B
Conferencing Routine, p. 71E
Treasures- Grammar & Writing
Handbook
Subjects & Predicates, p. 140-141
Lesson Links:
Subjects & Predicates (SMART Board)
Subjects & Predicates PowerPoint
10
5th
grade- Week 1.8 Reading
Writing Workshop
TE
KS
Guided Reading- Whole Group
Self-Selected Reading
Working with Words
Unit: Literary Text
Focus: Plot & Foreshadowing
SE: 5.6 (A) describe incidents that advance the story or
novel, explaining how each incident gives rise to or
foreshadows future events (RS)
Fig. 19 (D) make inferences about text and use textual
evidence to support understanding (RS)
Genre: Fiction
Students use a flexible range of
metacognitive reading skills in both
assigned and independent reading to
understand an author’s message.(Fig.
19)
Goal 1: Polysyllabic Words
Focus: Prefixes, Suffixes and Spelling
Changes; Greek and Latin Roots
SE: 5.2 (A) determine the meaning of
grade level academic English words
derived from Latin, Greek and other
linguistic roots and affixes (RS)
5.2 (C) produce analogies with known
antonyms and synonyms
Unit: Imaginative Stories
Focus: Describing Characters and Setting
Writing Process: Prewriting, Drafting
SE: 5.16 (A) write imaginative stories that include:
(i) a clearly defined focus, plot, and point of view
(ii) a specific, believable setting created through the use
of sensory details (iii) dialogue that develops the story
Convention: Simple & Compound Sentences
SE: 5.20 (C) use complete simple and
compound sentences with correct subject-verb
agreement
Su
gges
ted
Res
ou
rces
Developing Readers Grades 5: Strategies for
Reading Comprehension (Educational Bridge)
Foreshadowing, p. 155
Treasures- Reading Genres: A Study Guide
Reading Fiction, p. 17-20
Treasures Leveled Text Lessons for Small
Groups
Lesson Links
Foreshadowing: A Retelling of The Tell-Tale
Heart
Literacy Station: Plot
Plotting the Plot
Plot Plan
Lesson Links:
Responding in Your Reading Log
Optional Read Alouds:
Picture Books
Encounter/ Encuentero (Jane
Yolen)
The Stranger (Chris Van
Allsburg)
How Many Days to America (Eve
Bunting)
Month by Month Phonics & Vocabulary
Goal 1: Polysyllabic Words, p. 35
Introduce Nifty Thrifty Fifty Words:
expensive, governor, impression,
depression, independence,
submarine, transportation,
unfinished, p. 36
Nifty Thrifty Fifty Review Activities Nifty Thrifty Fifty Riddles, p. 37
Nifty Thrifty Fifty Mini-WORDO,
p. 37
Beyond Nifty Thrifty Fifty Nifty Thrifty Fifty Cards, p. 38
Word Sorts, p. 39-41
Root Word Lessons, p. 42-43
Scavenger Hunt, p. 44
Making Words, p. 44-45
Word Detectives, p. 46
Developing Readers Grades 5:
Strategies for Reading Comprehension (Educational Bridge) Synonyms/Antonyms, p. 29
Lesson Links: Analogies
Synonym and Antonym Analogies
Treasures- Grammar & Writing
Handbook
Fictional Narrative: A Story, p. 48-49
Features of a Story, p. 50-51
Writing Process- Prewrite, p. 52-53
Lesson Links
Text Types: Narrative
Using Picture Books to Teach
Characterization in Writing Workshop
Treasures- TE
Unit 1, Week 3 Sentence Combining p. 71K-L
Unit 1, Week 4 Introduce Sentence Combining/Complex
Sentences, p. 95G
Unit 1, Week 5
Run-On Sentences p. 125G
Treasures- Grammar & Writing
Handbook
Combining Compound Sentences , p.
179
Lesson Links
Compound Sentences
Begin
Informal
Conferencing
Thinking
Stems
11
5th
grade- Week 1.9 Reading
Writing Workshop
TE
KS
Guided Reading- Whole Group
Self-Selected Reading
Working with Words
Unit: Literary Text
Focus: Make Inferences
SE: Fig. 19 (D) make inferences about text and
use textual evidence to support understanding (RS)
Genre: Fiction
Students use a flexible range of
metacognitive reading skills in both
assigned and independent reading to
understand an author’s message.(Fig.
