Grade 5 Q4 3-8 … · Web viewa-Explain the function of conjunctions, ... PPT presentation on tense shifts . ... Decoding/word study station-Sort words with roots and affixes,

Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.

English Language Arts 4th Nine Weeks Grade 5

IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025.

By 2025,● 80% of our students will graduate from high school college or career ready● 90% of students will graduate on time● 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students, across content areas. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools and are the underpinning for the development of the English/Language Arts curriculum maps.

Designed with the teacher in mind, the English/Language Arts (ELA) curriculum maps focus on literacy teaching and learning, which include instruction in reading, writing, speaking and listening, and language. This map presents a framework for organizing instruction around the TN State Standards (CCR) so that every student meets or exceeds requirements for college and career readiness. The standards define what to teach at specific grade levels, and this map provides guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials.

A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum maps. Educators will use this map and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.

Shelby County Schools2015/2016

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How to Use the Literacy Curriculum MapsOur collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.

This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:

(1) Regular practice with complex text and its academic language.

(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.

(3) Building knowledge through content-rich nonfiction.

Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access:

The TNCore Literacy Standards


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The TNCore Literacy Standards (also known as the College and Career Ready Literacy Standards):

http://www.tncore.org/english_language_arts.aspx

Teachers can access the TNCore standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.

Shift 1: Regular Practice with Complex Text and its Academic Language

Student Achievement Partners Text Complexity Collection:

http://achievethecore.org/page/642/text-complexity-collection

Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection.

Student Achievement Partners Academic Word Finder: http://achievethecore.org/page/1027/academic-word-finder

Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.

Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text

Student Achievement Partners Text-Dependent Questions Resources:

http://achievethecore.org/page/710/text-dependent-question-resources

Teachers can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.

Shift 3: Building Knowledge through Content-Rich Non-fiction

Student Achievement Partners Text Set Projects Sequenced:

http://achievethecore.org/page/1112/text-set-project-building-knowledge-and-vocabulary

Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.

Curriculum Maps, Grades 3-5


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● Begin by examining the text(s) selected for the week. Read them carefully and become familiar with both the text(s) and the “big Idea” for the week.

● Locate the TDOE Standards in the left column. Analyze the language of the standards, and match each standard to a learning target in the center column. Note that Reading Anchor Standard 1 and Reading Anchor Standard 10 are not included in the curriculum maps but should be addressed every week, as students should consistently be reading rigorous grade-level texts and citing evidence when writing or speaking about the text:

○ CCR Reading Anchor Standard 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.

○ CCR Reading Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently.

● Consult your Journeys Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction.● Plan your weekly and daily objectives, using the learning target statements to help.● Study the suggested performance assessments in the right-hand column, and match them to your objectives.● Plan the questions you will ask each day using these three types of questions: those that derive general understanding, those

that address craft and structure, and those that elicit an overall meaning of the text. Be sure that the questions you ask will lead students to success on your selected performance assessments.

● Examine the other standards and skills you will need to address—writing, reading foundational skills, language skills, and speaking and listening skills.

● Using your Journeys TE and other resources cited in the curriculum map, plan your week using the SCS lesson plan template. Remember to include differentiated activities for small group instruction and literacy stations.

Resources to Help Prepare Students for the TNReady Assessments

The following tools are available for teachers to assist them in preparing their students for the TNReady Assessments:

The Item Sampler (MICA) can be found here: https://micatime.com/ TDOE TNReady Practice Tools homepage : A summary of TNReady practice tools Classroom Chronicles: Using MICA to prepare for TNReady : Hear how other teachers in TN are using MICA! Ten Things to Know about TNReady from the TDOE TNReady Blueprints: Blueprints provide a summary of what will assessed in each grade, including the number of items that will

address each standard on each part of TNReady. This webpage also includes the ELA writing rubrics that will be used to score


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http://tn.gov/education/article/tnready-blueprints

http://tn.gov/assets/entities/education/attachments/tnready_10_things_to_know.pdf

http://tnclassroomchronicles.org/using-mica-prepare-students-tnready/

http://tennessee.gov/education/article/tnready-practice-tools

https://micatime.com/



students’ writing on the TNReady assessment. The appropriate rubrics for current writing tasks have been referenced in the Curriculum Maps each week.

Descriptions of TNReady Writing Types : This document outlines the three types of writing expected by the standards and information about how they will be assessed on TNReady, including what types of passages will be used, what to expect from tasks, and examples of tasks.

Using the WIDA MPIs

WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.


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http://tn.gov/assets/entities/education/attachments/tnready_ela_writing_types.pdf



TN DOE Curriculum Standards Learning Outcomes Content & TasksWeek 1-Lesson 22Reading Selections “The Birchbark House” (Lexile Level 980) “Four Seasons of Food” (Lexile Level 790)Big Idea: Traditions influence a person’s thoughts and feelings.

Reading Literature and Informational TextRL.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 textRL.5.6-Describe how a narrator’s or speaker’s point of view influences how events are described.

RL.5.7-Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentationof fiction, folktale, myth, poem)RI.5.6-Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

Strategies and Skills Needed to Access the Standards Theme Visual Elements Point of view Summarize

Learning Targets (I Can…) Determine the theme of a story Describe how the use of third person point of view influences

the story Analyze the effect of illustrations on the meaning of a story Use text details to visualize a story’s characters, settings, and

events Examine the similarities and differences between a fictional and

informational recounting of similar information

Performance Task The author chose to tell this story from the third person point

of view. Discuss how the story would have been different if Omakayas had been the narrator. Pay particular attention to how the narrator’s point of view would have influenced the way in which events are described, and be prepared to rewrite a portion of the story from Omakayas’ point of view. (RL.5.6) (See Writing for the remainder of this assignment.)

Other Performance Assessments Journeys Grab-and-Go Weekly Tests Reader’s Notebook, Lesson 22 Video Clip Lesson 22 Navajo Rugs Theme graphic organizer Answers to text-dependent questions

Close reading on pp. 674-676

Text-Dependent Questions On p. 670, what reasoning did Omakayas use to convince

herself that she should eat the candy all by herself? (key details)

How does Omakayas feel about her sister? (general understandings)

How does the author’s use of the word “bared” instead of a word like “showed” emphasize the fact that the conflict with the bear could have ended very differently? (vocabulary; author’s craft and purpose)

How does the author’s use of a third person narrator contribute to the sense of calm and quiet in this selection?


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TN DOE Curriculum Standards Learning Outcomes Content & Tasks(author’s craft and purpose)

Omakayas has the opportunity to kill the mother bear, but she chooses not to. What does this tell you about her character? (inference)

What season of the year do you think it is when Omakayas encounters the bears? Use evidence from the illustrations and the text “Four Seasons of Food” to support your response. (intertextual connections)

Literacy Station Activities Comprehension station-Summarize the text, complete a theme

graphic organizer, Journeys flip chart Lesson 22, Activity Comprehension Part 1, C.008-Story Element Ease from http://www.fcrr.org/curriculum/PDF/G4-5/45CPartOne.pdf

Sample MICA Items on RL.5.2 and RL 5.6https://micatime.com/ Create an assessment using Question IDs 44801, 33797, and

44802

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicators for 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

Level 1 Entering Level 2 Emerging Level 3: Developing Level 4: Expanding Level 5: Bridging

Writ

ing

List single word details from the text for an illustrated theme using a bubble map and teacher modeling

Summarize a text at the paragraph level using sentence frames and a word bank.

Summarize a text at the page or multi-paragraph level using a word bank and sentence starters.

Compose a summary of the text including the theme and supporting details using a graphic organizer.

Compose an organized essay that outlines the theme with related details with self-generated graphic organizer support.

For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see:North Carolina Livebinder http://www.livebinders.com/play/play?id=1089921 Click on Transformed MPIs/ELAs

Reading Foundational SkillsRF.5.3- Know and apply grade-level phonics and word

Strategies and Skills Fluency and decoding

Phonics and fluency Fluency: Rate


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https://micatime.com/Exam/Create

http://www.fcrr.org/curriculum/PDF/G4-5/45CPartOne.pdf



TN DOE Curriculum Standards Learning Outcomes Content & Tasksanalysis skills in decoding words.RF.5.4- Read with sufficient accuracy and fluency to support comprehension.

Learning Targets (I Can…) Read aloud with accuracy, appropriate rate, and

expression. Use tone, volume, and pace to read with expression. Use text cues to adjust intonation.

More final syllables (-age, -ice, -ive)

Performance assessments Oral reading fluency checks/running records Spelling of grade-appropriate words in daily/weekly writing Use of learned patterns to decode unfamiliar words

Literacy Station Activities: Decoding/word study-Students work in pairs with suffix cards

that end with the suffixes –age, -ice, and -ible. Sort words based on their suffixes. Create a chart using suffix words, suffix meanings, suffix words used in a sentence, and suffix illustration.

Link to suffix activitieshttp://www.internet4classrooms.com/grade_level_help/language_root_words_language_arts_fifth_5th_grade.htm

Fluency (optional)-pair students for timed reading; Activity Fluency Part 2, F.014-Practice and Read from http://www.fcrr.org/curriculum/PDF/G4-5/45FPartTwo.pdf

Writing/ResearchW.5.3a- Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturallyW.5.3e- Provide a conclusion that follows from the narrated experiences and events

Strategies and SkillsSkills Narrative writing Establishing a narrator Sequence of events

Strategy Modeled response to text Peer editing for clear sequence in story Self editing and self-reflection

Learning Targets (I Can…) Write a narrative story that uses detailed descriptions

and has a clear order of events. Establish a narrator for my story.

