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Curricular Plan for Making Meaning and Making Meaning VocabularyGrade 5
Unit 8: Determining Important Ideas and Summarizing (Fiction and Narrative Nonfiction)5 Weeks
Students should understand and be able to:Comprehension Focus
Students make inferences to understand text. Students think about important and supporting ideas in text. Students use important ideas to build summaries. Students read independently.
Social Development Focus Students take responsibility for their learning and behavior. Students develop the group skills of giving reasons for their opinions and reaching agreements. Students have a class meeting to discuss working independently.
Mentor Texts Letting Swift River Go A River Ran Wild Harry Houdini: Master of Magic “Mrs. Buell” in Hey World, Here I Am!
Making MeaningWeek 1
Day 1: Read-aloud – Letting Swift River Go
Pair students and learn a prompt for supporting opinions
Introduce the story and read aloud
Discuss the story Reflect on giving reasons
for opinions IDR: Review the
“Reading Comprehension Strategies” chart
Day 2: Guided Strategy Practice
Use “Think, Pair, Write” to think about what’s important
Reread and model thinking about what’s important
Reread with “Think, Pair, Write”
Reflect on “Think, Pair, Write”
IDR: Discuss Reading Comprehension Strategies
Extension: Learn more about Jane Yolen
Day 3: Guided Strategy Practice
Review giving reasons for opinions
Review thinking about what’s important
Reread with modeling and “Think, Pair, Write”
Reflect on “Think, Pair, Write”
IDR: Discuss Reading Comprehension Strategies/document IDR conferences
Day 4: Guided Strategy Practice
Model distinguishing between important and supporting ideas
Agree on one important and supporting idea
Discuss important and supporting ideas as a class
Add to the “Reading Comprehension Strategies” chart
Reflect on reaching agreement
IDR: Write about Reading Comprehension Strategies in IDR journals
Common Core State StandardsRF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the
RF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the
L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing
RF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the
text.RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
text.RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.W.5.10 Write routinely over extended time frames (time for
flexibly from a range of strategies.RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.RF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RF.5.4b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsRF.5.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.SL.5.1 Engage effectively in a range of collaborative
text.RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.W.5.10 Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Making Meaning VocabularyWeek 20
Vocabulary Words: befuddled, heartless, quality, deliberately, drastic, injusticeWord-learning Strategies: Recognizing Synonyms, Using the suffix –less to determine word meanings, Recognizing antonymsDay 1 Introduce and
define new words Review synonyms Discuss words Review the suffix –
less Review antonyms Extension: Give
your best friend a new name
Day 2 Review words Vocabulary
activities
Day 3 Introduce and
define new words Discuss words
Day 4 Review words Vocabulary
activities
Day 5 – Ongoing Review
Display word cards and review the words
Discuss what you might say or do
Assessment: comprehension of word meanings, using words in informal conversations
Individual Vocabulary Assessment: Word Check (BLM27)
Student Self-Assessment: (BLM30)
Common Core State StandardsL.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.5.5c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5
L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore
L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.5.5c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5
L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore
L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore
topic or subject area.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
topic or subject area.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
Making MeaningWeek 2
Day 1: Read-aloud- A River Ran Wild
Review giving reasons for opinions
Introduce the story and read aloud
Discuss the reading as a class
Reflect on giving reasons for opinions
IDR: Think about important ideas
Day 2: Guided Strategy Practice
Review the story and reread
Model thinking about what is important
Read with “Think, Pair, Write”
Reflect on reaching agreement
IDR: Think about important ideas
Day 3: Guided Strategy Practice
Review important ideas Identify important and
supporting ideas in an excerpt
Decide whether an ideas is important or supporting
IDR: Have students think about important ideas/document IDR conferences
Day 4: Guided Strategy Practice
Review important and supporting ideas
Identify important and supporting ideas in the rest of the excerpt
Discuss important and supporting ideas
Reflect on reaching agreement
IDR: Write about an important idea in IDR journals/document IDR conferences
Extension: Learn more about protecting the environment
Assessment: important/supporting ideas, refer to text
Common Core State StandardsRF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with
RF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with
L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
