MAP Gr5 Q2... · Web viewsequencing and pacing and time frames, aligned resources—including complex texts, sample questions and tasks, and other planning tools. Our hope is that

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 2nd 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 plan ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students and across content areas. Destination 2025, the Comprehensive Literacy Improvement Plan, and TN State Standards establish common goals and expectations for student learning across schools and are the underpinning for the development of the curriculum maps.

Purpose - This curriculum map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The map is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including complex texts, sample questions and tasks, and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.

The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas. 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

Shelby County Schools2016/2017

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energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.

To support literacy and language learning across the content areas and support deeper knowledge building in the content area, throughout this curriculum map, you will see high-quality texts from both the textbook(s) and external/supplemental texts to ensure students are reading appropriately complex, worthwhile material. These texts have been evaluated by district staff to ensure that they meet criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. Lexile Levels are listed on the Curriculum Maps, and additional information is cited, where available.

In order to plan effective lessons that allow students to do the majority of the thinking, teachers should employ the CLIP instructional model in their daily lesson planning, including: Whole-Group Instruction (20-25 minutes)-This time is for grade-level instruction. Regardless of a student’s reading level, exposure to complex texts supports language and

comprehension development which is necessary for continual reading growth. Small-Group Instruction (45-60 minutes)-This time is for supporting student needs that cannot be met during whole-class instruction. Teachers might provide: 1. instruction

for students learning to read based on their specific needs and using texts at their reading level; 2. instruction for different learners using grade-level texts to support whole-class instruction; 3. extension for proficient readers using challenging texts, and 4. practice with and applying skills.

Whole-Group Closure (5-10 minutes)-This time is for closure of the day’s lesson and a time for a quick assessment of the students.


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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 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 Tennessee State ELA Standards

The Tennessee State ELA Standards (also known as the College and Career Ready Literacy Standards):

http://tn.gov/education/article/english-language-arts-standards

Teachers can access the Tennessee State 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.


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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/1099/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.


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Using the Curriculum Maps, Grades K-2

● Begin by examining the selected text(s). Read the text carefully and consider what topic or content students should learn from reading the text. Then, review the aligned essential question and culminating task for your topic focus for the week. Review the target Reading Foundational Skills resources to internalize the weekly outcomes for students. At this grade band, foundational skills and language comprehension are of equal importance and need to be addressed fully every day.

● Locate the TDOE Standards in the left column and the aligned evidence statements. Analyze the language of the standards and consider how the text supports the listed reading standards. 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 evidence statements and sample objectives as a guide. Be sure to plan your own objectives to meet the needs of your

students. As a reminder, while lesson and unit objectives should be aligned to grade-level standards, standards and objectives are not synonymous and standards mastery develops over time (not in a single lesson). Consistent with Teach 1-4 of the TEM, teachers/teams are expected to carefully develop literacy learning objectives that carefully consider the text, target (standard, objective), task, and learner (including assessment of/for learning).

● Study the suggested performance assessments in the right-hand column, and match them to your objectives. Consider which tasks best target the essential question and content for the week, as well as alignment to standards.

● When planning for the reading of a text, 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 better understand the text and lead to success on your selected performance assessments. They should also build toward your essential question. Remember at this grade band, complex texts need to be addressed through a read aloud or shared reading, as students have not fully mastered decoding skills well enough to tackle complex text on their own.

● Examine the other standards and skills you will need to address—writing, language skills, and speaking and listening skills. Review the suggested vocabulary for explicit instruction as listed in the map in addition to the words listed in the TE.

● Consider how you will support building student knowledge through supplemental reading, content, research, and/or writing around the topic for the week. If a TWAG (Two-Weeks at a Glance) outline is available, review how the two weeks work together to build knowledge.

● Remember to include differentiated activities for small group instruction.


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Two-Weeks at a Glance (TWAG) Outlines

Beginning in the 2016-17 school year the SCS curriculum maps will include six or more “TWAG outlines” throughout the year in each grade. These outlines demonstrate how to spend two weeks digging deeply into a high-quality, complex anchor text from the Journeys series in order to build student knowledge around the topic of the story. By studying a high-leverage topic over two weeks, students will have more opportunities to grow their knowledge and vocabulary, while simultaneously building their literacy skills. The curriculum map will align to the TWAG outline, but the full outline will be found in the Appendix to the map. It is important to note that while the map will skip some texts in Journeys to build in time for the TWAG outlines, teachers should continue with the foundational skills strand as outlined in the text and the maps. The foundational skills strand follows a systematic, research based progression, and it is highly recommended that teachers use that progression to guide their instruction. SCS teachers and coaches in partnership developed TWAG outlines with Student Achievement Partners and other districts across the country.

Using the WIDA MPIsWIDA 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.

Key Terms:

Fluency: The ability to read a text accurately and quickly. When fluent readers read silently, they recognize words automatically. They group words quickly to help them gain meaning form what they read. Fluent readers read aloud effortlessly and with expression. Their reading sounds natural, as if they are speaking.

Academic Language or Vocabulary: The language of schools and books – language that is used across many domains and topics. Students do not learn academic language in everyday social situations. As students read extensively over time, they develop academic language. This language helps them to read more complex texts.

Foundational Skills: The basic skills that need to be taught and developed first. These standards are directed toward fostering students’ understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will. The point is to teach students what they need to learn and not what they already know—to discern when particular children or activities warrant more or less attention.

Text Complexity: Is used in evaluating student readiness for college and careers. There are three equally important components of text complexity: qualitative, quantitative, and reader and task.

Evidence Statements: Are taken directly from the standards. The standards contain multiple skills. Because the evidence statements usually divide each standard into individual skills, the statements can be used to craft objectives, which directly align to TEACH 1 of TEM. TEACH 1 says to “engage students in objective-driven lessons based on content standards.” If teachers design their objectives by using the evidence statements, then TEACH 1 is achieved because the objective comes directly from


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the standard. It is important to note that although sample objectives are embedded in the map, teachers must still craft their own objectives based on the needs of their individual classes.

