5th Grade Power Standard RW1.4 (e.g. controversial)westmontingram.wikispaces.com/file/view/English+LA... · Nature’s Fury (Nature is powerful, ... 4th & 5th Grade Student Center

RW1.4

5th Grade Power Standard: RW1.4 Know abstract, derived roots and affixes from Greek and Latin and use this knowledge to analyze the meaning of complex words (e.g. controversial).

Deconstructed Standard Know abstract roots from Greek.

Know abstract roots from Latin.

Know derived roots from Greek.

Know derived roots from Latin.

Know abstract affixes from Greek.

Know abstract affixes from Latin.

Use knowledge to analyze the meaning of abstract roots from Greek.

Use knowledge to analyze the meaning abstract roots from Latin.

Use knowledge to analyze the meaning of derived roots from Greek.

Use knowledge to analyze the meaning of derived roots from Latin.

Use knowledge to analyze the meaning of abstract affixes from Greek.

Use knowledge to analyze the meaning of abstract affixes from Latin.

Task Analysis Related Standards

2nd Grade RW1.9 Know the meaning of simple prefixes and suffixes. 3rd Grade RW1.8 Use knowledge of prefixes and suffixes to determine the meaning of words. 4th Grade RW1.2 Apply knowledge of word origins, derivations, synonyms, antonyms and idioms to determine the meaning of words and phrases. 4th Grade RW1.3 Use knowledge of root words to determine the meaning of unknown words within a passage. 4th Grade RW1.4 Know common roots and affixes derived from Greek and Latin and use this knowledge to analyze the meaning of complex words. 6th Grade RW1.3 Recognize the origins and meanings of frequently used foreign words in English and use these words accurately in speaking and writing.

Prerequisite Skills

Identify prefixes and suffixes. Know meaning of common prefixes. Know meaning of common suffixes. Use common prefixes and suffixes to determine the meaning of words. Use knowledge of root words to determine the

Vocabulary

roots abstract affixes derived prefixes analyze suffixes complex words Greek literal meaning Latin

RW1.4

Prerequisite Skills

Identify prefixes and suffixes. Know meaning of common prefixes. Know meaning of common suffixes. Use common prefixes and suffixes to determine the meaning of words. Use knowledge of root words to determine the meaning of words. Know common Greek and Latin roots and affixes. Use knowledge of common Greek and Latin roots and affixes to determine the meaning of words.

Vocabulary

roots abstract affixes derived prefixes analyze suffixes complex words Greek literal meaning Latin

Questioning Stems

The word ________ is derived from the Latin root _____, meaning "_____." Based on this information, the reader can tell the literal meaning of ________ is

The prefix ____- in the word ________ means __________. Read this sentence. (sentence in box) In which word does ____ mean the same as it does in the word ________? Read this sentence. (sentence in box) In this sentence, what does ________ mean? Read this sentence. (sentence in box) The word ________ contains the Latin root ___, meaning ________. To access the most recent CST Released Test Items click on the following link: http://www.cde.ca.gov/ta/tg/sr/documents/cstrtqela5.pdf

http://www.cde.ca.gov/ta/tg/sr/documents/cstrtqela5.pdf

5th Grade Power Standard: RW1.4 Know abstract, derived roots and affixes from Greek and Latin and use this knowledge to analyze the meaning of complex words (e.g. controversial).

Houghton Mifflin Language Arts Theme Teacher’s Edition Extra Support HB English Learner HB

Structural Analysis: Base Words T18-19 Structural Analysis: Word Roots struct and rupt T34-35, T38-39

Base Words T19 Word Roots -struct and -rupt T39

Classroom Mgmt HB Challenge HB

1

Nature’s Fury

(Nature is powerful,

and people must cope

with its challenges)

UA Box: ELL: Prefix un- T35, T99 Spiral Review: Dictionary and Structural Analysis: Prefixes re-, dis-, un- and Suffixes -ness, -ment, -ful, -less, -ion T81R Word Study: Word Roots T94 Decoding Longer Words: Structural Analysis: Word Roots struct and rupt T105E Reteaching: Structural Analysis Skills: Roots: struct- and -rupt R18

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Extra Support HB English Learner HB Structural Analysis: Roots spec/t and opt T56-57 , T60-61 Structural Analysis: Suffixes -ward and -ous T66-67, T70-71 Structural Analysis: Suffixes -ive and -ic T76-77, T80-81

Roots spect and opt T61 Suffixes ward and ous T71 Suffixes -ive, -ic T81


2

Give It All You’ve Got

(Giving your best requires

both determination

and risk)

Strategy Review: prefix ir- T137A Teacher’s Note: Spelling-Meaning Connection, sol, vis- T157J Structural Analysis: Word Roots, spec/t and opt – T181E-F Vocabulary Skills Dictionary: Multiple Meaning Words-T181I Teacher’s Note, phon- T181J Spiral Review – Structural Analysis: Words Roots graph, tract- T181Q Skill Reminder Box: Prefixes re-, dis-, un-; Suffixes –ness, -ment, -ful, -less, -ion T181R Decoding Long Words: Structural Analysis: Suffixes -ward and -ous T207E Teacher’s Note: Word Histories geo- T207J Decoding Longer Words:

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RW1.4 Bold items indicate lessons that explicitly teach this power standard.

Structural Analysis- Suffixes –ive and –ic-T229 E Structural Analysis Skills: Roots spect and opt- R20 Suffixes -ward and -ous R22 Suffixes -ive and -ic R24

Extra Support HB English Learner HB Structural Analysis: Prefixes sub- and sur- T108-109, T112-113

Prefixes sub- and sur- T113


3

Voices of the

Revolution (The spirit

of the American

Revolution lives on)

Teacher’s Note: Word Histories T285J, T309J, T333J Skill Reminder Word Roots graph, tract, and Word histories-T285R Decoding Longer Words: Structural Analysis: Prefixes sub- and sur- T333E Spiral Review: Structural Analysis: Base Words & Word Roots struct, -rupt, spec/t, and opt- T333R Reteaching-Structural Analysis Skills: Prefixes: sub- and sur- R18

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Extra Support HB English Learner HB Structural Analysis: Inflectional Endings: -ed, -ing T140-141 Structural Analysis: Inflectional Endings: -ed, -ing/ Doubling Final Consonants T144-145 Structural Analysis: Suffixes –ly, -ness, -ment, -ful, -less T150-151, T154-155

Dictionary: Prefixes T149 Suffixes -ly, -ness, -ment, -ful, -less T155


4

Person to Person

(Relationships bring both

problems and rewards)

Vocabulary Skills: Dictionary: Base Words & Inflected Forms-T363I-J Dictionary:Prefixes-T413I-J Teacher’s Note:Word Histories-T363J Skill Reminder Box: Base Words & Word Roots -struct, spec/t, and opt- T413R UA Box Vocabulary Support-T413J Prefix dis-T420 Decoding Longer Words: Structural Analysis: Suffixes –ly, -ness, -ment, -ful, -less-T437E Structural Analysis: Prefixes un-, dis-, in-, re-; Suffix -ion T491E Vocabulary Activites: UA Box- Challenge Prefixes-R23 Structural Analysis Skills: Suffixes -ly, -ness, -ment, -ful, -les- Reteaching-R24

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Extra Support HB English Learner HB Structural Analysis: Prefixes un-, dis- in-, re-; Suffix -ion T162-163 Structural Analysis: Prefixes un-, dis- in-, re- T166-167

Prefixes un-, dis-, in-, re-; Suffix -ion T167 Dictionary: Suffixes T181


5

One Land, Many Trails

(The trails to and across the U.S.

have seen many

travelers)

Decoding Longer Words: Structual Analysis: Prefixes un-, dis- in-, re-; Suffix –ion-T491E Spelling: Words with a Prefix or a Suffix- T491G-H Vocabulary Skills: Dictionary Suffixes-T519I-J UA Box: ELL – Parts of Speech-T519I Vocabulary Support-T519J Spiral Review: Structural Analysis: Suffixes -ward, -ous, -ive, -ic, -ed, -ing, -ly, -ness, -ment, -ful, -less T519R Base Words and Inflected Forms; Prefixes; Structural Analysis: prefixes sub-, sur--T569R Reteaching: Structural Analysis Skills: Prefixes un-, dis-, in-, re- R20 Vocabulary Activities: Suffixes in Sentences R21

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Extra Support HB English Learner HB Structural Analysis: Prefixes com-, con-, en-, ex-, pre-, pro- T204-205, T208-209 Structural Analysis: Suffixes -ent, -ant, -able, -ible T224-225, T228-229

Prefixes com-, con-, en-, ex-, pre-, pro- T209 Suffixes: -ent, -ant, -able, -ible T229


6

Animal Encounters (People and wild animals interact in a variety of

close encounters)

UA Box: ELL- Prefix –un-T615 Decoding Longer Words: Structural Analysis: Prefixes com-, con-, en-, ex- pre-, pro- T623E Structural Analysis: Suffixes – ent, -ant; -able, -ible -T671E Teacher’s Notes-T623J Skill Reminder Box: Suffixes-ward, -ous, -ive, -ic, -ed, -ing, -ly, -ness, -ment, -ful, -less T623R Base Words and Inflected Forms; Prefixes sub- and sur-T647R Reteaching: Structural Analysis Skills: Prefixes com-, con-, en-, ex-, pre-, pro- R14 Three-Syllable Words R16 Word Endings -ent, -ant, -able, -ible R18

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RW1.4

THIS IS A WORK IN PROGRESS AND WILL BE A LIVING DOCUMENT Please submit resources you utilize on a regular basis to C&I for inclusion in the next update.

5th Grade Power Standard:

RW1.4 Know abstract, derived roots and affixes from Greek and Latin and use this knowledge to analyze the meaning of complex words (e.g. controversial)

Other Resources Social Studies

Unit 1: Native Peoples of North America Chapter 8—Lesson 1: p272 Vocabulary Strategy (Latin roots) Chapter 11—Lesson 2: p368 Vocabulary Strategy (root words) Chapter 13—Lesson 3: p454 Vocabulary Strategy (Latin roots and affixes)

Science

*****Note: Many of the following references also address standard RW1.2***** Unit A: Systems in Living Things Chapter 1—Lesson 3: p26 Vocabulary Strategy (root words: Latin) similar to lesson on page 164 Chapter 2—Lesson 1: p42 Vocabulary Strategy (word origins: Greek) Chapter 3—Lesson 1: p72 Vocabulary Strategy (word origins: Greek & Latin) Unit B: Water on Earth Chapter 4—Vocabulary Preview: p108 Vocabulary Strategy (word origins: Latin) Chapter 5—Lesson 1: p148 Vocabulary Strategy (word origins: Latin) Unit C: Weather & the Solar Systems Chapter 6—Lesson 3: p206 Vocabulary Strategy (word origins: Latin) similar to lesson on page 148 Chapter 7—Lesson 2: p246 Vocabulary Strategy (word origin: Greek) Chapter 7—Lesson 3: p256 Vocabulary Strategy (affixes: Greek) Unit D: Elements & Their Combinations Chapter 8—Lesson 1: p288 Vocabulary Strategy (word origins: Greek) Chapter 8—Lesson 2: p298 Vocabulary Strategy (word origins/derivations) Chapter 10—Lesson 2: p370 Vocabulary Strategy (word origins: Greek & Latin) Chapter 10—Lesson 3: p378 Vocabulary Strategy (root words)

Thinking Maps

Tree Map Circle Map Bridge Map

Bridges to Understanding

Stand Up/Sit Down Tea Party Sort

Qwizdom

Lesson 1 – prefixes Lesson 2 – suffixes Lesson 3 – prefixes & suffixes Lessons 4 & 5 – derivations Lessons 6 & 7 – determining meaning Lesson 8 – identifying roots

Focused Approach

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Other Whip Around

RW1.4

Strategies

Give One, Get One Word Hunt

Additional Resources

English from the Roots Up – Volume I & Volume II CORE Vocabulary Handbook p76-83 – Morphemic Analysis p125-128 – Word-Part Clues: Roots p164-165 – Word Histories and Origins p172-175 – Latin and Greek Number Words The Reading Teacher’s Book of Lists p117-121 List 34 – Greek and Latin Roots p123 List 36 – -Ology Word Family p124 List 37 – -Phobia and –Philia Word Families Reader’s Handbook by Great Source p563-565 Greek and Latin Roots (list) All Write by Great Source p266-270 Roots (list)

Websites

http://www.fcrr.org/Curriculum/studentCenterActivities.htm Florida Center for Reading Research: 4th & 5th Grade Student Center Activities – Advanced Phonics & Fluency AP.016 Affix Sort 4th & 5th Grade Student Center Activities – Vocabulary & Comprehension V.009 Affix Concentration V.010 Meaningful Affixes V.011 Word Dissect V.012 Make It Meaningful V.013 Affix Game V.014 Rooting for Meaning! V.015 Getting to the Root of It V.016 Root-O! V.017 http://teacher.scholastic.com/activities/athens_games/gameGreekToMe.htm It’s Greek to Me

https://dwemail.acsd.k12.ca.us/exchweb/bin/redir.asp?URL=http://www.fcrr.org/Curriculum/studentCenterActivities.htm

http://teacher.scholastic.com/activities/athens_games/gameGreekToMe.htm

5th Grade Power Standard: RW1.5 Understand and explain the figurative and metaphorical use of words in context.

Deconstructed Standard Understand the figurative use of words in context.

Explain the figurative use of words in context.

Understand the metaphorical use of words in context.

Explain the metaphorical use of words in context.


4th Grade RW1.2 Apply knowledge of word origins, derivations, synonyms, antonyms, and idioms to determine the meaning of words and phrases. 4th Grade RL3.5 Define figurative language and identify its use in literary works. 5th Grade RL3.5 Describe the function and effect of common literary devices. 6th Grade RW1.2 Identify and interpret figurative language and words with multiple meanings.

Prerequisite Skills

Define figurative language. Identify figurative language.

Vocabulary

idioms figurative hyperbole metaphorical personification phrase simile metaphor onomatopoeia

Questioning Stems

Read this sentence from paragraph #. (sentence in box) The author uses the phrase _________ to show that __________. Read this part of a sentence from the last paragraph of the story. (sentence in box)

The phrase “________” means that (character) ________________. Read the following sentence. (sentence in box) The phrase ________ means that ____________. In paragraph #, the author writes that the (character) were “(phrase)” to show that ____________. To access the most recent CST Released Test Items click on the following link: http://www.cde.ca.gov/ta/tg/sr/documents/cstrtqela5.pdf

RW1.5


5th Grade Power Standard: RW1.5 Understand and explain the figurative and metaphorical use of words in context.


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1

Nature’s Fury




UA Box/Similies-T43 UA Box/Idioms-T45 Using Sensory Language-T53C Vocabulary Activities: UA Box/Vocabulary Expansion- R17

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Extra Support HB English Learner HB --

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2



both determination

and risk)

Supporting Comprehension-T142, T146, T148 Teacher’s Note-T159V UA Box- Key Concepts and Vocabulary- T155, Language Development-T192, T198, T215 Idioms-T168, T220 Similes-T175 Figurative Language-T199

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3

Voices of the


of the American


UA Box Idioms-T272 Figurative Language-T294, T303 ELL-T289J-T289N Responding Think About the Selection-T304 Expanding Your Vocabulary Box- Similies-T309J

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4

Person to Person



UA Box ELL-T340B, T349 Idioms-T357 Building Vocabulary-T385 Similies-T435 Teacher’s Note: Vocabulary-T392H

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p171 Analogies


5



have seen many

travelers)

Launching the Theme Using the Theme Opener-T462K UA Box: Figurative Language-T524 Writer’s Craft-T561

p60 #3 Visual Poetry p61 #7 Letter is to Number p61 #10 A Sioux Saying

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p233 Dictionary: Idioms and Run-on Entries


6


close encounters)

Revisiting the Text Box: Imagery and Figurative Language- T622 Supporting Comprehension-T664 Vocabulary Skills: Dictionary; Idioms and Run-On Entries-T671I-J P76 Day 2 #4

Wilderness Analogies

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RW1.5 Understand and explain the figurative and metaphorical use of words in context.


Unit 5: A New Nation Chapter 14—Lesson 3: p490 Vocabulary Strategy (metaphors)

Science

Unit C: Weather & the Solar System Chapter 6—Lesson 4: p218 Vocabulary Strategy

Thinking Maps



Sort Tea Party Stand Up/Sit Down

Qwizdom

Lesson 1 – determining meaning Lesson 2 – choose the best expression Lesson 3 – idioms: determining meaning Lesson 4 – idioms, similes, & metaphors: choose the best expression Lesson 5 – similes: complete the similes Lesson 6 – metaphors: what is being compared

Focused Approach

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Other Strategies

Whip Around Give One, Get One Word Hunt


CORE Vocabulary Handbook p168-171 – Animal Idioms p183-185 – Five-Senses Simile Web The Reading Teacher’s Book of Lists p241 List 85 – Similes p242 List 86 – Metaphors Reader’s Handbook by Great Source p312-313 Recognize Figurative Language p330 Alliteration p336 Metaphor p338 Onomatopoeia

RW1.5


RW1.5

p339 Personification p342 Simile p334 Idioms Clue Me In novels

Websites

http://www.fcrr.org/Curriculum/studentCenterActivities.htm Florida Center for Reading Research: 4th & 5th Grade Student Center Activities – Vocabulary & Comprehension V.033 Analogy Soccer V.034 Pun Fun http://languagearts.pppst.com/index.html Language Arts at pppst.com


http://languagearts.pppst.com/index.html

5th Grade Power Standard: RC2.1 Understand how text features (e.g., format, graphics, sequence, diagrams, illustrations, charts, and maps) make information accessible and usable.

Deconstructed Standard Understand how text features make information accessible.

Understand how text features make information usable.


Kindergarten RC2.1 Locate the title, table of contents, name of author, and name of illustrator. 2nd Grade RC2.1 Use title, table of contents, and chapter headings to locate information in expository text. 3rd Grade RC 2.1 Use titles, table of contents, chapter headings, glossaries, and indexes to locate information in text. 6th Grade RC 2.1 Identify the structural features of popular media (e.g., newspapers, magazines, online information) and use the features to obtain information.

Prerequisite Skills

Identify text features and their purpose.

Vocabulary text timeline text features quotation marks information paragraphs accessible usable

Questioning Stems

The timeline helps the reader to ___________. Why are the words “______” and “______” written in quotation marks in paragraphs ___ and ___? According to the timeline, in which year did ________ ____________. To access the most recent CST Released Test Items click on the following link: http://www.cde.ca.gov/ta/tg/sr/documents/cstrtqela5.pdf

RC2.1




RC2.1 Understand how text features (e.g., format, graphics, sequence, diagrams, illustrations, charts, and maps) make information accessible and usable.


Unit 1: Native Peoples of North America Chapter 1—Lesson 1: p61 Chart & Graph Skills (timelines) Unit 2: Exploration and Colonization Chapter 3—Lesson 1: p129, 144 Sequence or Events (sequence) Chapter 3—Lesson 2: p141 Map & Globe Skills (latitude/longitude maps) Chapter 4—Lesson 1: p150, 152 Sequence of Events (sequence) Unit 3: The English Establish 13 Colonies Chapter 6—Lesson 2: p228 Sequence of Events (sequence) Chapter 8—Lesson 2: p276, 308 Sequence of Events (sequence) Unit 4: The Struggle for North America Chapter 10—Lesson 1: p338, 340 Sequence of Events (sequence) Chapter 10—Lesson 2: p342, 346 Sequence of Events (sequence) Chapter 11—Lesson 3: p378 Sequence of Events (sequence) Chapter 12—Lesson 1: p390 Sequence of Events (sequence) Chapter 12—Lesson 2: p400, 416 Sequence of Events (sequence) Unit 5: A New Nation Chapter 13—Lesson 2: p448 Sequence of Events (sequence) Chapter 13—Lesson 2: p452 Chart & Graph Skills (line & circle graphs) Chapter 13—Lesson 4: p460 Sequence of Events (sequence) Chapter 14—Lesson 1: p476 Sequence of Events (sequence) Chapter 14—Lesson 2: p486 Sequence of Events (sequence) Unit 6: The Nation Expands Chapter 15—Lesson 2: p524 Map & Globe Skills (maps) Chapter 15—Lesson 3: p526 Sequence of Events (sequence) Chapter 16—Lesson 2: p556, 558 Sequence of Events (sequence) Chapter 16—Lesson 3: p562 Sequence of Events (sequence) Unit 7: The American People, Then and Now Chapter 17—Lesson 2: p596 Sequence of Events (sequence) Chapter 18—Lesson 1: p616 Map & Globe Skills (time zone maps) In addition to these explicit lessons, social studies text is appropriate for integration purposes.

Science

Unit C: Weather & the Solar Systems Chapter 6—Lesson 1: p184 Vocabulary Strategy (graphics) In addition to these explicit lessons, science text is appropriate for integration purposes.

Thinking Maps

Tree Map Circle Map

RC2.1


RC2.1


Sort Stand Up/Sit Down

Qwizdom

Informational Materials – Lessons 1-4 Illustrations and Maps – Lessons 1-4 Maps, Charts, Diagrams Maps and Images Diagrams

Focused Approach

Function Tools 3.55-3.56 Analyzing Text Organization 2-6

Other Strategies

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Reader’s Handbook by Great Source p481-483 Draw Conclusions from Charts, Tables, and Maps

Websites

http://www.fcrr.org/Curriculum/studentCenterActivities.htm Florida Center for Reading Research: 4th & 5th Grade Student Center Activities – Vocabulary & Comprehension C.014 Text Feature Find


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4

Person to Person



Launching the Theme: Using the Theme Opener-T336K UA ELL Box-T359, T386, T390,T409 UA Box Classroom Management-T360, T434 Inferring the Main Idea-T412 Leveled Readers: Guided Preview: The Junior ThunderLord-T365I Where the Flame Trees Bloom- T365M Preparing to Read: Connecting to the Theme-T366A, 392K Revisiting the Text Box: Photographs and Captions-T390 Spiral Review: Comprehension: Text Organization; Cause& Effect-T391Q Art Link How to Read a Magazine Article- T410 Revisiting the Text Box: Layout and Design-T412 Reader’s Library: Previewing the Text- Something for Everyone-R2 Pretty Cool, for a Cat-R4 Trevor from Trinidad-R6 Upstate Autumn-R8 Comprehension Skills: Challenge/Extension – Make Inferences from Images-R17

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Extra Support HB English Learner HB 5



have seen many

travelers)

Launching the Theme Using the Theme Opener-T462K Preparing to Read-T468A UA Box ELL-T487 Classroom Management-T488, T516, T544 Discussing Details-T489 Disaster Alert-T505 Writing Support-T542 Summerizing-T557

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p198 Map Words

RC2.1 Bold items indicate lessons that explicitly teach this power standard.

Classroom Mgmt HB Challenge HB Art Link: How to Look at Fine Arts-T488-491 Revisiting the Text Box: Identifying Details and Techniques- T490 Viewing Illustrations-T539 Observing Photographs-T546 Leveled Books: Guided Preview: Meet the Wards on the Oregon Trail-T495I Children of the Wild West-T495K High Elk’s Treasure-T495M Wrapping Up Segment 2: Comprehension/Critical Thinking- T513 Social Studies Link: How to Read a Social Studies Article-T516-517 Supporting Comprehension-T524 Reader’s Library: Previewing the Text: Shell-Flower-R2 Journey to a Free Town-R4 America; A Dream-R8 Challenge/Extension: Making Judgments About Images- R15 Writing Activities: Write a Photo Essay-R35

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close encounters)

Launching the Theme: Using the Theme Opener-T594K Preparing to Read: Connecting to the Theme-T600A, T626A UA Box: ELL-T600A, T643 Classroom Management-T644 Leveled Books: Dolphin Adventure-T625I To the Top of the World: Adventures with Artic Wolves- T625M

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Classroom Mgmt HB Challenge HB Technology Link: How to Read a Technology Article- T644 Career Link: How to Categorize Information- T668 Listening/Speaking/Viewing: Viewing for Information and Details-T671O-P Reader’s Library: The Hyrax of Top-Knot Island-R2 Saving Sea Turtles-R4 Kat the Curious-R6 Challenge/Extension: Visual Literacy-R9 Social Studies: Taking the Tamarins Home-R11 Cross-Curricular Activities: Art: Photography-R29

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RC2.1 Understand how text features (e.g., format, graphics, sequence, diagrams, illustrations, charts, and maps) make information accessible and usable.


Unit 1: Native Peoples of North America Chapter 1—Lesson 1: p61 Chart & Graph Skills (timelines) Unit 2: Exploration and Colonization Chapter 3—Lesson 1: p129, 144 Sequence or Events (sequence) Chapter 3—Lesson 2: p141 Map & Globe Skills (latitude/longitude maps) Chapter 4—Lesson 1: p150, 152 Sequence of Events (sequence) Unit 3: The English Establish 13 Colonies Chapter 6—Lesson 2: p228 Sequence of Events (sequence) Chapter 8—Lesson 2: p276, 308 Sequence of Events (sequence) Unit 4: The Struggle for North America Chapter 10—Lesson 1: p338, 340 Sequence of Events (sequence) Chapter 10—Lesson 2: p342, 346 Sequence of Events (sequence) Chapter 11—Lesson 3: p378 Sequence of Events (sequence) Chapter 12—Lesson 1: p390 Sequence of Events (sequence) Chapter 12—Lesson 2: p400, 416 Sequence of Events (sequence) Unit 5: A New Nation Chapter 13—Lesson 2: p448 Sequence of Events (sequence) Chapter 13—Lesson 2: p452 Chart & Graph Skills (line & circle graphs) Chapter 13—Lesson 4: p460 Sequence of Events (sequence) Chapter 14—Lesson 1: p476 Sequence of Events (sequence) Chapter 14—Lesson 2: p486 Sequence of Events (sequence) Unit 6: The Nation Expands Chapter 15—Lesson 2: p524 Map & Globe Skills (maps) Chapter 15—Lesson 3: p526 Sequence of Events (sequence) Chapter 16—Lesson 2: p556, 558 Sequence of Events (sequence) Chapter 16—Lesson 3: p562 Sequence of Events (sequence) Unit 7: The American People, Then and Now Chapter 17—Lesson 2: p596 Sequence of Events (sequence) Chapter 18—Lesson 1: p616 Map & Globe Skills (time zone maps) ** This standard can be applied to all text features found within the curriculum. **

Science

Unit C: Weather & the Solar Systems Chapter 6—Lesson 1: p184 Vocabulary Strategy (graphics) ** This standard can be applied to all text features found within the curriculum. **

Thinking Maps

Tree Map Circle Map

RC2.1


RC2.1



Qwizdom

Informational Materials – Lessons 1-4 Illustrations and Maps – Lessons 1-4 Maps, Charts, Diagrams Maps and Images Diagrams

Focused Approach

Function Tools 3.55-3.56 Analyzing Text Organization 2-6

Other Strategies

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Reader’s Handbook by Great Source p481-483 Draw Conclusions from Charts, Tables, and Maps

Websites

http://www.fcrr.org/Curriculum/studentCenterActivities.htm Florida Center for Reading Research: 4th & 5th Grade Student Center Activities – Vocabulary & Comprehension C.014 Text Feature Find


5th Grade Power Standard: RC2.3 Discern main ideas and concepts presented in texts, identifying and assessing evidence that supports those ideas.

Deconstructed Standard Discern main ideas presented in texts.

Discern concepts presented in texts.

Identify evidence that supports main ideas presented in texts.

Assess evidence that supports main ideas presented in texts.


2nd Grade RC2.5 Restate facts and details in the text to clarify and organize ideas. 3rd Grade RC2.5 Distinguish the main idea and supporting details in expository text. 6th Grade RC2.3 Connect and clarify main ideas by identifying their relationships to other sources and related topics.

Prerequisite Skills

Identify the main idea and supporting details in text.

Vocabulary

main idea passage concept paragraphs text evidence support

Questioning Stems

What is the main idea of this passage? This poem is mainly about ____________. Why did the author include paragraph ___ in the passage? In paragraph ____, the author shows how _____________. To access the most recent CST Released Test Items click on the following link: http://www.cde.ca.gov/ta/tg/sr/documents/cstrtqela5.pdf

RC2.3


5th Grade Power Standard: RC2.3 Comprehension and Analysis of Grade-Level Appropriate Text: Discern main ideas and concepts presented in texts, identifying and assessing evidence that supports those ideas.


p.26-27 Skill Focus: Writing-Adding Details p32-33 Text Organization p36-37 Categorize and Classify p42-43 Categorize and Classify

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1

Nature’s Fury




Teacher Read Aloud: The Wreck of the E.S. Newman- T24A-25B Making Waves-T82G-J UA Box- Previewing the Text-T29, Demonstration-T30, ELL-T47 Supporting Comprehension-T30,T32, T34, T38, T40, T44-45, T58-74, T86-88 Science Link- How to Read a Science Article- T48-51 Comprehension Skill; Categorize and Classify-T83C Responding Identifying Cause & Effect-T100 Folktale Link How to Read a Folktale-102-105 Readers Library- Supporting the Reading- Riding Out the Storm-R2 White Dragon: Anna Allen in the Face of Danger-R4 Floods-R6 Reteaching- Text Organization-TR10 Focus on Tall Tales- Paul Bunyan- TF113 Sally Ann Thunder-F124

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Extra Support HB English Learner HB p58-59 Story Structure p64-65 Story Structure p78-79 Topic, Main Idea, and Supporting Details p84-85 Topic, Main Idea, and Supporting Details

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2



both determination

and risk)

Supporting Comprehension-T140, T222 Purpose Setting-T144, T216 Social Studies Link: How to Read a Map-T154-157 UA Box Key Concepts and Vocabulary-T155 Main Idea-T186 Responding: Connecting/Comparing-T202 Topic, Main Idea and Supporting Details- T224 Social Studies Link- How to Skim and Scan-T204-205 Comprehension Skill- Topic, Main Idea, and Supporting Details-T209C Revisiting the Text Box: Topic, Main Idea, and Supporting Details-T221 Science Link: How to Use Text Organization- T226-229 Comprehension Skill- Topic, Main Idea, and Supporting Details-T229A-B Reader’s Library: Topic/Main Idea & Responding Buck Leonard-R8-9 Reteaching- Topic, Main Idea and Details-R16

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3

Voices of the


of the American


Supporting Comprehension-T264-276, T316-326 Responding Think About the Selection-T280, T304, T328 Music Link:Yankee Doodle-T282-285 Comprehension Skill Author’s Viewpoint-T285A-B Revisiting the Text Box Topic, Main Idea, Supporting Details-T315 Reader’s Library:Previewing the Text: Bunker’s Cove-R2 The Drummer Boy-R4

-- --


Extra Support HB English Learner HB p132-133 Noting Details p138-139 Noting Details p142-143 Compare and Contrast p148-149 Compare and Contrast p152-153 Making Inferences p158-159 Making Inferences

--


4

Person to Person



Responding: Think About the Selection- T358, T386, T432 Reading Writing Workshop: A Personal Narrative-T365 Comprehension Skill Focus: Noting Details-T367C Revisiting the Text Box: Noting Details-T377 UA Box Extra Support: Identifying Key Details-T389 Comprehension/Critical Thinking- T 391 Comprehension Skills: Noting Details-T391A-B Spiral Review: Comprehension: Text Organization; Cause& Effect- T391Q Teacher Read Aloud: Getting Even with Glover- T392G-H Art Link: How to Read a Magazine-T410-413 Poetry Link: How to Read a Poem-T436-437

-- --

Extra Support HB English Learner HB p164-165 Drawing Conclusions p170-171 Drawing Conclusions p194-195 Story Structure p200-201 Story Structure

--


5



have seen many

travelers)

Responding: Connecting/Comparing-T486 Summaring-T564 Supporting Comprehension-T526-528, T532-534 Career Link: How to Use the SQP3R Strategy- T544-547 UA Box: Classroom Management-T544, T566 Social Studies Link: How to Take Notes-T566-569 Reader’s Library: Previewing the Text: Journey to a Free Town-R4 America; A Dream-R8

--

--



Extra Support HB English Learner HB p206-207 Making Generalizations p212-213 Making Generalizations p216-217 Topic, Main Idea, and Supporting Details p222-223 Topic, Main Idea, and Supporting Details p226-227 Drawing Conclusions p232-233 Drawing

--


6


close encounters)

Revisiting the Text Box: Topic, Main Idea, and Supporting Details-T611, T631 UA Box: ELL: Main Idea-T612, T656 Responding: Discuss and Write-T618, T642, T666 Spiral Review: Noting Details-T623Q Leveled Books: Dolphin Adventure-T625I The Tarantula in My Purse and 172 Other Wild Pets-T625K To the Top of the World: Adventures with Artic Wolves- T625M Teacher Read Aloud: Nunavut-T625U-V Reading Strategy: Monitor/Clarify-T627B Comprehension Skill: Topic, Main Idea, and Supporting Details-T627C, T647A-B Reading Segment 1: Reinforcing Comprehension and Strategies-T629 Supporting Comprehension-T654 Career Link: How to Categorize Information- T668-671 Reader’s Library: The Hyrax of Top-Knot Island-R2 Saving Sea Turtles-R4 Kat the Curious-R6 Reteaching: Topic, Main Idea, and Details- R10

-- --



RC2.3 Discern main ideas and concepts presented in texts, identifying and assessing evidence that supports those ideas.


Unit 1: Native Peoples of North America Part 1 Overview: p6 Reading Strategy (identify main idea & details) Unit Opener: p52 Reading Social Studies (identify main idea & details) Chapter 1—Lesson 1: p56 Reading Strategy (identify main idea & details) Chapter 1—Lesson 3: p68 Reading Strategy (identify main idea & details) Chapter 2—Lesson 1: p76 Reading Strategy (identify main idea & details) Chapter 2—Lesson 3: p94 Reading Strategy (identify main idea & details) Unit 2: Exploration and Colonization Chapter 3—Lesson 1: p130 Study Guide (main idea & detail graphic organizer) Chapter 4—Lesson 3: p170 Study Guide (main idea & detail graphic organizer) Chapter 5—Lesson 1: p186, 200 Reading Strategy (identify main idea & details) Unit 3: The English Establish 13 Colonies Unit Opener: p216 Reading Social Studies (summarize) Chapter 6—Lesson 1: p220 Reading Strategy (summarize) Chapter 6—Lesson 1: p224 Study Guide (identify main idea & details graphic organizer) Chapter 6—Lesson 3: p234 Reading Strategy (identify main idea & details) Chapter 7—Lesson 1: p246 Reading Strategy (summarize) Chapter 7—Lesson 2: p252 Reading Strategy (identify main idea & details) Chapter 8—Lesson 1: p272 Reading Strategy (summarize) Chapter 8—Lesson 2: p278 Study Guide (identify main idea & details graphic organizer) Chapter 8—Lesson 3: p282 Reading Strategy (summarize) Chapter 9—Lesson 1: p292 Reading Strategy (summarize) Chapter 9—Lesson 2: p298 Reading Strategy (summarize) Chapter 9—Lesson 3: p306 Reading Strategy (identify main idea & details) Chapter 9—Lesson 4: p312 Reading Strategy (summarize) Unit 4: The Struggle for North America Chapter 10—Lesson 2: p344 Study Guide (identify main idea & details) Chapter 11—Lesson 2: p374 Study Guide (identify main idea & details) Chapter 11—Lesson 3: p380 Study Guide (identify main idea & details) Chapter 12—Lesson 2: p404 Study Guide (identify main idea & details) Unit 5: A New Nation Chapter 13—Lesson 1: p440 Study Guide (identify main idea & details) Chapter 13—Lesson 2: p446 Reading Strategy (summarize) Chapter 13—Lesson 3: p454 Reading Strategy (identify main idea & details)

RC2.3


Chapter 13—Lesson 4: p458 Reading Strategy (summarize) Chapter 13—Lesson 5: p466 Reading Strategy (summarize) Chapter 14—Lesson 2: p484 Study Guide (identify main idea & details) Chapter 14—Lesson 3: p490 Reading Strategy (identify main idea & details) Chapter 14—Lesson 3: p492 Study Guide (identify main idea & details) Unit 6: The Nation Expands Chapter 15—Lesson 2: p520 Reading Strategy (identify main idea & details) Chapter 15—Lesson 4: p536 Reading Strategy (summarize) Chapter 16—Lesson 1: p550 Study Guide (identify main idea & details) Unit 7: The American People, Then and Now Chapter 19—Lesson 2: p644 Study Guide (identify main idea & details) Chapter 19—Lesson 3: p650 Reading Strategy (summarize) In addition to these explicit lessons, social studies text is appropriate for integration purposes.

Science

Unit A: Systems in Living Things Chapter 1—Lesson 3: p26 Reading Skill Chapter 3—Lesson 2: p82 Reading Skill Unit B: Water on Earth Chapter 4—Lesson 2: p122 Reading Skill Chapter 5—Lesson 3: p164 Reading Skill Unit C: Weather and the Solar Systems Chapter 6—Lesson 3: p206 Reading Skill Chapter 7—Lesson 2: p246 Reading Skill Unit D: Elements and their Combinations Chapter 8—Lesson 1: p288 Reading Skill Chapter 9—Lesson 1: p324 Reading Skill Chapter 9—Lesson 2: p336 Reading Skill Chapter 10—Lesson 1: p360 Reading Skill Chapter 10—Lesson 4: p388 Reading Skill In addition to these explicit lessons, science text is appropriate for integration purposes.

Thinking Maps

Tree Map Flow Map


Quick Write Double-Entry Journal

Qwizdom

Main Idea – Lessons 1-8

Focused Approach

Function Tools 3.25-3.26 Identifying Topic, Main Idea, & Supporting Details K-6

RC2.3


RC2.3

Other Strategies

Reciprocal Teaching (RT) Question-Answer Relationship (QAR)


Reader’s Handbook by Great Source p43-48 Reading Paragraphs p206 Main Idea p162-163 Read for the Main Idea Clue Me In novels

Websites

http://www.fcrr.org/Curriculum/studentCenterActivities.htm Florida Center for Reading Research: 4th & 5th Grade Student Center Activities – Vocabulary & Comprehension C.015 Detail Delight C.017 Main Idea Mania C.018 What’s the Big Idea? http://languagearts.pppst.com/index.html Language Arts at pppst.com



RC2.4

5th Grade Power Standard: RC2.4 Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge.

Deconstructed Standard Draw inferences about text.

Support inferences with textual evidence.

Support inferences with prior knowledge.

Draw conclusions about text.

Support conclusions with textual evidence.

Support conclusions with prior knowledge.

Draw generalizations.

Support generalizations with textual evidence.

Support generalizations with prior knowledge.


Kindergarten RC2.3 Connect to life experiences the information and events in texts. 1st Grade RC2.6 Relate prior knowledge to textual information. 3rd Grade RC2.2 Ask questions and support answers by connecting prior knowledge with literal information found in, and inferred from, the text. 4th Grade RC2.3 Make and confirm predictions about text by using prior knowledge and ideas presented in the text itself, including illustrations, titles, topic sentences, important words, and foreshadowing clues. 6th Grade RC2.6 Determine the adequacy and appropriateness of the evidence for an author’s conclusions. 6th Grade RC2.8 Note instances of unsupported inferences, fallacious reasoning, persuasion, and propaganda in text.

Prerequisite Skills Connect prior knowledge to text.

Vocabulary inferences passage conclusions nonfiction generalizations purpose text prior knowledge textual evidence

Questioning Stems Based on the passage, why were __________? In this nonfiction passage, the author mainly ________________. The purpose of __________(organization from text) was to ____________. Which of the following questions, if asked in the story, would most increase __________? To access the most recent CST Released Test Items click on the following link: http://www.cde.ca.gov/ta/tg/sr/documents/cstrtqela5.pdf


5th Grade Power Standard: RC2.4 Comprehension and Analysis of Grade-Level Appropriate Text: Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge.


--

--


1

Nature’s Fury




Reading Strategy-Predict/Infer- T27B Supporting Comprehension- T29-45 T58-60; T86-98 Wrapping up Segment 2-T74-75 Responding Drawing Conclusions-T76 Making Inferences-T100 UA Box- Strategy Modeling-T31, T38 Previewing the Text-T85 Making Inferences About Folktale Characters-T103 ELL-R3 Science Link: How to Read a Science Article- T48-51 Reading as a Writer-T53 Leveled Readers Previewing the Text If You Lived at the Time of the Great San Francisco Earthquake-T53I Drylongso-T53K Hurricanes: Earth’s Mightiest Storms-53M Teacher Read Aloud: Hurricanes: Weather at its Wildest- T53U-X Career Link: How to Read a Sequence Chart- Activation Prior Knowledge-T79-81 Folktale Link: How to Read a Folktale-T102-105 Skill Reminder Box-T105Q Reader’s Library-Previewing the text- Riding Out The Storm-R2 Floods-R6 Focus On Tall Tales- Paul Bunyan-F118 Sally Ann Thunder-F120, F122,F124

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Extra Support HB English Learner HB p58-59 Story Structure p64-65 Story Structure p68-69 Predicting Outcomes p74-75 Predicting Outcomes p78-79 Topic, Main Idea, and Supporting Details p84-84 Topic, Main Idea, and Supporting Details

--


2



both determination

and risk)

Reading Segment 1 or 2: Purpose Setting/Journal Writing-T139, T163, T172, T185, T195, T211 Supporting Comprehension-T140, T148, T150-151, T164,T166, T170, T198, T200, T212, T218 UA Box-T142, T144, T163, T170, T172, T188, T193, T194-195, T210-211, T216 Wrapping Up Segment 1or 2: Review Predictions/Purpose/ Comprehension/Critical Thinking: T143, T171, T175, T194, T201, T215, T223 Responding: Drawing Conclusions-T152, T202 Making Judgements-T176, Social Studies Link: How to Read a Map-T154-157 Leveled Books Supporting the Reading- Supergrandpa-T159I Teacher Read Aloud- The Great Wheels Race-T159U-V Revisiting the Text Box- Predicting Outcomes-T169, T193 Making Inferences-T191 Technology Link How to Read a Time Line- T178-181 Reading Strategy: Predict/Infer-T183B-C Student Modeling-T198 Social Studies Link: How to Skim and Scan-T204-207 Comprehension Skills: Predicting Outcomes-T207A-B Science Link: How to Use Text Organization- T226-229 Reader’s Library: Previewing the Text: Meet Yo-Yo Map-R2 Victor Sews-R4 Falling Off a Log-R6 Buck Leonard-R8

-- --


Extra Support HB English Learner HB p90-91 Author’s Viewpoint p96-97 Author’s Viewpoint

--


3

Voices of the


of the American


Teacher Read Aloud Paul Revere’s Ride-T258A-259B A Poundcake for a General-T289U-Z Flag Facts-T309Y-Z Reading Segment 1 Purpose Setting-T263, T293 Supporting Comprehension-T264-278, T296-302, T314-327 Revisiting the Text Box- Making Generalizations-T277 Wrapping Up Segment 2 Review Predictions/Purpose- T279,T303 Responding Think About the Selection-T280, T304, T328 Music Link Yankee Doodle-T282-285 Leveled Readers Previewing the Text-T289I-M UA Box Literature Discussion-T298 Making Predictions-T299 Extra Support-Previewing the Text- T300 Primary Sources Link How to Read Primary Sources- T306-307 Social Studies Link Games of Young America:T330-333 Reader’s Library: Previewing the Text: Bunker’s Cove-R2 The Drummer Boy-R4 Deborah Sampson-R6

-- --


Person to Person



Reading Strategy: Strategy Focus- Predict/Infer: 343B, 356 Evaluate-T415B Comprehension Skill Focus: Making Inferences-T415C, T437A-B Reading Segment 1: Purpose Setting-T345, T369, T417 UA Box Extra Support: Previewing the Text-

p132-133 Noting Details p138-139 Noting Details p142-143 Compare and Contrast p148-149 Compare and Contrast p152-153 Making Inferences

--


p158-159 Making Inferences Classroom Mgmt HB Challenge HB

T345, T369, T380, T394, T401, T417 Strategy Modeling-T348 Supporting Comprehension-T348-357, T374, T384, T396-406,T418-430 Revisiting the Text Box: Drawing Conclusions-T349 Making Inferences-T397, T423 Responding: Think About the Selection-T358, T386, T408, T432 Social Studies Link How to Read A News Article- Activating Prior Knowledge- T360-363 Spiral Review: Predicting Outcomes-T363Q Leveled Readers: Guided Preview: The Junior ThunderLord-T365I Frindle-T365K Where the Flame Trees Bloom- T365M Teacher Read Aloud: Generations Together-T365U Getting Even with Glover- T392G-H The Blue Darter-T414G-H Wrapping Up Segment 1 Preview Predictions/Purpose-T379 Reading Segment 2 Purpose Setting-T380, T425 Wrapping Up Segment 2 ReviewPredictions/Purpose-T385, T407, T431 Comprehension/Critical Thinking- T385,T407, T425 Poetry Link: How to Read a Poem-T434-435 Reader’s Library: Something for Everyone-R2 Trevor from Trinidad-R6 Upstate Autumn-R8 Comprehension Skills: Making Inferences:Reteaching-R16 Comprehension Skills: Challenge/Extension – Make Inferences from Images-R17

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Extra Support HB English Learner HB p164-165 Drawing Conclusions p170-171 Drawing Conclusions p184-185 Making Judgments p190-191 Making Judgments p194-195 Story Structure p200-201 Story Structure

--


5


(The trails to and across

the U.S. have seen

many travelers)

Teacher Read Aloud: Activate Prior Knowledge- Art of the Needle and Loom- T466A-467B The Gold Rush-T495U Dakota Dugout-T519Y-Z This Shakespeare Fella-T548G Reading Strategy: Predict/Infer-T469B Comprehension Skill: Drawing Conclusions-T469C, T491A-B Reading Segment 1: Purpose Setting-T471, T551 Supporting Comprehension-T472-484, T500, T504-513, T524-541, T552-563 UA Box Strategy Modeling-T473, T475 A New Name-T483 Classroom Management-T544 Wrapping Up Segment 2: Review Predictions/Purpose-T485 Revisiting the Text Box: Drawing Conclusions-T483, T509 Predicting Outcomes-T503 Responding: Drawing Conclusions-T486, T542, T564 Discuss or Write-T514 Art Link: How to Look at Fine Art-T489 Leveled Books: Preparing to Read and Guided Reading: Meet the Wards on the Oregon Trail-T495I Children of the Wild West- T495K High Elk’s Treasure-T495M Social Studies Link: How to Read a Social Studies Article-T516-517 Preparing to Read: Connecting to the Theme-T520A Career Link: How to Use the SQP3R Strategy- T544-547

--

--


Reader’s Library: Shell-Flower-R2 Journey to a Free Town-R4 Zachary’s Ride-R6 America; A Dream-R8 Reteaching: Drawing Conclusions-R10

Extra Support HB English Learner HB p206-207 Making Generalizations p212-213 Making Generalizations p216-217 Topic, Main Idea, and Supporting Details p222-223 Topic, Main Idea, and Supporting Details p226-227 Drawing Conclusions p232-233 Drawing Conclusions

--


6


close encounters)

Comprehension Skill: Making Inferences-T601C, T623A-B Drawing Conclusions-T649C, T671A-B Reading Segment 1: Purpose Setting-T603, T629 Supporting Comprehension: T604-616, T634-641, T654-665 Revisiting the Text Box: Making Generalizations-T615,T639 Drawing Conclusions-T657 Responding: Discuss and Write-T618, T642,T666 Poetry Link: How to Compare Poems-T620-623 Leveled Books: Dolphin Adventure-T625I The Tarantula in My Purse and 172 Other Wild Pets-T625K To the Top of the World: Adventures with Artic Wolves- T625M Teacher Read Aloud: Nunavut-T625U-V Giving Wildlife a Second Chance- T648G Technology Link: How to Read a Technology Article- T644-647 Reading Strategy: Summarize-T649B Career Link: How to Categorize Information- T668-671 Spiral Review: Comprehension: Making Inferences, Problem-Solving and Decision Making-T671Q

-- --



Reader’s Library: The Hyrax of Top-Knot Island-R2 Saving Sea Turtles-R4 Kat the Curious-R6 Reteaching: Making Generalizations-R8 Drawing Conclusions-R12 Challenge/Extension: Visual Literacy-R9



RC2.4 Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge.


Unit 1: Native Peoples of North America Part 1 Overview: p10 Reading Strategy (draw conclusions) Unit 6: The Nation Expands Unit Opener: p508 Reading Social Studies (draw conclusions) Chapter 15—Lesson 1: p512 Reading Strategy (draw conclusions) Chapter 16—Lesson 1: p548 Reading Strategy (draw conclusions) Unit 7: The American People, Then and Now Unit Opener: p584 Reading Social Studies (draw inferences) Chapter 17—Lesson 1: p588 Reading Strategy (draw inferences) Chapter 18—Lesson 1: p610 Reading Strategy (draw inferences) Chapter 18—Lesson 3: p626 Reading Strategy (draw inferences) Chapter 19—Lesson 1: p636 Reading Strategy (draw inferences) Chapter 19—Lesson 2: p642 Reading Strategy (draw conclusions) In addition to these explicit lessons, social studies text is appropriate for integration purposes.

Science

Unit C: Weather and the Solar Systems Chapter 6—Lesson 1: p187 Reading Skill (draw conclusions) Chapter 6—Lesson 1: p189 Reading Skill (draw conclusions) In addition to these explicit lessons, science text is appropriate for integration purposes.

Thinking Maps

Mulit-flow Map


Quick Write Double-Entry Journal

Qwizdom

Inferences – Lessons 1-4 Conclusions – Lesson 1 Support Responses – Lessons 1-3

Focused Approach

Function Tools 3.51-3.52 Drawing Conclusions Function Tools 3.53-3.54 Making Generalizations (2-6)

RC2.4


RC2.4

Other Strategies

Reciprocal Teaching (RT) Question-Answer Relationship (QAR) Whip Around


Reader’s Handbook by Great Source p36 Making Inferences p37 Making Conclusions p136-137 Making Inferences p137 Drawing Conclusions p447-448 Inference Questions p550 Inference Chart Clue Me In novels

Websites

http://www.fcrr.org/Curriculum/studentCenterActivities.htm Florida Center for Reading Research: 4th & 5th Grade Student Center Activities – Vocabulary & Comprehension C.028 More Incredible Inferences C.029 Inference Innovations C.037 Question Cards C.041 Strategies Game


RL3.4

5th Grade Power Standard: RL3.4 Understand that theme refers to the meaning or moral of a selection and recognize themes (whether implied or stated directly) in sample works.

Deconstructed Standard Understand that theme refers to the meaning of a selection.

Understand that theme refers to the moral of a selection.

Recognize implied themes in sample works.

Recognize directly stated themes in sample works.


3rd Grade RL3.4 Determine the underlying theme or author’s message in fiction and nonfiction text. 6th Grade RL3.6 Identify and analyze features of themes conveyed through characters, actions, and images.

Prerequisite Skills

Determine theme Determine author’s message

Vocabulary

theme statement meaning summarize moral main selection

Questioning Stems Which statement is a theme of this story? Which statement summarizes the main theme of the story? To access the most recent CST Released Test Items click on the following link: http://www.cde.ca.gov/ta/tg/sr/documents/cstrtqela5.pdf


5th Grade Power Standard: RL3.4 Narrative Analysis: Understand the theme refers to the meaning or moral of a selection and recognize themes (whether implied or stated directly) in sample works.


--

--


1

Nature’s Fury




Launching the Theme: Using the Theme Opener-T20K Teacher Read Aloud: Making Waves Connecting/Comparing-T82J UA Box: ELL- Building Background- T26A Bragging-F120

--

--


--


2



both determination

and risk)

Teacher Read Aloud- Baseball’s Hero With a Heart Activate Prior Knowledge- T134A-135B The Great Wheels Race-T159U-X Boys Invents Toys-T182G-J Barbara Jordan: A Powerful Voice for America-T208G-J Responding Connecting/Comparing-T152 Preparing to Read Connecting to the Theme-T160A

--

--


--


3

Voices of the


of the American


Teacher Read Aloud Paul Revere’s Ride-T258A-259B A Poundcake for a General- T289U-Z Preparing to Read Connecting to the Theme-T260A Responding Connecting/Comparing-T328

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--

RL3.4 Bold items indicate lessons that explicitly teach this power standard.


--


4

Person to Person



Launching the Theme: Theme Connections-T337A Teacher Read Aloud: Connecting to the Theme: Digby Perkin’s Secret Code- T340A, Generations Together-T365U-X Getting Even with Glover- T392G-J The Blue Darter-T414G-J Preparing to Read: Connecting to the Theme-T342A, T366A, 392K, T414K Responding: Comparing/Contrasting: Making Generalizations-T358, T408

-- --


--


5



the U.S. have seen

many travelers)

Launching the Theme Using the Theme Opener-T462K Theme Connections-463A Teacher Read Aloud: Activate Prior Knowledge- Art of the Needle and Loom- T466A-467B The Gold Rush-T495U-495X Dakota Dugout-T519Y-Z This Shakespeare Fella-T548G-J Preparing to Read: Connecting to the Theme-T496A, T548K Responding: Making Inferences-T514 Connecting/Comparing-T542 Social Studies Link: How to Take Notes-T566-569

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--


6


close encounters)

Launching the Theme: Theme Connections-T5995A, T626A Teacher Read Aloud: Intown Animals-T598A-599A Nunavut-T625U-V Giving Wildlife a Second Chance- T648G-J Responding: Connecting/Comparing-T642 Preparing to Read: Connecting to the Theme-T648K Reading Segment 1: Purpose Setting-T651

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RL3.4 Understand the theme refers to the meaning or moral of a selection and recognize themes (whether implied or stated directly) in sample works.


--

Science

--

Thinking Maps

--


Tea Party Final Word

Qwizdom

Understand and Recognize Themes – Lessons 1-4

Focused Approach

--

Other Strategies

Reciprocal Teaching (RT) Question-Answer Relationship (QAR) Whip Around


Reader’s Handbook by Great Source p239-241 Reading a Novel p267-274 Focus on Theme p280 Read for Theme p365 Questioning the Author p373-379 Focus On Theme p556 Theme Diagram Clue Me In novels

Websites

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RL3.4

5th Grade Power Standard: RL3.5 Describe the function and effect of common literary devices (e.g., imagery, metaphor, symbolism).

Deconstructed Standard Describe the function of common literary devices.

Describe the effect of common literary devices.


Kindergarten RW1.18 Describe common objects and events in both general and specific language. 2nd Grade RL3.4 Identify the use of rhythm, rhyme, and alliteration in poetry. 3rd Grade RL3.5 Recognize the similarities of sounds in words and rhythmic patterns (e.g., alliteration, onomatopoeia) in a selection. 4th Grade RL3.5 Define figurative language (e.g., simile, metaphor, hyperbole, personification) and identify its use in literary works. 5th Grade RW 1.5 Understand and explain the figurative and metaphorical use of words in context. 6th Grade RL3.7 Explain the effects of common literary devices (e.g., symbolism, imagery, metaphor) in a variety of fictional and non-fictional texts.

Prerequisite Skills

Use descriptive language. Identify and use rhyme and alliteration. Identify and define figurative language.

Vocabulary

function symbolism effect symbol common paragraph literary devices picture imagery metaphor

Questioning Stems

When __________, it is a symbol of __________________. The ________ at the end of the story will most likely be a symbol of ______________. The author uses imagery in the last paragraph of the story to help the reader picture ___________. To access the most recent CST Released Test Items click on the following link: http://www.cde.ca.gov/ta/tg/sr/documents/cstrtqela5.pdf

RL3.5


5th Grade Power Standard: RL3.5 Narrative Analysis: Describe the function and effect of common literary devices (e.g., imagery, metaphor, symbolism).


--

--


1

Nature’s Fury




Reading-Writing Workshop: Using Sensory Language-53C Vocabulary Activities: Vocabulary Expansion-R17

--

--


--


2



both determination

and risk)

Supporting Comprehension-T186; T188, T192, T196

--

--


--


3

Voices of the


of the American


UA Box Idioms-T272 Reading-Writing Workshop: A Story-T286 Supporting Comprehension-T294 Revisiting the Text Box: Author’s Viewpoint-T325

--

--


--


4

Person to Person



Poetry Link: How to Read a Poem-T434-435 UA Box Classroom Management-T434 Similies-T435 Revisiting the Text Box: Visual Images-T436

--

--




--


5



the U.S. have seen

many travelers)

Vocabulary Activities: Vocabulary Expansion-R23 Describing Words-R25

-- --


--


6


close encounters)

Revisiting the Text Box: Imagery and Figurative Language- T622 Poetry Link: How to Compare Poems-T620-623 UA Box: ELL-Understanding Personification- T652

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--



RL3.5 Describe the function and effect of common literary devices (e.g., imagery, metaphor, symbolism).


--

Science

--

Thinking Maps

Tree Map Circle Map Double Bubble Brace Map


Stand Up/Sit Down Sort Quick Write

Qwizdom

Literary Devices – Lessons 1-4

Focused Approach

--

Other Strategies

Reciprocal Teaching (RT) Question-Answer Relationship (QAR)


Reader’s Handbook by Great Source p294 Symbol p313-314 Note the Images in the Poem p335 Imagery p336 Metaphor. Clue Me In novels

Websites

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RL3.5

WS1.1

5th Grade Power Standard: WS1.1 Organization and Focus: Create multiple-paragraph narrative compositions:

a) Establish and develop a situation or plot b) Describe the setting c) Present an ending

Deconstructed Standard

Create multiple-paragraph narrative compositions that establish a situation.

Create multiple-paragraph narrative compositions that establish a plot.

Create multiple-paragraph narrative compositions that develop a situation.

Create multiple-paragraph narrative compositions that develop a plot.

Create multiple-paragraph narrative compositions that describe the setting.

Create multiple-paragraph narrative compositions that present an ending.


WS1.1 1st Grade WS1.1 Select a focus when writing. 3rd Grade WS1.1 Create a single paragraph. 4th Grade WS1.2 Create multiple-paragraph compositions. WS1.1a 1st Grade RL3.1 Identify and describe the elements of plot, setting, and character(s) in a story, as well as the story’s beginning, middle, and ending. WS1.2b Kindergarten WS1.1 Use letters and phonetically spelled words to write about experiences, stories, people, objects, or events.

Prerequisite Skills Maintain a focus when writing. