EAST ALLEN COUNTY SCHOOLS

Bundle 1

Grade 5

Language Arts

Big Idea: A System of Values The Launch

Enduring Understandings Essential Questions

Reading and writing fluently and independently from a variety of texts and genres helps establish the meaning of language.

Stories develop from ideas generated by writers.

Procedures are in place to help us stay focused, communicate effectively, and work within a community of learners.

Reading can provide us with news, information, enjoyment, and comfort.

What makes a fluent writer or reader? What strategies can I use when I get stuck reading or writing? What resources can I use to generate ideas for writing? What procedures are most important for an environment where every student can learn?

CC/Learning Targets Core Vocabulary Links to Technology RI.1 RI.5 RI.7 RI.8

RL.5 RL.9 a,b,c W.10 5.5.5

L.2 a L.4 b 5.6.6 5.6.8 SL.1 a-d

-Picture Collage (app)

-Dictionary (app) -Spelling Challenge (app)

Bundle Performance Task(s) Students will apply the procedures introduced/reviewed during the first 20 days for the 90-minute reading workshop, 60-minute writing workshop, and Buddy Study Spelling during the balanced literacy block of the school day. As an extension, students may use the Flip camera (see the Instructional Coach) to record students following workshop procedures correctly and/or incorrectly. Students may then work in small groups to create a Venn diagram comparing the videos.

Grade 5 LA Bundle 1

Quarter 1 Aug. -Sept.

Page 1 of 1

Recommended Read-Alouds G5 - Bundle 1

Big Idea: A System of Values Title Author Relates to…

Salt Hands Aragon, Jane Chelsea Calkins: leads

Fireflies Brinckloe, Julie Calkins: leads, endings

Shortcut Crew, Donald Calkins: ideas, leads, mechanics

Because of Winn-Dixie DiCamillo, Kate Calkins: leads

Peter’s Chair Keats, Ezra Jack Calkins: leads

Whistling Partridge, Elizabeth Calkins: leads

The Paperboy Pilkey, Dav Calkins: ideas

The Paperboy Pilkey, Dav Calkins: ideas, leads

The Witch of Blackbird Pond Speare, Elizabeth Calkins: leads

Swimmy Lionni, Leo Community

Taxi: A Book of City Words Maestro, Betsy Context clues

Baloney Scieszka, John Context clues

You Have to Write Wong, Janet Everyone has a story

Bigmama’s Crews, Donald Ideas

The Art Lesson De Paola, Tomie Ideas

By the Side of the Road Fieffer, Jules Ideas

A Father Like That Zolotow, Charlotte Ideas

Tight Times Hazen, Barbara Shook Inferences

The Blizzard Wright, Betty Ren Inferences

Seven Blind Mice Young, Ed Inferences

Angel Child, Dragon Child Surat, Michele Maria Self-worth

This is the Teacher Greene, Rhonda Sequential order

Written Anything Good Lately? Allen, Susan Types of writing

Like a Hundred Drums Greissman, Annette Word choice

Reading Workshop G5 - Bundle 1

CC/Learning Targets Resource of Ideas Evidence of Learning RI.1 (5.2.3) (5.2.4)

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Use prior knowledge with the specific details to make conclusions

-So You Want to Be President? by Judith St. George, David Small -The Gardener by Sarah Stewart -QAR Strategies -QAR Examples -QAR Question Prompts -QAR Resources -Supporting Details Lesson

-Guiding Readers and Writers pp. 330, 360, 361 (inferring) -Strategies that Work pp.138-142

-The Blizzard by Betty Ren Wright -Seven Blind Mice by Ed Young -Tight Times by Barbara Shook Hazen

Reading Wonders – Unit 1 -(WK 1) pp. T2-T25, R/W Workshop A Fresh Idea pp.22-25 -(WK 1) pp. T25A–25T, Anthology One Hen pp. 10-23 -(WK 2) pp. T67-T89, R/W Workshop Whitewater Adventure pp. 36-39 -(WK 2) pp. T89A-89P, Anthology Second Day, First Impressions pp. 30-39

-Anecdotal records from minilessons and/or whole class discussion -Interactive read-aloud whole group discussion -Highlight answers in text -Use think-marks with post-its -Reading Wonders Assessments

RI.5 (5.2.2)

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.

-Teaching for Comprehending and Fluency pp.22, 185-189,359 -This Is the Teacher by Rhonda Greene -Social Studies textbook Reading Wonders – Unit 1 -(WK 3) pp. T130-153, R/W Workshop A Life in the Woods pp. 50-53 -(WK 3) pp. T153A-T153V, Anthology Camping with the President pp46-63 -(WK 4) pp. T194-T217, R/W Workshop Fantasy Becomes Fact pp 64-67

-Anecdotal records from minilessons and/or whole class discussion -Interactive read-aloud whole group discussion -Create timeline from non-fiction text -Reading Wonders Assessments -Picture timeline

Reading Workshop G5 - Bundle 1

-(WK 4) pp. T221A-T217V Anthology The Boy Who Invented TV pp 68-83

RI.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. a. Identify appropriate sources (print or digital) to answer questions. b. Identify multiple sources to solve a problem.

-Strategies That Work pp. 162-169 -Social studies content -Science content

-Teacher observation -Reader’s Notebook -student written response to literal and/or inference questions

RI.8 (5.2.3)

Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

-Strategies That Work pp.166-169

-The Dot by Peter Reynolds -Papa’s Mark by Gwendolyn Battle-Lavert -Testing Miss Malarkey by Judy Finchler -Hooray for Diffendoofer Day by Dr. Seuss

-Expository Text pp. 7-15 -Main Idea Lesson

-Quiz -Graphic organizer -Teacher observation/anecdotal records during whole group interactive read-aloud -Teacher observation during science/social studies class -Students “leave their tracks” on an article.

RL.5 (5.3.1)

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

-Guiding Readers and Writers pp. 134-135, pp. 292-297 (mini-lessons), pp. 393-409

-Teacher observation/anecdotal records during whole group interactive read-aloud

RL.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. a. Identify different genres.

-Teaching for Comprehending and Fluency pp.141, 368-371 -Strategies That Work p. 96 -Strategies That Work Appendix A: pp.257-290 -The Writing Fix - Genre Characteristics - Genre Characteristics Chart - Genre Characteristics Game

-Teacher Book Talk -Genre quiz/test

Reading Workshop G5 - Bundle 1

Correlating CC/Learning Targets Teacher Notes

RI.10 5.2.5 RL.10

RF.3 a RF.4 a-c

--Guiding Readers and Writers p.12, pp.143-162 (The First 20 Days), pp. 206-212 (planning for Guided Reading), p. 215 (essential elements of Guided Reading), p. 224 (selecting and introducing texts), pp. 137-141 (beginning mini-lessons) - Information in The Daily 5 (pp. 105-106, 111-113, 115-116, 119-126) and The CAFÉ (pp. 27-68) may also be used to set procedures for Reading Workshop.

Writing Workshop G5 - Bundle 1

CC/Learning Targets Resource of Ideas Evidence of Learning W.10 (5.5.6)

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.

-any of the Calkins books listed in Recommended Read-Alouds -Write Source pp. 87-124 (personal narrative) Reading Wonders-Unit 1 -(WK 2) (Ideas) pp. T94-T97, R/W Workshop pp. 260-261 -(WK 3) (Word Choice) pp. T158-T161, R/W Workshop pp. 58-59 -(Personal Narrative)pp. T350-T355 Reading Wonders – Unit 4 - (WK 1) (Ideas: description) pp. T30-T31, R/W Workshop pp.30-31 - (WK 3) (Word Choice) pp. T158-T161, R/W Workshop pp. 58-59

-Writer’s Notebook -Teacher observation

5.5.5 Use varied word choices to make writing interesting

-6+1 Traits of Writing pp. 142-174 -Guiding Readers and Writers pp.423-424 (Writer Talk) -Launching the Writer’s Workshop pp.75-84 -Like a Hundred Drums by Annette Greismann

-Word Choice Post-It Note

-Writing Fix- Word Choice Activities

-Author/Writer Talk -Teacher anecdotal records from conferences during Writing Workshop -District writing prompt to be given to students for anecdotal records and teacher evaluation

Correlating CC/Learning Targets

W.4 W.5 W.6

-Units of Study for Teaching Writing for Grades 3 and Up by Lucy Calkins – Book 1: Launching the Writer’s Workshop

Language and Word Study Bundle 1

CC/Learning Targets Resource of Ideas Evidence of Learning L.2 (5.6.5) (5.6.7)

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation to separate items in a series.

-Write Source p. 429, pp. 500-501 - Comma game - Commas in a Series ppt. Reading Wonders – Unit 1 -(WK 2) (commas) pp. T98-T99, Grammar Practice pp.6-10

-Quiz -Evidence in Writer’s Notebook and Reader’s Notebook -Buddy Study Spelling

SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.

a. Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions by making comments that contribute to the discussion and

-Guiding Readers and Writers pp. 35, 260, 280-282 -Strategies that Work 2 pp. 39, 40, 46-50 -Teaching for Comprehending and Fluency pp. 260, 269-279, 287-290 -The CAFÉ pp.130-131, 143, 154, 162) -Write Source p.371 Reading Wonders – Smart Start pp. S5-S6

-Teacher observation during class discussion

Language and Word Study Bundle 1

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.

5.6.6 Use correct capitalization Reading Wonders – Unit 2 -(WK 1) (capitalization) pp. T34-T35, Grammar Practice, pp. 26-30 Reading Wonders – Unit 5 -(WK 3) (capitalization) pp. T162-T163 , Grammar Practice, pp. 36-40

-Capitalization Practice -Capitalization Quiz

-Write Source pp. 508-515

-Daily writing exercises, Reader’s Notebook, and Writer’s Notebook

5.6.8 Use a variety of simple and compound sentences in writing.

-Daily writing exercises, Reader’s Notebook, and Writer’s Notebook

Correlating CC/Learning Targets Teacher Notes

L.3 a, b 5.1.1 SL.2

SL.5 SL.6