Essential Questions: Are specific to the text(s) and often summarize the “big understanding” of what students should receive from the text or texts for the lesson. They are open-ended questions that do not have a single, final correct answer, and often call for higher-order thinking and are not answered by recall. Answers to the essential question will require support and justification from the text.


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Gradual Release of Responsibility Example Behaviors

Teacher Student

I do itModeled Instruction

• Provides direct instruction• Establishes goals and purpose• Models the expectation• Think aloud

• Actively listens• Takes notes• Asks for clarification

We do itGuided Instruction /

Guided Practice

• Interactive instruction• Works with students• Checks, prompts, clues• Provides additional modeling• Meets with needs-based groups

• Asks and responds to questions• Works with teacher and classmates• Completes process alongside others

They do it together

Collaborative Practice

• Provides feedback• Moves among groups• Clarifies confusion• Provides support

• Works with classmates, shares outcome• Collaborates on authentic task• Consolidates learning• Completes process in small group • Looks to peers for clarification

You do itIndependently

Independent Practice

• Provides feedback• Evaluates progress toward the

learning expectation

• Works alone• Relies on notes, activities, classroom learning to complete assignment• Takes full responsibility for outcome

Weeks 1 & 2- Lesson 10 *See TWAG in Appendix

Reading SelectionsShelby County Schools

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Cougars (Lexile Level 960; p. T 294) Purr-fection (Lexile Level NP; paired selection) The Big Five (Donyall Dickey, Complex Text, RI.5.2) Essential Question: What have scientists learned about cougars by observing their physical characteristics and behaviors?Standards Evidence Statements Content & TasksReading Literature and Informational TextRi.5.4- Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

Ri.5.5- Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

Related WIDA StandardRI.5.2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

Related Science StandardGLE 0507.2.2 Explain how organisms interact through symbiotic, commensal, and parasitic relationships.

Provides a statement of two or more main ideas of a text. Provides an explanation of how two or more main ideas are

supported by key details. Provides a summary of the text. Demonstrates the ability to determine the meaning of general

academic words or phrases in a text relevant to grade 5 topics or subject area.

Demonstrates the ability to determine the meaning of domain- specific words or phrases in a text relevant to grade 5 topics or subject area.

Provides a comparison and contrast of the overall structure (e.g., chronology, comparison, cause/effect, and problem/solution) of events, ideas, concepts, or information in two or more texts.

Sample Objectives (I can): Annotate key details in a text to determine the main ideas of the

text Cougars. Summarize the text Cougars in my own words to identify how

key details support more than one main idea in a text. Use evidence from the text Cougars to determine the meaning of

words and use the same words in a writing task. Use a story structure graphic organizer for both Cougars and

Purr-fection to list similarities and differences between the characteristics of cats based on evidence from the texts.

Performance Assessments Journeys Grab-and-Go Assessments, Lesson 10 Journeys Progress Monitoring, Lesson 10 Teacher created

Performance Task-Optional Use the Epiphany graphic organizer, RI 5.2, Key Ideas and Details (33) to

map out the anchor text, Cougars.

Text Dependent Questions What are some of the physical characteristics of a cougar that the author

describes in the text? (Key details) How does a mother cougar help young kittens survive? (Key details) For what purpose do cougar kittens remain with their mothers? (Key details) Re-read page 300. What are senses? Using evidence from the text, why do

you think cougars have developed such strong senses? (Vocabulary & Inferences)

On page 296, using evidence from the text, describe the examples of nicknames used for cougars and how the names reflect on its character? (Inferences)

What are some similarities and differences in the characteristics of cats in Cougars and in Purr-fection? Use evidence from both texts to support your answers. (Intertextual Connections)

*TWAG

Leveled Readers Advanced: Saving the Mexican Wolves (950L) On-level: The Return of the Yellowstone Grizzly (870L) Struggling Readers: Sharks (600L) –Intervention Vocabulary Reader: Big Cats (780L) English Language Support: Grizzly Bears Return to Yellowstone (690L)-

Building Knowledge and Intervention

Literacy Station Activities Comprehension station –practice identifying main idea and details;

comparing two pieces of text and identifying main ideas.http://www.fcrr.org/curriculum/studentCenterActivities45.shtm


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http://www.fcrr.org/curriculum/studentCenterActivities45.shtm



WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RI5.2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

Level 1: Entering Level 2: Emerging Level 3: Developing Level 4: Expanding Level 5: BridgingIdentify words in a text that support the main idea of an illustrated text with a partner.

Categorize supporting details with main ideas to explain how main ideas are supported by key details with peer support.

Identify the main idea at the paragraph level when given a choice of three answers with small group support.

Analyze text to identify the main ideas and supporting details using agraphic organizer.

Analyze text to identify central ideas or themes and explain how they are supported by key details.

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

Writing/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.

The student response addresses the prompt and shows effective development of the topic and/or narrative elements by using reasoning, details, text-based evidence, and/or description; the development is largely appropriate to the task and purpose.

The student response consistently demonstrates purposeful and controlled organization and includes an introduction and conclusion.

The student response uses linking words and phrases, descriptive words, and/or temporal words to express ideas with clarity.

The student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response.

Sample Objectives (I Can): Introduce a topic or name of a book, state an opinion, and

create an organizational structure that supports my purpose. Provide reasons that are supported by facts and details and

ordered logically.

WritingOpinion Writing

Routine Writing Forming a text-based opinion Citing evidence to support opinion Writing clear topic sentences *See TWAG

Performance Task*See TWAG

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.5.6- Adapt speech to a variety of contexts and tasks, using formal English when

Demonstrates ability to report on a topic or text, sequencing ideas logically.

Demonstrates ability to use appropriate facts and relevant, descriptive details to support main ideas and/or themes.

Demonstrates ability to speak clearly at an understandable pace.

Adapts speech to a variety of contexts and tasks. Uses formal English when appropriate to task and situation.

Performance Assessments Journeys Progress Monitoring, Lesson 10 Journeys Grab-and-Go, Lesson 10 Teacher- created Following classrooms rules and procedures Participation in class discussion Using Accountable Talk Using formal English in appropriate situations


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appropriate to task and situation. (See grade 5 Language standards 1 and 3 on page 28 for specific expectations)

Sample Objectives (I Can): Explain a topic’s order, facts, main idea, details and theme. Deliver a speech for a task.