Routine Writing Writing a narrative piece Establishing a narrator Sequencing events clearly

Writing Tasks The story “The Birchbark House” is told by a third person

narrator. Rewrite the part where Omakayas encounters the mother bear with Omakayas serving as the narrator. Think carefully about how she would have described the encounter. Make sure to have a clear sequence of events and an ending for your story. Use sequence words and phrases to connect your events.

Use TNReady rubric for narrative writing: https://www.tn.gov/assets/entities/education/attachments/tnready_r


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https://www.tn.gov/assets/entities/education/attachments/tnready_rubric_narrative_gr4-5.pdf

http://www.fcrr.org/curriculum/PDF/G4-5/45FPartTwo.pdf

http://www.internet4classrooms.com/grade_level_help/language_root_words_language_arts_fifth_5th_grade.htm

http://www.internet4classrooms.com/grade_level_help/language_root_words_language_arts_fifth_5th_grade.htm



TN DOE Curriculum Standards Learning Outcomes Content & Tasksubric_narrative_gr4-5.pdf

Sample MICA Item on W.5.3https://micatime.com/Create an assessment using Question ID 44988

Speaking and ListeningSL.5.1- Engage effectively in a range of collaborative discussions with diverse partners on grade 5 topics and texts, building others’ ideas and expressing their own clearly.SL.5.3- Summarize the points a speaker makes and explain how each claim is supported by reasons and evidenceSL.5.4-Report on a topic or text or present an opinion,

Strategies and Skills Come to discussions prepared Pose and respond to questions Make comments that contribute to the discussion Elaborate on other’s remarks Draw conclusions in light of information from the

discussions TNCore Accountable Talk resource:

http://tncore.org/sites/www/Uploads/files/ELA_/EL_Accountable_Talk_Academic_Discussion.pdf

Learning Targets (I Can…) Restate, sequentially, the main idea/events/points from a

story. Stay on topic by making comments about information

being discussed. Present my ideas and/or opinions with facts and details.

Performance Assessments Using formal English in appropriate situations Participating in and conducting discussions, read alouds, and

q/a sessions Teacher observation

LanguageL.5.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speakingL.5.1b- Form and use the perfect verb tensesL.5.2- Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing.L.5.4c- Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify meaning of key words and phrasesL.5.5b- Recognize and explain the meaning of common idioms, adages, and proverbs

Strategies and SkillsSkills Perfect tense Reference materials

Strategy Learning grammar through writing Support for teaching students to use the dictionary:

http://wvde.state.wv.us/strategybank/PAVEProcedure.html

Learning Targets (I Can…)

Vocabulary Reference materials (dictionary, glossary, thesaurus)

Vocabulary for Explicit Instruction Nerve, bared, banish, reasoned, envy, spared, margins,

deserted, upright http://achievethecore.org/content/upload/

Liben_Vocabulary_Article.pdf http://achievethecore.org/page/61/which-words-do-i-teach-

and-how-detail-pg (Supplemental Resources, click Vocabulary Quadrant)


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http://achievethecore.org/page/61/which-words-do-i-teach-and-how-detail-pg


http://achievethecore.org/content/upload/Liben_Vocabulary_Article.pdf


http://wvde.state.wv.us/strategybank/PAVEProcedure.html








TN DOE Curriculum Standards Learning Outcomes Content & Tasks Identify perfect tenses when writing Form and use perfect tenses when writing and speaking Edit and revise writing for incorrect verb tense usage Use reference materials to find pronunciations and word

meanings. Recognize and explain the meaning of idioms, adages, and

proverbs.

Language Arts Perfect tense

Literacy Station Activities Vocabulary station-Journeys flip chart for Lesson 22, Activities

from Vocabulary Part 3, V.020-Word Clues, V.022-Defining Depictions, `and V.023-Undercover Meanings from http://www.fcrr.org/curriculum/PDF/G4-5/45VPartThree.pdf

Performance Assessments for both Edit writing for weekly grammar skill. Edit for grade-level capitalization and punctuation errors. Journeys Grab-and-Go Weekly Vocabulary Assessment Teacher created vocabulary assessment

Week 2-Lesson 23Reading Selections “Vaqueros: America’s First Cowboys” (Lexile Level 770) “Rhyme on the Range” (Not rated) “Cowboys Yesterday, Today, and Tomorrow (Lexile Level 1030) http://go.galegroup.com/ps/i.do?id=GALE

%7CA218974659&v=2.1&u=tel_s_tsla&it=r&p=ITKE&sw=w&asid=bca08d2ff19672ea125bd70838bc766cBig Idea: Cowboys played an important role in the old West, and they are still important today.

Reading Literature and Informational TextRL.5.7- Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g. graphic novel, multimedia presentation of fiction, folktale, myth, poem).RI.5.2- Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.RI.5.7-Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.RI.5.8-Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

Strategies and Skills Needed to Access the Standards Text and Graphic Features Main Ideas and Details Summarize

Learning Targets (I Can…) Quote accurately when explaining what the text says

explicitly and when drawing inferences. Determine two or more main ideas and explain how they

are supported by details. Explain how the author uses reasons and evidence to

support points.

Performance Task On page 704, the author states that, “With the Americans

came changes in the culture of the vaquero.” Write an essay in which you discuss what you think the author means by this statement, citing evidence of ways in which he uses reasons and evidence to support this key point. (RI.5.8)

Other Performance Assessments Grab-and-Go Weekly Tests Reader’s Notebook, Lesson 23 Answers to text-dependent questions Written summary of the text


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http://go.galegroup.com/ps/i.do?id=GALE%7CA218974659&v=2.1&u=tel_s_tsla&it=r&p=ITKE&sw=w&asid=bca08d2ff19672ea125bd70838bc766c

http://go.galegroup.com/ps/i.do?id=GALE%7CA218974659&v=2.1&u=tel_s_tsla&it=r&p=ITKE&sw=w&asid=bca08d2ff19672ea125bd70838bc766c

http://www.fcrr.org/curriculum/PDF/G4-5/45VPartThree.pdf



TN DOE Curriculum Standards Learning Outcomes Content & Tasks Use graphic features to derive understanding from text. Explain how a poet uses words that appeal to the senses,

citing specific examples from the poem.

Text-Dependent Questions The author uses a combination of drawings and photographs

in the selection “Vaqueros: America’s First Cowboys.” How do these graphic features help you understand the text? (general understandings)

According to the text, how did the invention of barbed wire affect the life and culture of the vaqueros? (key details)

Why do you think the author included the movie poster on p. 705? (author’s craft and purpose)

What does the word “conquerors” mean on p. 699? (vocabulary)

What does the adage the author uses on p. 707 tell you about the lifestyle of cowboys? (inference)

The author of “The Cowboy’s Life” uses several words that relate to sound. Why do you think he/she chose to do that? (opinion)

Literacy Station Activities Comprehension station-Journeys flip chart for Lesson 23, write

answers to text-dependent questions, Activity Comprehension Part 2, C.016-Detail Delight from http://www.fcrr.org/curriculum/PDF/G4-5/45CPartTwo.pdf

Sample MICA Item on RL.5.7https://micatime.com/Create an assessment using Question ID 43238

Sample MICA Items on RI.5.2https://micatime.com/Create an assessment using Question ID 44774

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicators for RL.5.7- Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g. graphic novel, multimedia presentation of fiction, folktale, myth, poem).



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http://www.fcrr.org/curriculum/PDF/G4-5/45CPartTwo.pdf



TN DOE Curriculum Standards Learning Outcomes Content & Tasks

Read

ing

Match images to teacher-selected vocabulary words to analyze how visuals contribute to the meaning of a text using word bank support.

Match sentences or paragraphs from the text to illustrations and multimedia elements to analyze how visuals and multimedia elements contribute to the meaning and tone of a text with a partner

Analyze the contributions of visuals and multimedia elements towards enhancing the meaning and tone of a text after reading an excerpt with a partner

Analyze the tone set in the text and determine the contributions of visuals and multimedia elements towards enhancing the meaning, tone, or beauty of a text with partner support.

Interpret the tone set by multimedia elements within the text to analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text.


Reading Foundational SkillsRF.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 contextRF.5.4a -Read grade-level text with purpose and understandingRF.5.4b- Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings

Strategies and Skills Fluency Decoding

Learning Targets (I Can…) Read on-level text with purpose and understanding Read orally with purpose and understanding Read orally with accuracy, appropriate rate, and

expression

Phonics and fluency Expression Unstressed syllables (schwa sound)


Literacy Station Activities: Decoding/word study station; activities with schwa

http://www.spellzone.com/unit24/page1.cfm ; http://edubakery.com/Word-Lists/Schwa-Sound-Words-v1-Word-List

Fluency station-(optional)-Journeys flip chart for lesson 23; partner reading to practice expression, Activity Fluency Part 2, F.013-Chunk It Up from http://www.fcrr.org/curriculum/PDF/G4-5/45FPartTwo.pdf

Writing/ResearchW.5.3a- Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturallyW.5.3b- Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situationsW.5.3e- Provide a conclusion that follows from the narrated

Strategies and SkillsSkills Narrative writing Establishing a narrator Using dialogue

Strategy

Routine Writing Writing a narrative piece Establishing a narrator Sequencing events clearly

Writing Tasks In Vaqueros: America’s First Cowboys we learned a lot about


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http://edubakery.com/Word-Lists/Schwa-Sound-Words-v1-Word-List

http://edubakery.com/Word-Lists/Schwa-Sound-Words-v1-Word-List

http://www.spellzone.com/unit24/page1.cfm



TN DOE Curriculum Standards Learning Outcomes Content & Tasksexperiences and events Modeled response to text

Peer editing for clear sequence in story Self editing and self-reflection

Learning Targets (I Can…) Write a narrative story that uses detailed descriptions and

has a clear order of events Establish a narrator for my story

vaqueros. Think of some conflicts that a vaquero would encounter. Write a story about a vaquero, using details that you learned from the text to enhance your story. Make sure to have a narrator, a clear plot, and use dialogue to help the plot of your story move forward.

Use TNReady rubric for narrative writing: https://www.tn.gov/assets/entities/education/attachments/tnready_rubric_narrative_gr4-5.pdf

Speaking and ListeningSL.5.4-Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes, speak clearly at an understandable paceSL.5.5- Include multimedia components and visual displays in presentations when appropriate to enhance the development of main ideas or themesSL.5.6- Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task or situation






being discussed. Present my ideas and/or opinions with facts and details.

Performance Assessments Participating in and conducting discussions, read alouds, and

q/a sessions Oral reports Adding audio and visual information Using formal English in appropriate situations Teacher observation

LanguageL.5.1a-Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.L.5.2- Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing.L.5.4c- Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify meaning of key words and phrases

Strategies and SkillsSkills Prepositions and prepositional phrases Adages and proverbs

Strategy Learning grammar through writing https://wvde.state.wv.us/strategybank/

Vocabulary Adages and proverbs

Vocabulary for Explicit Instruction Dominated, extending, sprawling, hostile, acknowledged,

flourished, residents, prospered, acquainted, decline, adventurer, fleet

http://achievethecore.org/content/upload/ Liben_Vocabulary_Article.pdf


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https://wvde.state.wv.us/strategybank/VocabularyStrategies.html







TN DOE Curriculum Standards Learning Outcomes Content & TasksL.5.5b- Recognize and explain the meaning of common idioms, adages, and proverbs

VocabularyStrategies.html http://grammar.ccc.commnet.edu/grammar/quiz_list.htm List of common proverbs:

https://www.teachervision.com/reading-and-language-arts/printable/62685.html

Lesson Plans-http://www.readwritethink.org/classroom-resources/lesson-plans/proverbs-introduction-184.html; http://www.midlandisd.net/cms/lib01/TX01000898/Centricity/Domain/104/5th%20Word%20Meaning%20-%20idioms%20lesson%20cluster.pdf

Learning Targets (I Can…) Explain the functions of prepositions in sentences Analyze a sentence for correct use of prepositions and

prepositional phrases. Use reference materials to find pronunciations and word

meanings. I can recognize and explain the meaning of adages, and

proverbs.

http://achievethecore.org/page/61/which-words-do-i-teach- and-how-detail-pg (Supplemental Resources, click Vocabulary Quadrant)

Language Arts Prepositions and prepositional phrases

Literacy Station Activities Vocabulary station-Journeys flip chart for Lesson 23, Activities

for adages and proverbs: http://www.livebinders.com/play/play?id=725778; http://www.cpalms.org/Public/PreviewResourceStudentTutorial/Preview/116158

Performance Assessments Edit writing for weekly grammar skill. Edit for grade-level capitalization and punctuation errors. Journeys Grab-and-Go Weekly Vocabulary Assessment Teacher created vocabulary assessment

Week 3-Lesson 24Reading Selections “Rachel’s Journal” (Lexile Level 940) “Story of a Pioneer Girl: Westward to Freedom” (Lexile Level 800) “What’s for Lunch?” (Lexile Level 870) http://go.galegroup.com/ps/i.do?id=GALE%7CA176203443&v=2.1&u=tel_s_tsla&it=r&p=ITKE&sw=w&asid=9fe78740a1b1d066e72768459d08a1bdBig Idea: The journey west for pioneers was challenging, for adults and children.

Reading Literature and Informational TextRL.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.5.6-Describe how a narrator’s or speaker’s point of view influences how events are described.RI.5.4-Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a

Strategies and Skills Needed to Access the Standards Figurative language Point of view

Learning Targets (I Can…) Quote accurately when explaining what the text says and

Performance Task Write an essay in which you describe how the narrator’s

(Rachel’s) point of view influences how events from the story are conveyed. (RL.5.6)

Other Performance Assessments Grab-and-Go Weekly Tests


Page 14 of 43

http://go.galegroup.com/ps/i.do?id=GALE%7CA176203443&v=2.1&u=tel_s_tsla&it=r&p=ITKE&sw=w&asid=9fe78740a1b1d066e72768459d08a1bd

http://www.cpalms.org/Public/PreviewResourceStudentTutorial/Preview/116158

http://www.cpalms.org/Public/PreviewResourceStudentTutorial/Preview/116158

http://www.livebinders.com/play/play?id=725778



http://www.midlandisd.net/cms/lib01/TX01000898/Centricity/Domain/104/5th%20Word%20Meaning%20-%20idioms%20lesson%20cluster.pdf



http://www.readwritethink.org/classroom-resources/lesson-plans/proverbs-introduction-184.html

http://www.readwritethink.org/classroom-resources/lesson-plans/proverbs-introduction-184.html



http://grammar.ccc.commnet.edu/grammar/quiz_list.htm





TN DOE Curriculum Standards Learning Outcomes Content & Tasksgrade 5 topic or subject area. when making inferences.

Describe how a narrator’s or speaker’s point of view influences how events are described.

Determine the conflict in a text and recognize its solution.

Reader’s Notebook, Lesson 24 Answers to text-dependent questions Written summary of the text

Text-Dependent Questions Why didn’t the wagon party want to wait three weeks to cross

the river? (key details) What does the word “fretted” mean on p. 227? (vocabulary) The authors of both texts use the word “beacon” (p. 728 and p.

742). Explain how the meanings on the two pages are similar and different. (vocabulary)

How does the author use the expression, “grinning so broadly his mouth looked like he has swallowed an ear of corn whole,” to tell us about Frank’s view of their encounter with the Indian? (author’s craft and purpose)

How do the drawings and captions help you understand how Rachel is feeling as she is writing? (author’s craft and purpose)

How would Rachel’s story have been different if someone else had narrated it? (opinion)

Literacy Station Activities Comprehension station-Practice with point of view:

http://www.ereadingworksheets.com/point-of-view/point-of-view-activities/; http://www.ereadingworksheets.com/point-of-view-worksheets/point-of-view-practice-activity.htm , Journeys flip chart for Lesson 24

Sample MICA Items on RL.5.4 and RL 5.6https://micatime.com/Create an assessment using Question IDs 44742, 44739, and 44734

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicators for RL.5.6-Describe how a narrator’s or speaker’s point of view influences how events are described.



Page 15 of 43


http://www.ereadingworksheets.com/point-of-view-worksheets/point-of-view-practice-activity.htm


http://www.ereadingworksheets.com/point-of-view/point-of-view-activities/





Writ

ing

List words that are used from a narrator’s or specific speaker’s point of view with illustrated word bank support.

Write phrases and basic sentences about illustrated scenes from 2 characters’ points of view with peer support and a word bank

Describe illustrated events from the text from an alternate point of view using sentence starters.

Produce simple and complex sentences to form a paragraph from an alternate point of view with teacher modeling support

Compose a rendition of the text from an alternate point of view using expanded discourse.


Reading Foundational SkillsRF.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 contextRF.5.4a -Read grade-level text with purpose and understandingRF.5.4b- Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings

Strategies and Skills: Fluency and decoding

Learning Targets (I Can…) Use knowledge of prefixes to read accurately Read on-level text with purpose and understanding. Read orally will accuracy, appropriate rate, and

expression. Use context clues to determine meanings.

Phonics and fluency Accuracy and self-correction Simple prefixes (in-, un-, dis-, mis-)


Literacy Station Activities: Decoding/word study station--Build and sort words with target

prefixes, activities on prefixes and suffixes-ww.bbc.co.uk/skillswise/worksheet/en18root-l1-w-building-on-root-words

Fluency station (optional)-Journeys flip chart for Lesson 24, Echo reading with a partner (see Activity Fluency Part 2, F.017-Echo Echo from http://www.fcrr.org/curriculum/PDF/G4-5/45FPartTwo.pdf

Writing/ResearchW.5.3b- Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situationsW.5.3c- Use a variety of transitional words, phrases, and clauses to manage the sequence of eventsW.5.3d- Use concrete words and phrases and sensory details to convey experiences and events precisely

Strategies and SkillsSkills Narrative writing Establishing a narrator Using first person pronouns Using dialogue Using transitional words

Routine Writing Writing a narrative piece Establishing a narrator Sequencing events clearly Including dialogue, transitions, and details to stories

Writing Tasks


Page 16 of 43





TN DOE Curriculum Standards Learning Outcomes Content & TasksW.5.3e- Provide a conclusion that follows from the narrated experiences and events

Adding sensory details



has a clear order of events Establish a narrator for my story Include dialogue, transitions, and sensory details to make

my story more appealing to my reader

This week we read the story “Rachel’s Journey: The Story of a Pioneer Girl.” The narrator of the story is Rachel, so we see all events from her point of view. Rewrite one of the daily entries from the point of view of one of the other characters (Frank, Pa, Ma, one of the twins). Be sure to use first person pronouns, dialogue, and transitional words. Sequence your story in a clear and logical manner.


Speaking and ListeningSL.5.2- Summarize a written text read aloud or information presented in diverse formats, including visually, quantitatively, and orallySL.5.3- Summarize the points a speaker makes and explain how each claim is supported by reasons and evidenceSL.5.4-Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes, speak clearly at an understandable pace





story Stay on topic by making comments about information

being discussed Present my ideas and/or opinions with facts and details

Performance Assessments Participate in and conduct discussions, read alouds and

questions/answer sessions Use formal English in appropriate situations

LanguageL.5.4a- Use context as (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phraseL.5.5a- Interpret figurative language, including similes and

Strategies and SkillsSkills Making comparisons (review, if needed) Context clues

Vocabulary Using context Figurative language


Page 17 of 43







TN DOE Curriculum Standards Learning Outcomes Content & Tasksmetaphors, in context Figurative language

Strategy Learning grammar through writing Vocabulary activity for using context:

http://wvde.state.wv.us/strategybank/ContextualRedefinition.html

Learning Targets (I Can…) Edit for the incorrect usage of comparative/superlative forms

of adjectives and adverbs Use context as a clue to the meaning of a word or phrase

and to confirm understanding. Interpret the meaning of similes and metaphors in context.

Vocabulary for Explicit Instruction Mishap, rustling, lectured, beacon, torment, surged,

disadvantage, balked, quaking, fared, earshot, ford http://achievethecore.org/content/upload/



Language Arts Making comparisons

Literacy Station Activities Vocabulary station-Journeys flip chart for Lesson 24, Activity

Vocabulary Part 4, V.037-Chice Meanings or V.040-Meaning Extender, or V.041-Get A Clue from http://www.fcrr.org/curriculum/PDF/G4-5/45VPartFour.pdf , Journeys flip chart (add rigor)

Performance Assessments Edit draft for weekly grammar skill Edit for grade-level capitalization and punctuation errors. Journeys Grab-and-Go Weekly Vocabulary Assessment Teacher created vocabulary assessment

Week 4-Lesson 25Reading Selections “Lewis and Clark” (Lexile Level 1020) “A Surprise Reunion” (Not rated)Big Idea: Explorers played an important role in the development of our country.

Reading Literature and Informational TextRI.5.2- Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

Strategies and Skills Needed to Access the Standards Main Ideas and Details Primary Sources

Performance Task Write an essay or make a speech in which you compare the

two accounts of the meeting between Sacajawea and her brother, paying close attention to the focus of each account


Page 18 of 43

http://www.fcrr.org/curriculum/PDF/G4-5/45VPartFour.pdf









TN DOE Curriculum Standards Learning Outcomes Content & TasksRI.5.6-Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.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.

Explain Historical Events Monitor/Clarify

Learning Targets (I Can…) Determine several main ideas and explain how they are

supported by key details. Tell how and why the events of a text are influenced by the

narrator’s or speaker’s viewpoint. Discuss how the actions and words of characters help

convey the theme.

and the information provided by each. (RI.5.6) (See Writing)

Other Performance Assessments Grab-and-Go Weekly Tests Reader’s Notebook-Lesson 25 Text Analysis Interactive White Board-Lesson 25 Answers to text-dependent questions Written summary of the text

Text-Dependent Questions What is the main idea of p. 763 and how does this relate to the

main ideas of p. 754? (general understandings) Why did the Shoshone women fear Lewis when they first met

him? (key details) How does the term “river branches” on p. 756 help you

understand the meaning of “tributaries?” (vocabulary) On p. 758 the author uses a direct quote from Lewis. How

does this quote help you understand what happens next? (author’s craft and purpose)

How do the words and actions of the characters help establish the theme of the play “A Surprise Reunion?” (author’s craft and purpose)

What do you think President Jefferson meant when he said, “Lewis and Clarke have entirely fulfilled my expectations?” Cite evidence from the text to support your opinion. (opinion)

Literacy Station Activities Comprehension station-main idea and details graphic

organizer, written summary of the text, Journeys flip chart for Lesson 25, Activity Comprehension Part 2, C.018-What’s the Big Idea? from http://www.fcrr.org/curriculum/PDF/G4-5/45CPartTwo.pdf

Sample MICA Items on RI.5.2 and RI.5.6https://micatime.com/


Page 19 of 43






TN DOE Curriculum Standards Learning Outcomes Content & TasksCreate an assessment using Question IDs 43095 and 43098

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicators for RI.5.2- Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.


Writ

ing

List single word details from the text for an illustrated main idea to explain how the main idea is supported by key details using a bubble map and word bank support

Identify the main ideas and supporting details using sentence frames and a word bank with graphic organizer support.

Produce the main ideas and supporting details to explain how the main idea is supported by key details using a graphic organizer with peer support.

Summarize main ideas and supporting details to explain how the main idea is supported by key details using a graphic organizer

Summarize two or more main ideas of a text and explain how they are supported by key details.


Reading Foundational SkillsRF.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.5.4a -Read grade-level text with purpose and understandingRF.5.4b- Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

Strategies and Skills Fluency and Decoding

Learning Targets (I Can…) Use knowledge of letter-sound correspondences,

syllabication patterns, and morphology to read accurately. Read on-level text with purpose and understanding. Read orally with accuracy, appropriate rate, and

expression.

Phonics and fluency Phrasing: punctuation Consonant alternations (elect-elections, produce-production,

etc.)

Performance assessments Journeys Cold Reads Choral reading Reader’s Theater presentation of “A Surprise Reunion”


Page 20 of 43




Literacy Station Activities: Decoding/word study station-http://edubakery.com/Word-

Lists/Consonant-Alteration-v1-Word-List, http://edubakery.com/Crosswords/Consonant-Alteration-v1-Crossword ; http://kes.grafton.k12.wi.us/UserFiles/Servers/Server_1068207/File/Spelling/Sort%2018.pdf

Fluency station (optional)-Journeys flip chart Lesson 25, prepare for Reader’s Theater, Activity Fluency Part 2, F.019-Connected Text from http://www.fcrr.org/curriculum/PDF/G4-5/45FPartTwo.pdf ;

Writing/ResearchW.5.2-Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).d. Use precise language and domain-specific vocabulary to inform about or explain the topic.e. Provide a concluding statement or section related to the information or explanation presented.

Skills Informative/Explanatory Writing Linking Words Topic Sentence Concluding Statement

Strategy Show exemplar text Peer editing for clear evidence in text Self editing and self-reflection Use POW + TIDE mnemonic and graphic organizer

http://www.tncore.org/training/2014summer-training- materials.aspx

Learning Targets (I Can…) Draft, revise, and publish an informative/explanatory

essay. Develop a topic with facts, definitions, details and

quotations. Make logical connections between ideas in a text.

Routine Writing Using linking words Having a clear topic sentence Writing a clear concluding statement Citing evidence to support key ideas

Writing Tasks This week we read two different accounts of the same event—

the meeting between Sacajawea and her brother. Write an essay in which you compare and contrast the two versions of the event. Pay attention to the actions and words of the characters as well as the focus of each account. (RI.5.6, W.5.2)

Use scoring rubric from TNReady: http://www.tennessee.gov/assets/entities/education/attachments/tnready_rubric_info-expl_gr4-5.pdf

Speaking and ListeningSL.5.2- Summarize a written text read aloud or information presented in diverse formats, including visually,

Strategies and Skills Come to discussions prepared

Performance Assessments Participate in and conduct discussions, read alouds, and

question/answer sessions


Page 21 of 43

http://www.tennessee.gov/assets/entities/education/attachments/tnready_rubric_info-expl_gr4-5.pdf




http://kes.grafton.k12.wi.us/UserFiles/Servers/Server_1068207/File/Spelling/Sort%2018.pdf

http://kes.grafton.k12.wi.us/UserFiles/Servers/Server_1068207/File/Spelling/Sort%2018.pdf

http://edubakery.com/Crosswords/Consonant-Alteration-v1-Crossword

http://edubakery.com/Crosswords/Consonant-Alteration-v1-Crossword

http://edubakery.com/Word-Lists/Consonant-Alteration-v1-Word-List,

http://edubakery.com/Word-Lists/Consonant-Alteration-v1-Word-List,



TN DOE Curriculum Standards Learning Outcomes Content & Tasksquantitatively, and orallySL.5.3- Summarize the points a speaker makes and explain how each claim is supported by reasons and evidenceSL.5.4-Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace (Optional)

Pose and respond to questions Make comments that contribute to the discussion Elaborate on other’s remarks Draw conclusions in light of information from the

discussions Deliver a short speech



being discussed. Present my ideas and/or opinions with facts and details. Summarize information I have heard. TNCore Accountable Talk resource:


Deliver a short speech comparing the two accounts of the meeting between Sacajawea and her brother (Optional, see Reading Performance Task)

Using formal English in appropriate situations

LanguageL.5.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speakingL.5.1a-Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.L.5.2- Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing.L.5.5c- Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

Strategies and SkillsSkills Analogies Conjunctions

Strategy Learning grammar through writing

Learning Targets (I Can…) Edit writing for comma, capitalization errors and spelling

errors Explain the functions of conjunctions in writing Use word relationships, like analogies, to better

understand words.

Vocabulary Analogies

Vocabulary for Explicit Instruction Expedition, tributaries, trek, barrier, despite, fulfilled, range,

techniques, resumed, edible http://achievethecore.org/content/upload/



Language Arts Conjunctions

Literacy Station Activities


Page 22 of 43









TN DOE Curriculum Standards Learning Outcomes Content & Tasks Vocabulary Station-Journeys flip chart for Lesson 25, select

from: http://www.internet4classrooms.com/skill_builders/analogies_language_arts_fifth_5th_grade.htm

Performance Assessments Edit draft for weekly grammar skill Edit for grade-level capitalization and punctuation errors. Journeys Grab-and-Go Weekly Vocabulary Assessment Teacher created vocabulary assessment

Week 5 -Lesson 26 Journeys Student MagazineReading Selections “Animals on the Move” (Lexile Level not determined) “Skywoman’s Rescue” (play) “The Whale” (poetry) “Wild Geese” (poetry) “The Dino Express” (Lexile Level 890) http://www.readworks.org/passages/dino-express

Big Idea: Animals adapt and survive in a variety of ways.

Reading Literature and Informational TextRL.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.5.2- Determine two or more main ideas of a text and explain how they are supported by key details; summarize the textRI.5.3- Explain the relationships or interactions between two or more individuals, evens, ideas, or concepts in a historical, scientific, or technical text based on specific information in the textRI.5.4- Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 5 topic or subject area

Strategies and Skills Needed to Access the Standards Main Ideas and Details Theme Compare and Contrast Visualize Inference

Learning Targets (I Can…) Determine several main ideas from a text and explain how

they are supported by key details. Explain the relationships between/among the behaviors of

different animals. Use context to determine the meanings of words and

phrases.

Performance Task This week you learned about many ways in which animals use

their senses to help them survive. Prepare an oral presentation in which you summarize two of these ways and explain how the details within the passage support the author’s key points. (RI.5.2)

Other Performance Assessments Answers to text-dependent questions Written summary of the text

Text-Dependent Questions According to the text, why do scientists put bands on birds’

legs? (key details) What does the word “instinct” mean on p. 6? (vocabulary) How does the author help you determine the meaning of the


Page 23 of 43

http://www.readworks.org/passages/dino-express

http://www.internet4classrooms.com/skill_builders/analogies_language_arts_fifth_5th_grade.htm

http://www.internet4classrooms.com/skill_builders/analogies_language_arts_fifth_5th_grade.htm



TN DOE Curriculum Standards Learning Outcomes Content & Tasksword “spawn” on p. 6? (author’s craft and purpose)

How does the illustration on p. 7 help you determine the meaning of the word “herd?” (author’s craft and purpose)

What is the theme of “Skywoman’s Rescue?” (inference) Why do you think the author of “Animals on the Move” put the

last section, “Returning Home,” at the end of the text rather than putting it after “Leaving Home,” since both sections were about the same animal? (opinion)

Why do you think there weren’t any meat-eating dinosaur footprints found along the “Dino Express” road? (inference)

Literacy Station Activities Comprehension station-main idea and details graphic

organizer, summary or paraphrase of a text, Activity Comprehension Part 2, C.019-In My Own Words from http://www.fcrr.org/curriculum/PDF/G4-5/45CPartTwo.pdf

Sample MICA Items on RI.5.2 and RI.5.4https://micatime.com/Create an assessment using Question IDs 44515, 44480, and 44490Sample MICA Items on RI.5.3https://micatime.com/Create an assessment using Question IDs 43250, 43245, and 43246

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicators for RI.5.4- Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 5 topic or subject area



Page 24 of 43







Writ

ing

Label illustrations that represent academic and domain-specific words and phrases based on a model.

Compose sentences using general academic and domain-specific words to demonstrate an understanding of their meanings using a word bank and sentence frames.

Compose sentences using general academic and domain-specific words to demonstrate an understanding of their meanings using expanded sentence frames.

Produce expository text that incorporates academic and domain-specific vocabulary appropriately in expanded sentences based on text and modeled support

Produce expository text that incorporates academic and domain-specific vocabulary appropriately in complex, expanded discourse to determine the meaning of words and phrases.


Reading Foundational SkillsRF.5.4- Read with sufficient accuracy and fluency to support comprehensionRF.5.4b- Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings

Strategies and SkillsDecoding and Fluency

Learning Targets (I Can…) Understand to group words into phrases to guide pauses Pause at appropriate places in a text Sound prefixes and root words Read on-level text with purpose and understanding. Read orally with accuracy, appropriate rate, and

expression.

Phonics and fluency Phrasing: pauses Prefixes and root words

Performance assessments Journeys Cold Reads Choral Reading Teacher Selected

Literacy Station Activities: Decoding/word study station-Sort words with roots and affixes,

build words with roots and affixes, Select activities from Advanced Phonics Part 3, AP.016-AP.022 from http://www.fcrr.org/curriculum/PDF/G4-5/45APPartThree.pdf

Fluency station (optional)-Journeys flip chart for Lesson 26, partner reading, echo reading, timed reading

Writing/ResearchW.5.3- Write narrative to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.W.5.3a- Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturallyW.5.3b- Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events

Strategies and SkillsSkills Narrative writing Establishing a narrator Using dialogue Using transitional words Adding sensory details

Routine Writing Writing a narrative piece Establishing a narrator Sequencing events clearly Including dialogue, transitions, and details to stories

Writing Tasks In “Animals on the Move,” we learned about a lot of different


Page 25 of 43

http://www.fcrr.org/curriculum/PDF/G4-5/45APPartThree.pdf



TN DOE Curriculum Standards Learning Outcomes Content & Tasksor show the responses of characters to situationsW.5.3c- Use a variety of transitional words, phrases, and clauses to manage the sequence of eventsW.5.3d- Use concrete words and phrases and sensory details to convey experiences and events preciselyW.5.3e- Provide a conclusion that follows from the narrated experiences and events



has a clear order of events. Establish a narrator for my story. Include dialogue, transitions, and sensory details to make

my story more appealing to my reader.

animals. Think about what it would be like to be one of those animals. Now, write a story about an adventure it has while traveling. Refer to pp. 18-19 in your magazine to help you plan your story.


Speaking and ListeningSL.5.2- Summarize a written text read aloud or information presented in diverse formats, including visually, quantitatively, and orallySL.5.3- Summarize the points a speaker makes and explain how each claim is supported by reasons and evidenceSL.5.4-Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes, speak clearly at an understandable pace





story Stay on topic by making comments about information

being discussed Present my ideas and/or opinions with facts and details Summarize information I have heard

Performance Assessments Participate in and conduct discussions, read alouds, and

question/answer sessions Oral report Using formal English in appropriate situations

LanguageL.5.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speakingL.5.1d-Recognize and correct inappropriate shifts in

Strategies and SkillsSkills Tense shifts PPT presentation on tense shifts

Vocabulary Multiple-meaning words

Vocabulary for Explicit Instruction


Page 26 of 43







TN DOE Curriculum Standards Learning Outcomes Content & Tasksverb tense.L.5.2- Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing.L.5.2a- Use punctuation to separate items in a series.

http://scsliteracy.weebly.com/fifth-grade-curriculum.html


Learning Targets (I Can…) Identify and write singular and plural possessive nouns. Practice combining sentences. Edit writing for comma, capitalization errors and spelling

errors.

Navigate, landmarks, routine, navigation, flock http://achievethecore.org/content/upload/



Language Arts Tense shifts

Literacy Station Activities Vocabulary Station-select from:

http://www.internet4classrooms.com/grade_level_help/language_multiple_meaning_language_arts_fifth_5th_grade.htm

Performance Assessments Edit writing for weekly grammar skill. Edit for grade-level capitalization and punctuation errors. Teacher created vocabulary assessment

Week 6 -Lesson 27 Journeys Student MagazineReading Selections “Mysteries at Cliff Palace” (play) “Cave of the Crystals” (Lexile Level not determined) “Places and Names: A Traveler’s Guide” (poetry) “Los libros/Books” (poetry) “The Cities in the Cliffs: An Old American Indian Mystery in Colorado Remains Unsolved” (Lexile Level 910) http://go.galegroup.com/ps/i.do?id=GALE

%7CA316796083&v=2.1&u=tel_s_tsla&it=r&p=ITKE&sw=w&asid=a0fb317667b4d1ba3c06bc4698a3541dBig Idea: Studying other cultures helps us learn about the world.

Reading Literature and Informational TextRL.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

Strategies and Skills Needed to Access the Standards Theme Context clues

Performance Assessments Answers to text-dependent questions Written summary of the text


Page 27 of 43

http://go.galegroup.com/ps/i.do?id=GALE%7CA316796083&v=2.1&u=tel_s_tsla&it=r&p=ITKE&sw=w&asid=a0fb317667b4d1ba3c06bc4698a3541d

http://go.galegroup.com/ps/i.do?id=GALE%7CA316796083&v=2.1&u=tel_s_tsla&it=r&p=ITKE&sw=w&asid=a0fb317667b4d1ba3c06bc4698a3541d







http://scsliteracy.weebly.com/fifth-grade-curriculum.html



TN DOE Curriculum Standards Learning Outcomes Content & Taskspoem reflects upon a topic; summarize the textRL.5.5-Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.RI.5.2-Determine the main idea of a text and explain how it is supported by key details; summarize the text.RI.5.8-Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

Text structure Analyze/Evaluate

Learning Targets (I Can…) Determine the theme of a play. Compare and contrast characters in a drama, drawing on

specific text details. Analyze the effects of dialogue in a story.