19)
Goal 2: High Frequency Irregularly Spelled Words
Focus: Word Wall Words (First Priority List:
High-Frequency, Commonly Misspelled Words)
Goal 3: Spelling Rhyming Words
Focus: Visual Checking/Dictionary Skills
SE: 5.22 (D) use spelling patterns and rules
and print and electronic resources to determine
and check correct spellings
Unit: Imaginative Stories
Focus: Developing the Plot
Writing Process: Prewriting, Drafting
SE: 5.16 (A) write imaginative stories that include: (i) a clearly defined focus, plot, and point of view
(ii) a specific, believable setting created through the use
of sensory details; and (iii) dialogue that develops the story
Convention: Subject-Verb Agreement SE: 5.20 (C) use complete simple and compound
sentences with correct subject-verb agreement
Su
gges
ted
Res
ou
rces
Developing Readers Grades 5: Strategies for
Reading Comprehension (Educational Bridge)
Text to Support Meaning, p. 97
Inferences (Predictions, Drawing Conclusions,
Generalizations), p. 173
Treasures- TE
Unit 1, Week 2
A Real Survivor, p. 36
Reread for Comprehension- Make Inferences, p.
37A
Shiloh, p. 38
Treasures- Practice Book
Making Inferences, p. 12
Inference Chart, p. 13
Treasures Leveled Text Lessons for Small
Groups
Optional Read Alouds:
Treasures- Interactive Read-Aloud Draw Inferences, Think-Aloud
Copying Master, p. 235
Picture Books:
More Than Anything Else (Marie
Bradby) The Stranger (Chris Van Allsburg)
Shortcut (David Macaulay)
Train to Somewhere (Eve Bunting)
Knots on a Counting Rope (Bill Martin,
Jr. and John Archambault)
Lesson Links:
Responding in Your Reading Log
Month by Month Phonics & Vocabulary
Goal 2: Word Wall Words, p. 47
Selecting Word Wall Words:
Select 8-10 words from Second
Priority List: Common Contractions
and Compounds p. 128
Introducing Words Wall Words,
p. 47
Word Wall Review Activities Word Wall Riddles, p. 47
Be a Mind Reader, p. 47-48
Goal 3: Visual Checking System
What Looks Right? p. 48
Treasures- Grammar & Writing
Handbook
Writing Process- Draft, p. 56-57
Writing Process- Revise, p. 58-59
Writing Process- Revise- Peer
Conferencing, p. 60-61
Lesson Links
Text Types: Narrative
Treasures- Grammar & Writing
Handbook
Rule 4: Subject-Verb Agreement, p. 145
Extra Practice: Subject-Verb Agreement,
p.199
Lack of Subject-Verb Agreement, p. 260
Lesson Links
Subject Verb Agreement
Responding to
Reading
packet
12
Guided Reading SSR Writing Working With Words
Whole Group Small Group
Ass
essm
ent
Higher-level questions
(Kilgo, Blooms)
Open-ended response
items (oral and written)
Observations and
anecdotal records
Scholastic Reading
Inventory (SRI)
NEISD Reading
Benchmark
Running Records/
Benchmark Kits
Fluency probes
Higher-level questions
(Kilgo, Blooms)
Observations and
anecdotal records
Scholastic Reading
Inventory (SRI)
Anecdotal records and
checklists (including
reading behaviors and use
reading strategies)
Reader response
Reading logs
Compositions assessed
using 6 Trait Rubric
NEISD Writing
Assessment
Observations and
anecdotal notes from
student conferences
Begin portfolio
assessment
Nifty Thrifty Fifty
Word Wall Words
Spelling of WWW
correctly in all writing
activities
Assess students’
understanding through the
transfer of words and in
writing samples
Pro
fess
ion
al
Res
ou
rces
Modifying Four Blocks for Upper Grades (Sigmon)
Guided Reading the Four Blocks Way (Cunningham)
Guiding Readers and Writers (Fountas and Pinnell)
Strategies That Work (Harvey and Goudvis), 2nd edition
Comprehension Toolkit (Harvey and Goudvis)
National Geographic Reading and Writing Workshops
Comprehension Through Deductive Reasoning
(Benchmark Education)
Rigby PM Benchmark Kit (Rigby)
Practice with Purpose (Diller)
Developing Readers: Modeling to Independence (Haggard)
Developing Readers Grades 5: Strategies for Reading
Comprehension (Educational Bridge)
Comprehension Posters (Benchmark Education)
TAKS Reading Preparation, Grade 5 (Region IV)
Reader’s Theater (Benchmark Education)
I Read It, But I Don’t Get It (Tovani)
Flip for Comprehension (Cayuso)
Teaching and Assessing Comprehension Strategies
(American Educational Associates) Comprehension Connections (Tanny McGregor)
Modifying Four Blocks for
Upper
Grades(Cunningham)
Self-Selected Reading the
Four Blocks Way
(Cunningham, Hall &
Gambrell)
Modifying Four Blocks for
Upper Grades
(Cunningham)
Writing Mini-Lessons for
Upper Grades (Hall,
Cunningham & Arens)
Writing Workshop,
(Fletcher and Portalupi)
Craft Lessons (Fletcher
and Portalupi)
Reviser’s Toolbox,
(Fletcher)
Handouts from Six Trait
Workshops
Creating Writers
(Spandel)
Month by Month
PHONICS & Vocabulary
Grade 5 (Cunningham and
Hall)