purpose and understanding.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from 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.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under
purpose and understanding.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from 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.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under
L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.RF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RF.5.4b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsRF.5.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from 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
L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.RF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RF.5.4b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsRF.5.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from 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
discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.SL.5.1d Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
text.RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other
text.RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other
information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.SL.5.1d Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Making Meaning VocabularyWeek 21
Vocabulary Words: tranquil, insufficient, sufficient, disperse, ascend, inundateWord-learning Strategies: Recognizing synonyms, Recognizing antonyms, Recognizing words with multiple meaningsDay 1 Introduce and
define new words Review synonyms Discuss words Review antonyms Vocabulary
activities Extension: Discuss
words with the prefix in-
Day 2 Review words Vocabulary
activities
Day 3 Review words Vocabulary
activities Discuss multiple
meanings of words
More Strategy Practice: Play “Antonym Match’
Day 4 Review words Create a sentence
Day 5 – Ongoing Review
Display word cards and review the words
Play “Alike or Different”
Common Core State StandardsL.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.L.5.4b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).L.5.5 Demonstrate
L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).SL.5.1 Engage effectively in a range of collaborative
L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.L.5.4a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.L.5.5 Demonstrate understanding of
L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).SL.5.1 Engage effectively in a range of collaborative
L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.5.5c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.L.5.6 Acquire and use accurately grade-appropriate general
understanding of figurative language, word relationships, and nuances in word meanings.L.5.5c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.SL.5.1 Engage effectively in a range of
discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
figurative language, word relationships, and nuances in word meanings.L.5.5c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.SL.5.1 Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and
collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
Making MeaningWeek 3
Day 1: Strategy Lesson
Review giving reasons for opinions
Review the story and read aloud
Discuss a summary Explore summaries Reflect on giving reasons
for opinions IDR: Self-monitor to think
about what’s important
Day 2: Read-aloud Harry Houdini
Review summaries Introduce the story and
read aloud Discuss reading IDR: Self-monitor to think
about what’s important
Day 3: Guided Strategy Practice
Review important and supporting ideas
Reread the passage Discuss important ideas
as a class Reflect on discussing
opinions respectfully IDR: Discuss important
and supporting ideas/document IDR conferences
Day 4: Guided Strategy Practice
Review important ideas and summarizing
Review the “Summary of A River Ran Wild”
Model starting the summary of Harry Houdini
Complete the summary as a class
Add to the “Reading Comprehension Strategies” chart
Reflect on today’s partner and class conversations
IDR: Write about important and supporting ideas in IDR journals/document IDR conferences
Extension: Learn more about Harry Houdini
Common Core State StandardsRF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.
RF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.
L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.5.4 Determine or clarify the
L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.5.4 Determine or clarify the
RF.5.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.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.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material;
RF.5.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.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.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon
meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.RF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RF.5.4b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsRF.5.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from 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.
meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.RF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RF.5.4b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsRF.5.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from 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.
explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the
RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the
topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Making Meaning VocabularyWeek 22
Vocabulary Words: supporter, dwelling, deteriorate, vivid, wide-eyed, restoreWord-learning Strategies: Using the suffix –er to determine word meanings, Recognizing words with multiple meaningsDay 1 Introduce words
and use the suffix –er to determine word meaning
Discuss the words Vocabulary
activities
More Strategy Practice: Discuss other words with the suffix -er
Day 2 Review words Think about the
words
Day 3 Introduce and
define new words Discuss the words Discuss multiple
meanings of the words
Extension: Discuss vivid language
Day 4 Review the words Vocabulary activities Extension: Discuss
vivid verbs
Day 5 – Ongoing Review
Display word cards and review the words
Play “Find Another Word”
Assessment: word identification, comprehension of word meanings, using context clues, prefixes, and suffixes to determine word meanings
Common Core State StandardsL.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.L.5.4b Use common, grade-appropriate Greek
L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however,
L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however,
L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however,
L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.5.5c Use the relationship between particular words (e.g., synonyms, antonyms,
and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).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 areaSL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and
although, nevertheless, similarly, moreover, in addition).SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
although, nevertheless, similarly, moreover, in addition).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 areaSL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and
although, nevertheless, similarly, moreover, in addition).SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
homographs) to better understand each of the words.L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about
expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
Making MeaningWeek 4
Day 1: Read-aloud – “Mrs. Buell”
Review the social focus and summarizing
Introduce the story and read aloud
Discuss the story IDR: Discuss important
and supporting ideas
Day 2: Guided Strategy Practice
Review important ideas and summarizing
Model taking notes and underlining important ideas in Section 1
Practice taking notes and underlining important ideas in Section 2
Have partners take notes and underline important ideas in Section 3
Discuss Reflect on discuss
opinions respectfully IDR: Practice orally
summarizing reading
Day 3: Guided Strategy Practice
Review important ideas in the first part of “Mrs. Buell”
Model taking notes and underlining important ideas in Section 4
Practice taking notes and underlining ideas in Section 5
Have partners take notes and underline important ideas in Section 6
Discuss IDR: Document IDR
conferences/practice orally summarizing reading
Day 4: Guided Strategy Practice
Review important ideas and summarizing
Model writing the first few sentences of the summary
Practice adding to the summary together
Have partners write the rest of the summary
Discuss summaries as a class
Reflect on discussing opinions respectfully
IDR: Document IDR conferences/summarize reading in IDR journals
Assessment: identify important ideas, summarize
Common Core State StandardsRF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RL.5.1 Quote accurately from a
RF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RL.5.1 Quote accurately from a
L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.5.4 Determine or clarify the meaning of unknown and
L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.5.4 Determine or clarify the meaning of unknown and
text when explaining what the text says explicitly and when drawing inferences from the text.RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under
text when explaining what the text says explicitly and when drawing inferences from the text.RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under
multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.RF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RF.5.4b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsRF.5.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.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
multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.RF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RF.5.4b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsRF.5.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.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
discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
reflects upon a topic; summarize the text.RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.W.5.10 Write routinely over
reflects upon a topic; summarize the text.RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.W.5.10 Write routinely over
extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.W.5.9a Apply grade 5 Reading standards to literature (e.g., "Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]").W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Making Meaning VocabularyWeek 23
Vocabulary Words: clang, on pins and needles, preposterous, master, mystify, momentousWord-learning Strategies: Recognizing idioms, Recognizing synonymsDay 1 Introduce and
define new words Vocabulary
activities Review idioms Discuss words Extension:
Discuss onomatopoeia
Day 2 Review words Vocabulary
activities Extension: An
interesting fact about preposterous
Day 3 Introduce and
define new words Review synonyms Discuss words
Day 4 Review words Vocabulary activities
Day 5 – Ongoing Review Display word cards
and review the words
“What’s the Missing Word?”
Common Core State Standards L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.5.5a Interpret figurative language, including similes and metaphors, in context.L.5.5b Recognize and explain the meaning of common idioms, adages, and proverbs.L.5.6 Acquire and use accurately grade-appropriate general
L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.L.5.4a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.L.5.4b Use common, grade-appropriate Greek and Latin affixes and
L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.5.5c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.L.5.6 Acquire and use accurately grade-appropriate general academic and domain-
L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).SL.5.1 Engage effectively in a range of collaborative discussions (one-on-
L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.L.5.4a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.L.5.6 Acquire and use accurately grade-appropriate general
academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).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.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other
roots as clues to the meaning of a word (e.g., photograph, photosynthesis).L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other
specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).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.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about
one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and
information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
Making MeaningWeek 5
Day 1: Independent Strategy Practice
Review identifying important ideas and summarizing
Select texts to read independently and summarize
Read independently and identify important ideas
Discuss Reflect on supporting
one another’s independent work
Day 2: Independent Strategy Practice
Review supporting one another’s independent work
Write opening sentences for summaries
Write summaries Reflect on writing
summaries and working together
Day 3: Independent Strategy Practice
Get ready to give feedback in a caring way
Discuss summaries in pairs and revise
Discuss giving feedback on summaries
Assessment: summarizing, revising based on feedback
Day 4: Class Meeting
Gather for a class meeting
Introduce and discuss the topic
Discuss ways to support one another
Adjourn the meeting IDR: Document IDR
conferences/summarize reading in IDR journals
Individual Comprehension Assessment: determining important ideas and
summarizingCommon Core State Standards
RF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.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.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 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.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.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned
RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.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.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned
L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.RF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RF.5.4b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsRF.5.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RI.5.2 Determine two or more main ideas of a text and
complexity band independently and proficiently.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 5 on pages 28 and 29.)W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.W.5.9a Apply grade 5 Reading standards to literature (e.g., "Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]").W.5.9b Apply grade 5 Reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a
roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 5 on pages 28 and 29.)W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.W.5.9a Apply grade 5 Reading standards to literature (e.g., "Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]").W.5.9b Apply grade 5 Reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a
explain how they are supported by key details; summarize the text.RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in
text, identifying which reasons and evidence support which point[s]").W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
text, identifying which reasons and evidence support which point[s]").W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Making Meaning VocabularyWeek 24
Vocabulary Words: dilapidated, cantankerous, disposition, lose your nerve, trickle, vexedWord-learning Strategies: Recognizing idioms, Recognizing words with multiple meaningsDay 1
Introduce and define new words
Vocabulary activities
Discuss words
Day 2Review wordsVocabulary activities
Day 3 Introduce and
define new words Review idioms Discuss multiple
meanings of words Extension: Illustrate
idioms
Day 4 Review words Vocabulary
activities
Day 5 – Ongoing Review Display word cards
and review the words
“Finish the story”
Assessment: word identification, use words to explain thinking, use words during informal conversations
Individual Vocabulary Progress Assessment: Word Check 6 (BLM28)
Student Self-Assessment: (BLM30)
Common Core State Standards L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and
L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and
L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word
L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and
L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade
phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore
phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making
meanings.L.5.5b Recognize and explain the meaning of common idioms, adages, and proverbs.L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and
phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making
5 reading and content, choosing flexibly from a range of strategies.L.5.4a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to
ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
comments that contribute to the discussion and elaborate on the remarks of others.
expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
comments that contribute to the discussion and elaborate on the remarks of others.
discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
Helpful TipsMaking Meaning
Decide how you will randomly assign partners to work together during the unit. Make a transparency of “Excerpt 1 From Letting Swift River Go” (BLM29). Make a transparency of “Excerpt 2 From Letting Swift River Go” (BLM30). Prepare to model distinguishing between important and supporting ideas. Make transparencies of the “Excerpt from A River Ran Wild” (BLM31-32) Make a transparency of the “Summary of A River Ran Wild” (BLM33). Collect sample book and movie summaries, enough for one per pair of students. Make transparencies of “Mrs. Buell” (BLM34-39). Prepare charts for taking notes about important ideas. Collect short stories, articles, picture books, and other short pieces of writing at various reading levels. Make copies of the Unit 8 Parent Letter to send home at the end of the unit. (BLM17).
Making Meaning Vocabulary Review More Strategy Practice on pp. 477-478, 489-490 Preview the “Author’s Note” on p. 4 of A River Ran Wild. You will read this aloud to introduce the word supporter. Write the “Find Another Word” sentences on the board (BLM18). Write “What’s the Missing Word?” sentences on the board (BLM19). Collect and use the following word cards for ongoing review: 14, 17, 45, 65, 79, 81, 93, 95, 96, 98, 99, 100, 103, 104, 105,
107, 111, 112, 113, 114, 115, 118, 119, 121, and 124