Performance Task At the conclusion of the article “Cave of the Crystals,” the

author poses a question for the reader: Should the owners stop pumping out the water or should they keep pumping? Based on the information in the article and the ideas expressed in the other texts you read this week, what do you think the owners should do? Analyze the evidence the authors provide that inform your opinion, and be prepared to answer this question for yourself. (RI.5.8) (See Writing for complete task)

Text-Dependent Questions How are Reuben’s and Rosa’s experiences in the cliff

dwellings similar and different? (key details) What does the word “descending” mean, and what context

clues can you use to help you with the meaning? (vocabulary) What does the word “mouth” mean on p. 28, and how do you

know? (vocabulary) What is the role of the narrator in the play “Mysteries at Cliff

Palace, and how does the narrator contribute to the overall structure of the play?” (author’s craft and purpose)

What purposes do the authors of “Mysteries at Cliff Palace” and “Cave of the Crystals” share? (intertextual connections)

What is the key message of the two poems on pp. 30-31, and how does this message relate to the purposes of the other texts we read this week? (intertextual connections)

Literacy Station Activities Comprehension station- Activity Comprehension Part 1,

C.005-Plotting the Plot from http://www.fcrr.org/curriculum/PDF/G4-5/45CPartOne.pdf

Sample MICA Items on RL.5.2 and 5.5https://micatime.com/Create an assessment using Question IDs 43452, 43335, and 42984


Page 28 of 43


http://www.fcrr.org/curriculum/PDF/G4-5/45CPartOne.pdf




Sample MICA Items on RI.5.2 and RI.5.8https://micatime.com/Create an assessment using Question IDs 43258 and 43256

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicators for RL.5.5-Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.


Read

ing

Reproduce a sequential thinking map and then highlight transitional words with teacher modeling support.

Create a labeled diorama or illustrated flow map to explain how a series of events fit together with peer support.

Summarize a text to explain how a series of events fit together using a completed main idea/details graphic organizer.

Describe specific events in the text and their effects to explain how a series of events fit together using a cause and effect thinking map

Summarize, in essay format, the effects of a specific event or its relevance to the text to explain how a series of events fit together.


Reading Foundational SkillsRF. 5.3-Know and apply grade-level phonics and word analysis skills in decoding words.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 comprehensionRF.5.4b- Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings

Strategies and Skills Decoding and fluency Use context clues to determine word meaning

Learning Targets (I Can…) Understand how to group words into phrases to guide

pauses Read on-level text with purpose and understanding. Read orally with accuracy, rate and expression. Pause at appropriate places in a text. Read words with common prefixes and suffixes.

Phonics and fluency Phrasing: Pauses Familiar Suffixes (-ness, -less, -ment)

Performance assessments Teacher observations Journeys fluency lessons Reader’s Theater performance of “Mysteries at Cliff Palace”


build words with roots and affixes, Select activities from Advanced Phonics Part 3, AP.016-AP.022 from http://www.fcrr.org/curriculum/PDF/G4-5/45APPartThree.pdf

Fluency station (optional)- practice for a Reader’s Theater presentation of “Mysteries at Cliff Palace,”


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TN DOE Curriculum Standards Learning Outcomes Content & TasksWriting/ResearchW.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.5.1c- Link opinion and reasons that are supported by facts and details.W.5.1d- Provide a concluding statement or section related to the opinion presented.

Strategies and SkillsSkills Opinion writing Linking words Topic sentence Concluding statement

Strategy Writing pre-assessment of paragraph written from a prompt

about a text POW + TREELL mnemonic and graphic organizer

http://tncore.org/training/2014fall-training-materials/2014ftts-literacy3-5.aspx (Username: tneducation; password: fastestimproving)

Modeled response to text Peer editing pre-assessment for clear evidence in text Self editing pre-assessment and self-reflection Writing post-assessment to similar prompt

Learning Targets (I Can…) Form an opinion based on something I have read. Give between 4 to 5 reasons from the text that support my

opinion. Use Linking words to connect my opinion to my reasons. Write my paragraphs always containing a clear topic

sentence. Writing my paragraphs with a clear concluding statement.

Routine Writing Forming a text-based opinion Citing evidence to support opinion Using linking words Including topic sentence and concluding statement

Writing Tasks At the conclusion of the article “Cave of the Crystals,” the

author poses a question for the reader: Should the owners stop pumping out the water or should they keep pumping? Based on the information in the article and the ideas expressed in the other texts you read this week, what do you think the owners should do? Write an essay expressing your opinion as to what the owners should do. Use reasons and evidence from all texts to support your opinion. Be prepared to present your opinion to the class in the form of a speech or panel discussion. (RI.5.8, W.1)

Use scoring rubric from TNReady: http://www.tennessee.gov/assets/entities/education/attachments/tnready_rubric_opinion-argue_gr4-5.pdf

Speaking and ListeningSL.5.3- Summarize the points a speaker makes and explain how each claim is supported by reasons and evidenceSL.5.4-Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

Strategies and Skills Expressing an opinion Strong organizational structure Reasons and evidence Active listening

Performance Assessments Persuasive speech or panel discussion (See Reading

Performance Task and Writing) Discussion following speeches/panel discussions Teacher-created rubric


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http://www.tennessee.gov/assets/entities/education/attachments/tnready_rubric_opinion-argue_gr4-5.pdf

http://www.tennessee.gov/assets/entities/education/attachments/tnready_rubric_opinion-argue_gr4-5.pdf

http://tncore.org/training/2014fall-training-materials/2014ftts-literacy3-5.aspx

http://tncore.org/training/2014fall-training-materials/2014ftts-literacy3-5.aspx



TN DOE Curriculum Standards Learning Outcomes Content & TasksSL.5.6- Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task or situation.

Learning Targets (I Can…) Deliver a persuasive speech. State an opinion clearly. Use reasons and evidence to support the opinion. Use transitional words and phrases to link the opinion to

the evidence. Provide a strong conclusion. Speak clearly and at an understandable pace. Summarize key points from a classmate’s speech.

LanguageL.5.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speakingL.5.2- Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing.

Strategies and SkillsSkills Tense shifts

Strategy Learning grammar through writing and editing

Learning Targets (I Can…) Recognize and correct inappropriate shifts in verb tense

Vocabulary Suffixes –ant, -ent, -able, -ible, -ance, -ence

Vocabulary for Explicit Instruction Dwellings, ledge, descending, trek, plateaus, alcoves, drought,

translucent, uninhabited http://achievethecore.org/content/upload/



Language Arts Tense shifts

Literacy Station Activities Vocabulary station-Build words with target suffixes, sort words

with target suffixes, locate words with target suffixes in text



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TN DOE Curriculum Standards Learning Outcomes Content & TasksSample MICA Items on L.5.1 and L.5.2https://micatime.com/Create an assessment using Question IDs 44817 and 4381

Week 7 -Lesson 28Reading Selections “Fossils: A Peek Into the Past” (Lexile Level not determined) “Trapped in Tar” (Lexile Level not determined) “Journey of the Woolly Mammoth” (poetry) “Fossils” (poetry) “Digging Deeper” (Lexile Level 1200) http://www.readworks.org/passages/digging-deeperBig Idea: Studying the past helps us learn about the present.

Reading Literature and Informational TextRL.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.5.2- Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.RI.5.4- Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.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).

Related Science Standard (Review standard)GLE 0507.5.2Analyze fossils to demonstrate the connection between organisms and environments that existed in the past and those that currently exist.

Strategies and Skills Needed to Access the Standards Main Idea and Supporting Details Questioning Supporting opinions with reasons

Learning Targets (I Can…) Determine the main idea of a text Explain the relationships or interactions between two

people, events, ideas, or concepts based on information in the text.

I can determine the meaning of general academic or domain specific words and phrases.

Performance Task Write an essay in which you explain how the author of

“Fossils, A Peek Into the Past” uses reasons and evidence to support his opinion that Mary Anning has been called “the greatest fossilist the world ever knew.” Be sure to cite specific words and phrases the author used to support this statement. (RI.5.8)

Other Performance Assessments Answers to text-dependent questions Written summary of a text

Text-Dependent Questions How did Mary Anning’s fossils help scientists gain new

knowledge about the world? (general understandings) How does the illustration on p. 37 help you understanding the

meaning of the word “canine?” (vocabulary) What are some reasons the author of “Trapped in Tar!”

provides to support that opinion that the tar pits have meant “good luck” for paleontologists? (author’s craft and purpose)

What do the two poems reveal about the poets’ views of fossils? (author’s craft and purpose)

How do the details about fossils differ across the texts we read


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http://www.readworks.org/passages/digging-deeper




TN DOE Curriculum Standards Learning Outcomes Content & Tasksthis week, and why do they differ? (intertextual connections)

How might modern tools like those described in “Digging Deeper” have changed the way Mary Anning studied fossils? (intertextual connections)

Literacy Station Activities Comprehension station-Activities Comprehension Part 2,

C017-Main Idea Mania or C.018-What’s the Big Idea? From http://www.fcrr.org/curriculum/PDF/G4-5/45CPartTwo.pdf

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicators for 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).


Read

ing

Match supporting evidence to main points using single, illustrated words with peer assistance

Match illustrated main points with supporting evidence based on a teacher model and with small group support

Classify main points with supporting evidence using a graphic organizer in a small group

Analyze the evidence the author provides to determine whether or not it supports his/her claims with a small group.

Evaluate the evidence provided by the author to determine the degree to which it supports his/her claims.


Reading Foundational SkillsRF.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 contextRF.5.4a -Read grade-level text with purpose and understanding

Strategies and Skills Fluency and decoding

Learning Targets (I Can…) Read on-level text with purpose and understanding. Read orally with accuracy, rate and expression Use context clues to determine word meaning.

Phonics and fluency Expression Greek word roots

Performance assessments Performance reading-poetry


build words with roots and affixes, Select activities from Advanced Phonics Part 3, AP.016-AP.022 from


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TN DOE Curriculum Standards Learning Outcomes Content & Taskshttp://www.fcrr.org/curriculum/PDF/G4-5/45APPartThree.pdf ; also select activities from http://www.internet4classrooms.com/common_core/determine_clarify_meaning_unknown_multiple_meaning_words_language_fifth_5th_grade_english_language_arts.htm

Fluency station (optional)-partner reading, echo reading, timed reading, practice reading poetry fluently with a partner

Writing/ResearchW.5.7-Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.W.5.8-Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources

Strategies and SkillsSkills Conducting research

Strategy Prewriting Selecting a topic Paraphrasing/synthesizing

Learning Targets (I Can…) Select and narrow a topic for a research paper. Locate reliable sources of information about the topic. Take notes on the topic.

Routine Writing Taking notes Creating a graphic organizer or outline Explanatory essay (Reading Performance Task)

Writing Tasks (Three-Week Task) Conduct research on a topic related to Canada, the country

being honored for Memphis in May. Write a research report on your topic and prepare an oral presentation due during week 9 of this nine-week period.

Speaking and ListeningSL 5.2- Summarize a written text read aloud or information presented in diverse formats, including visually, quantitatively, and orally.SL.5.4-Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes, speak clearly at an understandable pace.

Strategies and Skills Preparation for discussions Media use

Learning Targets (I Can…) Gather information from visual or digital sources. Prepare notes for a presentation.

Performance Assessments Participating in and conducting discussions, read alouds, and

question/answer sessions Take notes from visual or digital sources

LanguageL.5.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.5.2- Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing.

Strategies and SkillsSkills Commas in sentences Greek and Latin roots

Vocabulary More Greek and Latin roots (saur, ped, vor, ichth, terr, etc.)

Vocabulary for Explicit Instruction Engravings, underside, canine, molars, donate, ancestors,

tons, dedication, blundered, pillared, tread, tundra, enshrined,


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http://www.internet4classrooms.com/common_core/determine_clarify_meaning_unknown_multiple_meaning_words_language_fifth_5th_grade_english_language_arts.htm






TN DOE Curriculum Standards Learning Outcomes Content & TasksL.5.2b- Use a comma to separate an introductory element from the rest of the sentence.L5.2c- 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?).


VocabularyStrategies.html http://grammar.ccc.commnet.edu/grammar/quiz_list.htm

Learning Targets (I Can…) Use commas with introductory words and phrases, names,

and to combine sentences. Edit writing for capitalization errors and spelling errors.

scrools http://achievethecore.org/content/upload/



Language Arts Commas in sentences

Literacy Station Activities Vocabulary Station-Word sorts and word building with Greek

and Latin roots, locating Greek and Latin roots in text, Activities for Greek and Latin roots-http://www.quia.com/jg/223.html, http://www.quia.com/mc/66094.html , http://www.tv411.org/vocabulary/understanding-how-words-work/roots-and-their-families/activity/1/1

Activity Vocabulary Part 2, V.014 from http://www.fcrr.org/curriculum/PDF/G4-5/45VPartTwo.pdf


Week 8 -Lesson 29Reading Selections “The Case of the Missing Deer” (Lexile Level not determined) “Fossil Fish Found” (Lexile Level not determined) “Encounter” (poetry) “Deep in the Forest” (poetry)Big Idea: Nature is fascinating.

Reading Literature and Informational Text Strategies and Skills Needed to Access the Standards Performance Task


Page 35 of 43

http://www.fcrr.org/curriculum/PDF/G4-5/45VPartTwo.pdf

http://www.tv411.org/vocabulary/understanding-how-words-work/roots-and-their-families/activity/1/1

http://www.tv411.org/vocabulary/understanding-how-words-work/roots-and-their-families/activity/1/1

http://www.quia.com/mc/66094.html

http://www.quia.com/jg/223.html









TN DOE Curriculum Standards Learning Outcomes Content & TasksRL.5.6-Describe how a narrator’s or speaker’s point of view influences how events are described.RI 5.3-Explain the relationships or interactions between two or more individuals, evens, ideas, or concepts in a historical, scientific, or technical text based on specific information in the textRI 5.5- Compare and contrast the overall structure of events, ideas, concepts, or information in two or more texts

Point of view Infer/Predict

Learning Targets (I Can…) I can make logical conclusions based on evidence in the

text. Create a list of clues stated in the text to support

inferences. Tell how and why the events of a text are influenced by the

narrator’s or speaker’s viewpoint.

Write a letter to the editor of your school newspaper in which you discuss how the narrator’s point of view in the poem “Encounter” affects the way you think about the deer’s perception of humans. Cite evidence from the poem to support your key ideas. (RL5.6)

Other Performance Assessments Answers to text-dependent questions Written summary of a text

Text-Dependent Questions Why did Blake want to see deer? (key details) Why did Blake say he needed to “start thinking like a

detective?” (general understandings) On p. 56 the author uses the words “delicately” and “nibbled”

to describe the deer. What do these words tell you about the deer? (author’s craft and purpose)

Why might people consider the fossil of Old Fourlegs the “most important scientific discovery of the 1900’s”? (inference)

How is the point of view in “The Case of the Missing Deer” different from that of “Encounter,” and how does the point of view influence how the events are described in both texts? (intertextual connections)

Literacy Station Activities Comprehension Station-Written responses to text-dependent

questions, Practice with point of view: http://www.ereadingworksheets.com/point-of-view/point-of-view-activities/; http://www.ereadingworksheets.com/point-of-view-worksheets/point-of-view-practice-activity.htm ,

Activity for inference: Comprehension Part 3, C.028-More Incredible Inferences from http://www.fcrr.org/curriculum/PDF/G4-5/45CPartThree.pdf

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicators for RL.5.6-Describe how a narrator’s or speaker’s point of view influences how events are described.


Page 36 of 43

http://www.fcrr.org/curriculum/PDF/G4-5/45CPartThree.pdf









Read

ing

Highlight descriptive words in a single page of text using a word bank.OR identify language that indicates narrative points of view (I, he/she) with teacher support.

Identify phrases and basic sentences in visually supported text that signify narrator’s or speaker’s point of view (descriptive words and pronouns) with peer support.

Categorize statements found explicitly within the text or those that can be inferred from the text with a partner.

Interpret narrator’s / speaker’s point of view by applying information to a graphic organizer when reading books written from alternate points of view (Goldilocks, Three Little Pigs, etc.)

Answer analytical questions about how a speaker’s point of view influences how events are described when reading books written from alternate points of view.


Reading Foundational SkillsRF.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 contextRF.5.4a -Read grade-level text with purpose and understanding

Strategies and Skills Fluency and Decoding

Learning Targets (I Can…) Read on-level text with purpose and Understanding. Read orally with accuracy, appropriate rate, and

expression Use context clues to determine word meaning

Phonics and fluency Stress Latin Word Roots

Performance assessments Performance reading-poetry


build words with roots and affixes, Select activities from Advanced Phonics Part 3, AP.016-AP.022 from http://www.fcrr.org/curriculum/PDF/G4-5/45APPartThree.pdf ; also select activities from http://www.internet4classrooms.com/common_core/determine_clarify_meaning_unknown_multiple_meaning_words_language_fifth_5th_grade_english_language_arts.htm

Fluency station (optional)-partner reading, echo reading, timed reading, practice reading poetry fluently with a partner

Writing/ResearchW.5.2a-Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations,

Strategies and SkillsSkills Informative writing Synthesizing information

Routine Writing Draft of a research report Peer feedback Letter to the editor (Reading Performance Task)


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TN DOE Curriculum Standards Learning Outcomes Content & Tasksand multimedia when useful to aiding comprehension.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 categories of information using words, phrases, and clausesW.5.2d- Use precise language and domain-specific vocabulary to inform about or explain the topicW.5.2e- Provide a concluding statement or section related to the information or explanation presented.W.5.7-Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.W.5.8-Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

Revising Editing

Strategy Peer editing for clear evidence in text POW + TIDE mnemonic and graphic organizer

http://www.tncore.org/training/2014summer-training-materials.aspx

Learning Targets (I Can…) Write a draft of a research paper that summarizes

information from several sources. Organize information logically. Develop the topic with facts, details, and examples. Link information within categories. Respond to feedback from teacher and peers by making

necessary revisions and/or edits.

Writing Tasks (Due week 9) Write a draft of a research report on Canada, our Memphis in

May honored country.

Use scoring rubric from TNReady: http://www.tennessee.gov/assets/entities/education/attachments/tnready_rubric_info-expl_gr4-5.pdf

Speaking and ListeningSL.5.4-Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes, speak clearly at an understandable pace.SL.5.5-Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of mainideas or themes.

Strategies and Skills Notes for oral presentation Integration of visual and/or media components

Learning Targets (I Can…) Summarize information from a written report. Prepare notes and visuals to enhance the presentation.

Performance Assessments Prepare for oral presentation of research

LanguageL.5.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.5.2- Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing.L.5.2b- Use a comma to separate an introductory element from the rest of the sentence.

Strategies and SkillsSkills Comma usage Greek and Latin roots


Vocabulary Greek and Latin roots

Vocabulary for Explicit Instruction Dribble, definitely, glumly, avoided, chatted, rustling, fawn,

wrapped it up, no such luck, on his doorstep, stubby, dappled, medallions


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TN DOE Curriculum Standards Learning Outcomes Content & TasksL.5.2c- Use a comma to set off the words yes and no, to set off a tag questions from the rest of the sentence, and to indicate direct address.

https://wvde.state.wv.us/strategybank/ VocabularyStrategies.html

http://grammar.ccc.commnet.edu/grammar/quiz_list.htm

Learning Targets (I Can…) Use commas with appositives, in series, in dates, and

between cities and states in sentences. Combine sentences. Use commas in compound sentences. Edit writing for capitalization errors and spelling errors.

http://achievethecore.org/content/upload/ Liben_Vocabulary_Article.pdf

http://achievethecore.org/page/61/which-words-do-i-teach- and-how-detail-pg (Supplemental Resources, click Vocabulary Quadrant)

Language Arts Comma usage

Literacy Station Activities Vocabulary Station-Using Projectable 29.2, have students

work in pairs to generate words using Greek and Latin roots,


Week 9 Lesson 30Reading Selections “Get Lost! The Puzzle of Mazes” (Lexile Level not determined) “Journey to Cuzco” (Lexile Level not determined) “The Best Paths” (poetry) “Compass” (poetry) “Aztecs, Incas, and Mayans – Cuzco: City of Gold” (Lexile Level 820) http://www.readworks.org/passages/aztecs-incas-and-mayans-cuzco-city-goldBig Idea: Solving puzzles can be very rewarding.

Reading Literature and Informational TextRL.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.5.2- Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.RI.5.3-Explain the relationships or interactions between two

Strategies and Skills Needed to Access the Standards Main Ideas and Supporting Details Summarizing

Learning Targets (I Can…) Determine several main ideas in a text and explain how

the author develops each of them. Summarize text.

Performance Task Write an essay in which you explain how the themes of “The

Best Paths” and “Compass” are similar, and analyze how the themes from both poems are related to key ideas from “Lost! The Puzzle of Mazes.” Pay particular attention to the ways in which the speakers in the poems reflect upon the topic. (RL.5.2, RI.5.2)

Performance Assessments


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http://www.readworks.org/passages/aztecs-incas-and-mayans-cuzco-city-gold









TN DOE Curriculum Standards Learning Outcomes Content & Tasksor more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

Use text and graphic features to locate information and demonstrate understanding

Explain relationships between events and ideas.

Answers to text-dependent questions Written summary of a text

Text-Dependent Questions How do labyrinths differ from mazes? (key details) How does the myth “Journey to Cuzco” explain the origin of

the Inca people? (general understandings) The words “multicursal” and “unicursal” on p. 66 have the

same root, “cur.” Based on the information provided, what do you think this root means? (vocabulary)

How are the themes of “The Best Paths” and “Compass” similar, and how do both poems connect to “Lost! The Puzzle of Mazes?” (intertextual connections)

How does the article about Cuzco help you understand more about the myth “Journey to Cuzco?” (intertextual connections)

Literacy Station Activities Comprehension station-written answers to text-dependent

questions, written summary of one of the texts, Activity Comprehension Part 2, C.020-Super Summary from http://www.fcrr.org/curriculum/PDF/G4-5/45CPartTwo.pdf

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicators for RI.5.2- Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.


Writ

ing

List single word details from the text for an illustrated main idea to explain how the main idea is supported by key details using a bubble map and word bank support.

Identify the main ideas and supporting details using sentence frames and a word bank with graphic organizer support.

Produce the main ideas and supporting details to explain how the main idea is supported by key details, using a graphic organizer with peer support.

Summarize main ideas and supporting details to explain how the main idea is supported by key details using a graphic organizer.

Summarize two or more main ideas of a text and explain how they are supported by key details.

For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see:


Page 40 of 43




TN DOE Curriculum Standards Learning Outcomes Content & TasksNorth Carolina Livebinder http://www.livebinders.com/play/play?id=1089921 Click on Transformed MPIs/ELAs

Reading Foundational SkillsRF.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 contextRF.5.4a –Read grade-level text with purpose and understanding

Skills and Strategies Fluency and Decoding Suggestions for teaching phonics patterns:

http://ogforall.com/2013/05/13/a-harvest-of-vccv-patterns/ http://ogforall.com/2013/06/17/its-just-an-ostrich-vcccv-

patterns/

Learning Targets (I Can…) Identify syllable patterns. Read on-level text with purpose and understanding. Read orally with accuracy, appropriate rate, and

expression. Use context clues to determine word meaning.

Phonics and fluency Accuracy Identifying VCV, VCCV, and VCCCV syllable patterns

Performance assessments Participating in and conducting discussions, read alouds, and

question/answer sessions Performance reading-poetry

Literacy Station Activities: Decoding/word study station-build words with target patterns,

sort words with target patterns, https://quizlet.com/9831142/syllable-juncture-in-vcv-and-vccv-patterns-flash-cards/ ; http://kubbu.com/student/?i=1&a=55099_sort_12_syllable

Fluency station (optional)-Performance reading, paired reading, Activity Fluency Part 2, F.018-Follow My Lead from http://www.fcrr.org/curriculum/PDF/G4-5/45FPartTwo.pdf

Writing/ResearchW.5.2-Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).d. Use precise language and domain-specific vocabulary to inform about or explain the topic.e. Provide a concluding statement or section related to the

Strategies and SkillsSkills Presentation of research Speech writing Constructive criticism

Strategy Write speech for presentation Present research project to group

Learning Targets (I Can…) Write a speech about a research paper that I have written. Present my research to my peers using visual illustrations

to help my peers understand my research better.

Routine Writing Speech/oral presentation Explanatory essays (Reading Performance Task, research

report)

Writing Tasks Final copy of research paper Notes/PowerPoint slides for oral presentation


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http://kubbu.com/student/?i=1&a=55099_sort_12_syllable

http://kubbu.com/student/?i=1&a=55099_sort_12_syllable

https://quizlet.com/9831142/syllable-juncture-in-vcv-and-vccv-patterns-flash-cards/

https://quizlet.com/9831142/syllable-juncture-in-vcv-and-vccv-patterns-flash-cards/

http://ogforall.com/2013/06/17/its-just-an-ostrich-vcccv-patterns/

http://ogforall.com/2013/06/17/its-just-an-ostrich-vcccv-patterns/

http://ogforall.com/2013/05/13/a-harvest-of-vccv-patterns/



TN DOE Curriculum Standards Learning Outcomes Content & Tasksinformation or explanation presented. Give my peer constructive criticism on how to improve their

speeches.

Speaking and ListeningSL 5.2- Summarize a written text read aloud or information presented in diverse formats, including visually, quantitatively, and orally.SL 5.3- Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.SL 5.4-Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes, speak clearly at an understandable pace.

Strategies and Skills Active listening Oral presentation Accountable talk TNCore Accountable Talk resource:



story. Present my ideas and/or opinions with facts and details. Summarize information I have heard. Use accountable talk to participate in discussions about

classmates’ presentations. Report on a research topic in a logical and organized

manner. Speak clearly and at an understandable pace.

Performance Assessments Teacher-made rubric for oral presentation Teacher observation

LanguageL 5.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L 5.2- Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing.

Strategies and SkillsSkills Word analysis Sentence analysis


VocabularyStrategies.html http://grammar.ccc.commnet.edu/grammar/quiz_list.htm

Learning Targets (I Can…) Proofread and edit sentences.

Vocabulary Word origins

Vocabulary for Explicit Instruction Hemmed, compass, hedge, Jubilee, balcony, mythical http://achievethecore.org/content/upload/



Language Arts Colon Parentheses


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Literacy Station Activities Vocabulary station-Illustrate vocabulary words, work with a

partner to use one of the activities on a Journeys Vocabulary card, work with a partner to complete Projectable 30.2


Alternate unit for weeks 3-9: Replace the weeks on this curriculum map with the following: “How Canada’s Resources Are Used to Meet People’s Needs and Wants Today”http://commoncoresuccess.eleducation.org/curriculum/ela/grade-5/module-3B/unit-2 (Click on “download unit”)Developed by Expeditionary Learning, eleducation.orgNote: this is an open educational resource available under a Creative Commons license.


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Documents

Grade 5 Q4 3-8 … · Web viewa-Explain the function of conjunctions, ... PPT presentation on tense shifts . ... Decoding/word study station-Sort words with roots and affixes,