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

Demonstrates the ability to determine the meaning of simple similes and metaphors in context.

Demonstrates the ability to determine the meaning of common idioms, adages, and proverbs.

FOR DIAGNOSTIC ONLY: Demonstrates the ability to use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

Sample Objectives (I Can): Use and explain the function of interjections in a sentence. Recognize and use proper capitalization and punctuation for

direct quotations. Use interjections and direct quotations in my own writing. Edit writing for capitalization errors and spelling errors. Determine the meanings of words and phrases.

Vocabulary Shades of Meaning

Lesson Vocabulary resemble, detecting, keen, vary, unobserved, mature, particular, available,

ferocious, contentment, solitary, territory, predator, stalk

Literacy Station Activities Vocabulary Station-Shades of meaning (using words to describe the small,

subtle differences in meaning between similar words or phrases); Vocabulary Station- identify interjection words; practice writing using direct quotations.


Language Arts Direct Quotation Interjection

Performance Assessments Journeys Progress Monitoring, Lesson 10 Journeys Grab-and-Go, Lesson 10 Journeys Reader’s Notebook, Lesson 10

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 understanding.

Applies knowledge of all letter-sound correspondences and syllable patterns to read unfamiliar multisyllabic words in and out of context.

Demonstrates the ability to read on-level text with purpose and understanding.

Demonstrates the ability to read on-level text with accuracy and expression.

Sample Objectives (I Can): Explore stressing for expression and phrasing when reading

aloud. Identify schwa+/r/sounds correctly.

Phonics and fluency Stress for expression and phrasing Use syllabication patterns to apply schwa sounds

Performance Assessments Journeys Progress Monitoring, Lesson 10 Journeys Grab-and-Go, Lesson 10 Journeys Cold Reads, Lesson 10 Journeys Reader’s Notebook, Lesson 10 Oral reading fluency checks/running records Use of learned patterns to decode unfamiliar words Teacher created

Literacy Station Activities Decoding/word study station -recognizing Schwa +/r/ sounds; listing words

with Schwa sounds +/r/ Fluency station (optional): Stress (emphasizing certain words to enhance

meaning)


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Week 3- Lesson 11

Reading Selections Dangerous Crossing (Lexile Level 800) Revolution and Rights (Lexile Level 940- paired selection)

Essential Question: How can perseverance during difficult times influence change?

Standards Evidence Statements Content & TasksReading 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.5.3- Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

Related WIDA StandardRL.5.5- Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

Provides an analysis of how visual elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

Provides an analysis of how a multimedia presentation contributes to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

Provides an explanation of the relationships or interactions between two or more individuals in a historical, scientific, or technical text.

Provides an explanation of the relationships or interactions between two or more events in a historical, scientific, or technical text.

Provides an explanation of the relationships or interactions between two or more ideas or concepts in a historical, scientific, or technical text.

Provides a comparison and contrast of the overall structure (e.g., chronology, comparison, cause/effect, and problem/solution) of events, ideas, concepts, or information in two or more texts.

Sample Objective (I can): Use information from the text in Dangerous Crossing to show

how John Adams was strong during a difficult time.

Performance Assessments Journeys Grab-and-Go, Lesson 11 Journeys Progress Monitoring, Lesson 11 Teacher created

Performance Task-Optional Read a passage with text structure, cause/effect; complete a T-chart of the

cause and effect relationship within the passage.

Text Dependent Questions What characteristics does John Adams have that shows his strength?

(general understanding) How does John Adams feel about finally making it to France? (key details) On page 328, the author writes, “The blustering snow stung his cheeks like

nettles.” Using your context clues, what does nettles mean? (vocabulary) What evidence from the text did the author use to show that John Adams

was not emotional about the events that happened on the boat? (inferences) What can you infer about John Adams based on his willingness to go to sea

in mid-winter? (inferences) Based on the narrator’s descriptions of Johnny’s thoughts, how did he feel

about being in a possible battle? Explain using evidence from the text. (inferences)

Leveled Readers, Advanced: An Artist for the Revolution (790L) On-level: A Night to Remember (770L) Struggling Readers: Fife and Drum Boys (500L)- Intervention Vocabulary Reader: Ben Franklin Goes to Paris (730L)- Intervention English Language Support: A Special Night (500L

Literacy Station Activities Comprehension Station- practice identifying cause and effect relationships;

Use a T-chart to list cause/effect relationships within a text.Shelby County Schools

2016/2017Page 12 of 34




WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RI5.5: Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts

Level 1: Entering Level 2: Emerging Level 3: Developing Level 4: Expanding Level 5: BridgingSort similarities and differences tocompare and contrast the overallstructure of 2 or more texts with anillustrated graphic organizer andteacher support.

Identify similarities and differences to compare and contrast the overallstructure of 2 or more textsusing an illustrated graphic organizer.

Categorize information from shortened chunks of texts to compare and contrast the overall structure of 2 or more texts with process thinking maps and partner assistance.

Analyze information in the texts to compare and contrast the overall structure of 2 or more texts using thinking maps in a small group.

Synthesize information presented in the texts to compare and contrast the overall structure of events, ideas, concepts, or information in 2 or more texts.


Writing/ResearchW.5.2-Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

W.5.4-Produce clear and coherent writing in which development, organization, and style are appropriate to task, purpose, and audience.





Sample Objectives (I can): Draft, revise, and publish an informative/explanatory essay

using the texts Dangerous Crossing and Revolution and Rights to support your writing.

Develop a topic with facts, definitions, details and quotations. Make logical connections between ideas in a text.

Writing Informative/ Explanatory

Routine Writing Writing clear topic sentences Writing clear concluding statements

Performance Task In Dangerous Crossing and Revolution and Rights, we read about people who

had to be strong during difficult times. Explain how life would be different if John Adams’ father had given up, or the men fighting against the British? Describe how our lives would be the same or different? Support your answer with evidence from the text.


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

Demonstrates ability to effectively engage in a range of collaborative discussions on grade 5 topics and texts, building on others’ ideas and expressing own ideas clearly.

Demonstrates readiness for discussions by drawing on required reading or study of material and other information known about the topic to explore ideas under discussion.

Demonstrates ability to follow agreed-upon rules for discussions. Demonstrates ability to carry out assigned roles. Demonstrates ability to pose and respond to specific questions

by making comments that contribute to the discussion. Demonstrates ability to elaborate on the remarks of others in

order to contribute to the discussion. Determines key ideas expressed and draws conclusions in light

of information and knowledge gained from the discussion. Demonstrates ability to summarize a written text read aloud. Demonstrates ability to summarize text presented in diverse

media formats.

Sample objectives (I can): Collaborate with peers in discussions to report on grade level

text. Understand rules for discussions. Summarize texts read aloud.



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LanguageL.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.




Sample objectives (I can): Identify subject and object pronouns while reading. Use subject and object pronouns correctly while writing. Edit incorrect uses of subject and object pronouns. Edit writing for capitalization errors and spelling errors. I can use reference materials to find pronunciations and word

meanings.

Vocabulary Reference Materials (Dictionaries, Glossaries, and Thesauruses)

Lesson Vocabularyramped, distracted, viewpoint, shattered, surveyed, pressing, representatives, embark, bracing, conduct

Literacy Station Activities Vocabulary Station- Using reference materials have students locate and

organize information on a topic.

Performance Assessments for both Journeys Progress Monitoring, Lesson 11 Journeys Grab-and-Go, Lesson 11 Journeys Reader’s Notebook, Lesson 11


RF.5.4c- Use context to confirm or self-correct word recognition and understanding, rereading as necessary.




Sample Objectives (I can): Recognize words while reading texts. Use patterns to identify stress syllables.

Phonics and fluency Use context to self-correct word recognition Recognize syllabication patterns to stress words

Performance assessments Journeys Progress Monitoring, Lesson 11 Journeys Grab-and-Go, Lesson 11 Journeys Cold Reads, Lesson 11 Journeys Reader’s Notebook, Lesson 11 Oral reading fluency checks/running records Use of learned patterns to decode unfamiliar words Teacher created

Literacy Station Activities Decoding/Word Study- Vowel sounds in stressed syllable Fluency (optional)- Read aloud for accuracy and self-correction; Time each

other and graph results

Week 4- Lesson 12

Reading Selection Can’t You Make Them Behave, King George? (Lexile Level 790) Tea Time! (Lexile Level 1090 -paired selection)


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A History of US (Donyall Dickey, Complex Text, RI.5.7)

Essential Question: How can people’s differences of opinion lead to a revolution?

Standards Evidence Statements Content & Tasks

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).

Related WIDA StandardRL.5.4- Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

Related Social Studies Standard5.2 Interpret the sectional differences between the North and the South in economics, transportation, and population.

Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

Provides an analysis of how visual elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

Provides an analysis of how a multimedia presentation contributes to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

Sample Objectives (I can): Determine the meanings of words and phrases in context when

reading Can’t You Make Them Behave, King George?. Analyze a portion of the text Can’t You Make Them Behave,

King George? to distinguish between metaphors and similes within context.

Reflect on my learning about how visual elements add meaning to the text Can’t You Make Them Behave, King George? and use a variety of strategies to determine the meaning of unfamiliar words and phrases.

Performance Assessments Journeys Grab-and-Go Assessments Reteaching Lesson p. T156 Written summary of a “cold read” text or texts, drawing on specific details

from the text Teacher-made or district common assessments in testing format Anecdotal evidence from classroom discussions Literacy Stations

Performance Task-Optional Ask students to turn facts into opinions and opinions into facts.

Text Dependent Questions Why did the author begin the selection with historical background? (general

understandings) Why did the colonists believe the King’s tax was unfair? (general

understandings) King George tried to be firm with the colonists. Using evidence from the text,

explain if he was successful or not? (key details) The King uses the proverb, “No peace without honor.” What does he mean

by this? (vocabulary) Why did the author use sidebars throughout the text? (text structure) Why do you think the British government’s opinion is different than the King’s

opinion about the war? (inferences)

Leveled Readers Advanced: A Home at Mount Vernon (930L) On-level: Pamphleteers of the Revolution (860L) Struggling Readers: A Song Hear ‘Round the World’ (770L) Vocabulary Reader: Redcoats in America (650L)- Building Knowledge

and Intervention English Language Support: Printed Words of the Revolution (670L)-


Literacy Stations


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Comprehension Station- practice identifying facts and opinions using a T-chart; use text highlights and label similes and other figurative language.http://www.fcrr.org/curriculum/studentCenterActivities45.shtm

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RL5.4: Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

Level 1: Entering Level 2: Emerging Level 3: Developing Level 4: Expanding Level 5: Bridging Represent figurative language expressions by locating online images with peer or instructor support.

Match written similes and metaphors to illustrations to determine the meaning of words and phrases with teacher or peersupport.

Determine the meaning of figurative language within the text using visual support and partner assistance.

Determine the meaning of figurative language within the text with partner assistance.

Infer the meaning of figurative language in grade-level text using context clues and prior knowledge.



RF.5.4b- Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.




Sample Objectives (I can): Read text with accuracy and appropriate rate. Read for a purpose with understanding. Identify open and closed syllables.

Phonics and fluency Improve reading rate Use VCV pattern to read words correctly


Literacy Station Activities Decoding/Word Study- Sort VCV pattern words; Fluency (optional)- Read aloud repeatedly to improve reading rate; Time

each other and graph results. http://www.fcrr.org/curriculum/studentCenterActivities45.shtm


W.5.4-Produce clear and coherent writing in which development, organization, and style



The student response uses linking words and phrases,

WritingInformative/Explanatory

Routine Writing Using Linking Words Having a clear topic sentence Writing a clear concluding statement

Performance Task


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are appropriate to task, purpose and audience.

descriptive words, and/or temporal words to express ideas with clarity.


Sample Objectives (I can): Introduce a topic clearly. Group important supporting facts together about a topic in an

informative/explanatory text. Use linking words and phrases to connect ideas within

categories of information. Produce clear and coherent writing that is appropriate to task,

purpose and audience.

This week we read Can’t You Make Them Behave, King George and American Government: The Branches of Government. King George had total power over Britain at that time, so when America became a country, we established a separation of powers. What is a separation of powers? How is a separation of powers important in this story? Explain why you believe this, using evidence from both texts to support your reasons. (http://www.readworks.org/passages/american-government-branches-government-closer-look)

Speaking and ListeningSL.5.2- Summarize a written text read aloud or information presented in diverse media and 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.

Demonstrates ability to summarize a written text read aloud. Demonstrates ability to summarize text presented in diverse

media formats. Demonstrates ability to report on a topic or text, sequencing

ideas logically. Demonstrates ability to use appropriate facts and relevant,

descriptive details to support main ideas and/or themes. Demonstrates ability to speak clearly at an understandable pace.

Sample Objectives (I can): Understand how to sum up information read aloud. Speak clearly to present a task aloud to an audience.


LanguageL.5.1b- Form and use the perfect verb tenses.

L.5.5- Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.




Sample Objectives (I can): Identify and understand simple verb tenses while reading. Use simple verb tenses in my writing.

Vocabulary Figurative Language

Lesson Vocabularybenefit, repeal, advantages, temporary, contrary, prohibit, previously, midst, objected, rebellious

Literacy Station Activities Vocabulary station-using different types of figurative language, practice

sorting under categories.http://www.fcrr.org/curriculum/studentCenterActivities45.shtm


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http://www.readworks.org/passages/american-government-branches-government-closer-look

http://www.readworks.org/passages/american-government-branches-government-closer-look



Recognize and edit incorrect verb shifts in the simple verb tenses. Edit writing for capitalization errors and spelling errors. Determine the meanings of words and phrases, including figurative

language.


Weeks 5-7 Lesson 13 Reading Selections Building Knowledge Topic- People of the American Revolution

They Called Her Molly Pitcher (Lexile Level 920) A Spy For Freedom (Lexile Level NP- paired selection)

The Midnight Ride of Paul Revere by Henry Wadsworth Longfellow (Lexile Level NP) Paul Revere Video: http://www.varsitytutors.com/earlyamerica/videos/paul-revere-

messenger-revolution American Revolution Research Project: http://www.readwritethink.org/classroom-

resources/lesson-plans/learning-about-research-writing-881.html?tab=1#tabs We Were There, Too! (Lexile Level 980) Patriotic Poetry (Lexile Level NP-paired selection)

Essential Question: How can an individual’s acts of bravery shape history?

Standards Evidence Statements Content & Tasks

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 challenge or how the speaker in a poem reflects upon a topic; summarize the text.

RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

RL.5.5- Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

Provides a statement of a theme of the text, including how characters in a story or drama respond to challenges or how a speaker in a poem reflects upon a topic.

Provides a summary of the text. Provides a comparison and contrast of two or more characters in

a story or drama, drawing on specific details in the text (e.g., how characters interact).

Provides a comparison and contrast of two or more settings in a story or drama, drawing on specific details in the text.

Provides a comparison and contrast of two or more events in a story or drama, drawing on specific details in the text.

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

Sample objectives (I can): Identify the theme in the text They Called Her Molly Pitcher

based on the Molly’s actions. Describe how the points of view of Molly and Lydia influence the

description of events in the texts They Called Her Molly Pitcher and A Spy For Freedom.

Explain how the structure of the play A Spy For Freedom helps

Performance Assessments Journeys Grab-and-Go Assessments Reteaching Lesson p. T214 Journeys Progress Monitoring Journeys Reader’s Notebooks Written summary of a “cold read” text or texts, drawing on specific details

from the text Anecdotal evidence from classroom discussions Literacy Stations

Performance Task-Optional Create 4 different text structure scenarios; have students state if the text

structure is sequential, cause/effect, problem/solution, or compare/contrast.

Text Dependent Questions Which army did William Hays and his wife fight for? Which army did they

fight against? (general understanding) On page 396, how did Molly Hays come to be known as Molly Pitcher? What

impression of Molly Pitcher is created by her actions? (key details) Using context clues on page 399, “The British were advancing quickly, guns

aimed straight at their foes.” What is a foe? (vocabulary) Why did the author give background information about William Hays and


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http://www.readwritethink.org/classroom-resources/lesson-plans/learning-about-research-writing-881.html?tab=1#tabs

http://www.readwritethink.org/classroom-resources/lesson-plans/learning-about-research-writing-881.html?tab=1#tabs

http://www.varsitytutors.com/earlyamerica/videos/paul-revere-messenger-revolution

http://www.varsitytutors.com/earlyamerica/videos/paul-revere-messenger-revolution



with comprehension of the text. Molly Pitcher in the beginning of the story? (author’s purpose and inferences) How was life for Washington’s soldiers? (inferences) On page 399, the text states that Molly risked her life to take over her

husband’s job at the cannon. What do her actions here add to your understanding of the character? (opinions)

Cite evidence from They Called Her Molly Pitcher and A Spy for Freedom to tell how Molly Pitcher and Lydia Darraugh were brave. What characteristics do they have in common? (intertextual connections)

Leveled Readers Advanced: George Washington’s Invisible Enemy (990L) On-level: An Unsung American Hero (850L) Struggling Readers: Emily Gieger’s Dangerous Mission (630L)-

Intervention Vocabulary Reader: The Battle of Monmouth (680L)- Building Knowledge

and Intervention English Language Support: Joseph Warren, An American Hero (590L)-


Literacy Station Activities Comprehension Station-practice identifying generalization statements and

conclusions in text.http://www.fcrr.org/curriculum/studentCenterActivities45.shtm


W.5.4- Produce clear and coherent writing in which development, organization, and style are appropriate to task, purpose, and audience.





WritingInformative/explanatory

Routine Writing Citing evidence to support writing Writing clear topic sentences

Performance Tasks We read about two remarkable women who displayed a great amount of

patriotism towards our country. Both Molly Pitcher and Lydia Darraugh had to do brave things in order to save the lives of people they loved. Of these two ladies, explain their actions that are considered to be brave. Make sure to support your answer with evidence from both texts.

Paul Revere was a rebel who was determined to save the colonists' lives. Using the details from the poem, describe the risks Paul Revere took to protect the colonists from the attack by the British army. If Paul Revere was


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Learning Targets (I Can…) Produce clear and coherent writing that is appropriate to task,

purpose and audience. Group important supporting facts together about a topic in an

informative/explanatory text. Use linking words and phrases to connect ideas within categories

of information.

not determined to save the colonists by taking risks for freedom, what would it would be like today?

In the passage We Were There Too! we met two different people – Joseph and Sybil. Both of these characters were patriotic and fought for their countries. Explain how both characters were portrayed as patriotic. Use evidence from the text to support your response.

Speaking and ListeningSL.5.5- Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

SL.5.6- Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 on page 28 for specific expectations).

Provides multimedia components (e.g., graphics, sound) in presentations when appropriate to enhance development of main ideas or themes.

Provides visual displays in presentations when appropriate to enhance development of main ideas or themes.

Adapts speech to a variety of contexts and tasks. Uses formal English when appropriate to task and situation.

Sample Objectives (I can): Present a scene from a play. Use visuals and props when presenting. Speak in front of an audience.


LanguageL.5.1b- Form and use the perfect verb tenses.

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.




Sample Objectives (I can): Identify and use regular and irregular verbs. Use regular and irregular verbs correctly in speaking and

writing. Edit for incorrect usage of regular and irregular verbs. Edit writing for capitalization errors and spelling errors. I can use reference materials to find pronunciations and word

meanings.

Vocabulary Reference Materials (dictionaries, glossaries, and thesauruses)

Lesson Vocabularybenefit, repeal, advantages, temporary, contrary, prohibit, previously, midst, objected, rebellious

Literacy Station Activities Vocabulary Station- Using reference materials, have students locate and

organize information on a topic. http://www.fcrr.org/curriculum/studentCenterActivities45.shtm

Language Arts Regular and Irregular Verbs


Reading Foundational SkillsRF.5.3a Use combined knowledge of all letter-sound correspondences, syllabication


Phonics and fluency Group words into phrases to guide pauses Decode words with digraphs


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patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.




Sample Objectives (I can): Understand how to group words into phrases to guide pauses. Recognize initial and medial digraphs. Read for purpose and understanding.


Literacy Station Activities Decoding/Word Study- identify and sort initial and medial digraphs. Fluency (optional)- Read aloud and pause appropriately using punctuation as

a guide; Time each other and graph results. http://www.fcrr.org/curriculum/studentCenterActivities45.shtm

Weeks 8 and 9- Lesson 14 *See TWAG in Appendix

Reading Selections James Forten (Lexile Level 910) Modern Man (Lexile Level 780-paired text) Abigail and John Adams: America’s Original ‘Power Couple’ (Donyall Dickey, Complex Text, RI.5.3)

Essential Question: How did James Forten demonstrate heroism during the American Revolution? Standards Evidence Statements Content & Tasks

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.

Related WIDA StandardRI.5.3- Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

Provides a statement of two or more main ideas of a text. Provides an explanation of how two or more main ideas are

supported by key details. Provides a summary of the text. Provides an explanation of the relationships or interactions

between two or more individuals in a historical, scientific, or technical text.

Provides an explanation of the relationships or interactions between two or more events in a historical, scientific, or technical text.

Provides an explanation of the relationships or interactions

Performance Assessments Journeys Grab-and-Go, Lessons 14 and 15 Journeys Progress Monitoring, Lessons 14 and 15 Journeys Reader’s Notebooks, Lessons 14 and 15 Teacher createdPerformance Task-Optional Describe a process using signal words (first, next, before, lastly, then) to

describe the order of steps to follow. Example: How to make cookies.

Text Dependent Questions Using evidence from the text, what kind of person was Thomas Forten? (key


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Related Social Studies Standard5.3 Use primary sources to analyze multiple samples of abolition leaders’ writings and their stance on slavery.

between two or more ideas or concepts in a historical, scientific, or technical text.

Sample Objectives (I can): Determine two or more main ideas by analyzing key details in

the text James Forten. Use knowledge of historical concepts from the text James Forten

to discuss the relationship between the characters.

details) On page 424, the author writes, “Marching with muskets on their shoulders,

they seemed taller and blacker than any men he had ever seen.” What do you think this means to James Forten? (vocabulary)

Re-read page 428. Why are the prisoners treated so harshly? Use evidence from the text to support your answer. (inferences)

*TWAG

Leveled Readers- Week 8 Advanced: A Noble French Patriot (970L) On-level: The Extraordinary Life of Thomas Peters (960L) Struggling Readers: The Oneidas (760L) Vocabulary Reader: Battles at Sea (650L)- Building Knowledge and

Intervention English Language Support: Thomas Peters A Remarkable Man (660L)-


Leveled Readers- Week 9 Advanced: Abigail Adams (930L) On-level: Phillis Wheatley (890L) Struggling Readers: Benedict Arnold (700L)- Building Knowledge and

Intervention Vocabulary Reader: Paul Revere: Hero on Horseback (520L)- Building

Knowledge and Intervention English Language Support: The Life of Phillis Wheatley (580L)- Building

Knowledge and Intervention

Literacy Station Activities Comprehension Station- use a graphic organizer to list events of the reading

selection in sequential order; practice identifying main idea and details in text.http://www.fcrr.org/curriculum/studentCenterActivities45.shtm

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RI5.3: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

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


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Highlight words/phrases from designated paragraphs to explain the relationships amongst two or more events, individuals, or concepts with word bank support.

Sort words and phrases by individual, event, idea, or concept to explain the relationships or interactions amongst them with answer key support.

Identify similarities and differences of two or more individuals, ideas, concepts, or events from within excerpts of grade level text with a small group

Analyze text to identify specific relationships and interactions between individuals, events, ideas, or concepts with peer support.

Draw conclusions about relationships and interactions based on specific details and inferences to explain the relationships or interactions between two or more individuals, events, ideas, or concepts.


Writing/ResearchW.5.2-Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.W.5.4-Produce clear and coherent writing in which development, organization, and style are appropriate to task, purpose and audience.





Sample Objectives (I can): Write my paragraphs always containing a clear topic sentence. Write my paragraphs with a clear concluding statement. Produce clear and coherent writing that is appropriate to task,

purpose, and audience. Use linking words and phrases to connect ideas within

categories of information.

Writing Informative/explanatory

Routine Writing Using Linking Words *See TWAG

Performance Task*See TWAG

Speaking and ListeningSL.5.2- Summarize a written text read aloud of information presented in diverse media and 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

Demonstrates ability to summarize a written text read aloud. Demonstrates ability to summarize text presented in diverse

media formats. Demonstrates ability to report on a topic or text, sequencing

ideas logically. Demonstrates ability to use appropriate facts and relevant,

descriptive details to support main ideas and/or themes. Demonstrates ability to speak clearly at an understandable pace.

Performance Assessments Journeys Progress Monitoring, Lessons 14 and 15 Journeys Grab-and-Go, Lessons 14 and 15 Teacher-created Following classroom rules and procedures Participation in class discussions Using Accountable Talk Using formal English in appropriate situations


Page 24 of 34



details to support main ideas or themes; speak clearly at an understandable pace.

Sample Objectives (I can):Understand how to research a topic.Summarize a topic.Put events in chronological order.Present a topic aloud to a group.

LanguageL.5.2- Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing.

L.5.4b- Use common, grade-appropriate Greek and Latin roots as clues to the meaning of a word or phrase.

Demonstrates the ability to determine the meaning of words and phrases, using context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.

FOR DIAGNOSTIC ONLY: Demonstrates the ability to use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).

Sample Objectives (I can):Identify transition words and phrases while reading.Use transition words and phrases to link my ideas while I am writing.Edit writing for capitalization errors and spelling errors.Learn and use words with Greek and Latin roots.

Vocabulary Greek and Latin Words

Lesson Vocabularydexterity, aspects, abolitionists, relented, men of color, captives, bondage, privateers, profit, authorities, comrades, provisions, surrendered, tentative, persuade, yellow fever, rebels, traitors, enslavement, apprentice, contributions, influential

Literacy Station Activities Vocabulary- Identify and sort Greek and Latin roots from other words; identify

and list transitional words from reading selection.http://www.fcrr.org/curriculum/studentCenterActivities45.shtm

Language Arts Transitions

Performance Assessment Journeys Progress Monitoring, Lessons 14 and 15 Journeys Grab-and-Go, Lessons 14 and 15 Journeys Reader’s Notebook, Lessons 14 and 15






Sample Objectives (I can):Read level text orally with expression.Recognize a VV Syllable Pattern.

Phonics and fluency Echo read to learn to express words Use letter sound correspondence and patterns to decode words

Performance assessments Journeys Progress Monitoring, Lessons 14 and 15 Journeys Grab-and-Go, Lessons 14 and 15 Journeys Cold Reads, Lessons 14 and 15 Journeys Readers Notebook, Lessons 14 and 15 Oral reading fluency checks/running records Use of learned patterns to decode unfamiliar words Teacher created

Literacy Station Activities Decoding/Word Study- identify and sort words with VV syllable pattern


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Fluency (optional)- Read aloud and pause appropriately using punctuation as a guide; time each other and graph resultshttp://www.fcrr.org/curriculum/studentCenterActivities45.shtm


Page 26 of 34




APPENDIX- TWO WEEKS AT A GLANCE OUTLINESWeeks 1-2: Cougars (Unit 2, Lesson 10)

Week 1

Essential Question: What have scientists learned about cougars by observing their physical characteristics and behaviors?

Day 1 Day 2 Day 3 Day 4 Day 5Anchor Text (Text type, Lexile)

Text based comprehension Text based discussion

(Whole and Small Group)

Cougars by Patricia Corrigan (informational text, 960L) Respond to Think Through the Text Questions: 1 (ask these questions

closer to the end of the selection, not at the suggested location), 3, 5, 6, 9 “A Closer Look” question on T328. (Note to teacher: this question appears

in the 2014 version. If you don’t have access to this version, the question states: “What does the fact that cougars are solitary suggest about the difficulty of their lives? Under what circumstances would living alone be an advantage?”)

Analyze the Text Questions (2nd Read) on T331 All activities and discussions should be guided by the Text X-Ray (Zoom in

on Key Ideas & Academic Language)

Building Knowledge Leveled readers Paired Text Supplemental Materials


VocabularyDrawn from the texts

resemble, detecting, keen, vary, unobserved, mature, particular, available, ferocious, contentment, solitary, territory, predator, stalk

Foundational Skills Fluency Decoding Word Work

Follow the daily Phonics and Fluency sequence of activities

Week 1 ContinuedShelby County Schools

2016/2017Page 27 of 34



Essential Question: What have scientists learned about cougars by observing their physical characteristics and behaviors?

Day 1 Day 2 Day 3 Day 4 Day 5

Language/ SyntaxSpelling and Grammar

Follow the daily Grammar and Spelling sequence of activities Language/ SyntaxSpelling and Grammar

Writing Response to text Writing Process Culminating task

Aligned with topic for the week

The Reader’s Notebook (independent reading, pg. 109) Choose one of the following prompts:

1. Cougars have many physical characteristics and behaviors that help them to survive. Using evidence from the text, describe three of their characteristics or behaviors and how they help them survive in their environment. 2. How does a mother cougar prepare her kittens for adulthood? What physical characteristics of the kittens require this level of care from their mother?

StandardsList Reading and Writing standards related to the texts, questions and tasks.

Reading: Informational TextRI 5.1, RI 5.4, RI5.10

WritingW 5.2 (B & D specifically)


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Weeks 1-2: Cougars (Unit 2, Lesson 10)

Week 2

Essential Question: What impacts are humans having on big cat species throughout the world?Day 1 Day 2 Day 3 Day 4 Day 5

Anchor Text Rereading for fluency

practice, additional comprehension support or independent reading practice

Writing Support

Optional

Building Knowledge Leveled readers Paired Text Supplemental Materials

(Whole/Small Group, and Independent work)All students experience all texts and resources regardless of level

From the Leveled Readers : Big Cats (Vocabulary Reader)

Other Resources: “Big Cats: Jaguars, Tigers, and Mountains Lion” video http://www.watchknowlearn.org/Video.aspx?VideoID=3243&CategoryID=338

“Our Most Stunning Pictures of Big Cats” article http://news.nationalgeographic.com/2015/11/151127-big-cat-week-animals-science-lions-celebrate/#/

“Secret’s of the World’s 38 Species of Wild Cats” article/interview http://voices.nationalgeographic.com/2015/12/24/secrets-of-the-worlds-38-species-of-wild-cats/

Optional: Big Cats by Seymour Simon (trade book)

VocabularyDrawn from the texts

resemble, detecting, keen, vary, unobserved, mature, particular, available, ferocious, contentment, solitary, territory, predator, stalk


Page 29 of 34

http://voices.nationalgeographic.com/2015/12/24/secrets-of-the-worlds-38-species-of-wild-cats/

http://voices.nationalgeographic.com/2015/12/24/secrets-of-the-worlds-38-species-of-wild-cats/

http://news.nationalgeographic.com/2015/11/151127-big-cat-week-animals-science-lions-celebrate/#/

http://www.watchknowlearn.org/Video.aspx?VideoID=3243&CategoryID=338



Weeks 1-2: Cougars (Unit 2, Lesson 10)

Week 2 Continued

Essential Question: What impacts are humans having on big cat species throughout the world?Day 1 Day 2 Day 3 Day 4 Day 5

Foundational Skills Fluency Decoding Word Work


Language/ Syntax Spelling and Grammar

Follow the daily Grammar and Spelling sequence of activities

Writing Response to text Writing Process Culminating task


Complete the Writing Process (edit, revise, and publish) with the Culminating Task from the previous week.

StandardsList Reading and Writing standards related to the texts, questions and tasks.

Reading: Informational Text RI5.7, RI.5.9, RI.5.10

Writing W 5.2 (B & D specifically)


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Weeks 8-9: James Forten (Unit 3, Lesson 14)

Week 8

Essential Question: How did James Forten demonstrate heroism during the American Revolution?


Anchor Text

Text based comprehension

Text based discussion


“James Forten,” excerpt from Now Is Your Time by Walter Dean Myers

Respond to text questions orally and/or in writing from BAP lesson, James Forten

Building Knowledge

Leveled readers

Paired Text

Supplemental Materials


Vocabulary

Drawn from the texts

dexterity, aspects, abolitionists, relented, men of color, captives, bondage, privateers, profit, authorities, comrades, provisions, surrendered, tentative, persuade, yellow fever, rebels, traitors, enslavement, apprentice, contributions, influential

Foundational Skills

Fluency

Decoding

Word Work


Week 8 Continued


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Essential Question: How did James Forten demonstrate heroism during the American Revolution?


Language/ Syntax

Spelling and Grammar


Writing

Response to text

Writing Process

Culminating task


The Readers’ Notebook (independent reading and written response to text)

Use Graphic Organizer, Flow Chart: Sequence of Events, to organize thinking and then to summarize the biographical story (Projectable 14.2)

Choose one of the following based on the type of writing to be highlighted:

1. James Forten overcame difficulties in order to one of the most successful African American men of his time. Describe the difficulties of Forten’s life and the many ways that he helped others throughout his lifetime.

2. Walter Dean Myers writes that James Forten was “not a hero.” Instead, he describes Forten as a “man who helped to create” the United States of America. What are some things that Forten did in his later years that helped to create a nation?

3. A hero is brave, good, and often looked up to by other people. Describe at least three things that Forten did in his lifetime that would qualify him as a “hero.”

Standards

List applicable Standards

Reading: Informational Text

RI.5.2, RI.5.3

Writing

W.5.2

Speaking and Listening

SL.5.1


Week 9


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Essential Question: What role did African Americans play during the American Revolution?


Anchor Text

Rereading for fluency practice, additional comprehension support or independent reading practice

Writing Support

Optional

Building Knowledge

Leveled readers

Paired Text

Supplemental Materials

(Whole/Small Group, and Independent work)

All students experience all texts and resources regardless of level

The Extraordinary Life of Thomas Peters (from Leveled Readers)

“Black Revolutionary Seamen”, http://www.pbs.org/wgbh/aia/part2/2p51.html

“Prince Hall”, http://www.pbs.org/wgbh/aia/part2/2p37.html

“Runaways”, http://www.pbs.org/wgbh/aia/part2/2p17.html

Other Resources

Photo Essay, “African Americans in the Revolutionary War,” http://www.oxfordaasc.com/public/features/archive/0907/photo_essay.jsp?page=1

“African Americans in the American Revolution”, http://www.buzzle.com/articles/african-americans-in-the-american-revolution.html

“African Americans and the Revolution”, http://ncpedia.org/history/usrevolution/african-americans

Vocabulary

Drawn from the texts

Complete Rolling Vocabulary Activity


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http://ncpedia.org/history/usrevolution/african-americans

http://www.buzzle.com/articles/african-americans-in-the-american-revolution.html

http://www.oxfordaasc.com/public/features/archive/0907/photo_essay.jsp?page=1

http://www.pbs.org/wgbh/aia/part2/2p17.html






Week 9 Continued

Essential Question: What role did African Americans play during the American Revolution?


Foundational Skills

Fluency

Decoding

Word Work


Language/ Syntax

Spelling and Grammar


Writing

Response to text

Writing Process

Culminating task


Complete the Writing process (edit, revise, and publish) with the Culminating Task from the previous week.

Standards

List applicable Standards

Reading: Informational Text

RI.5.2, RI.5.3

Writing

W.5.2

Speaking and Listening

SL.5.1


Page 34 of 34

Documents

MAP Gr5 Q2... · Web viewsequencing and pacing and time frames, aligned resources—including complex texts, sample questions and tasks, and other planning tools. Our hope is that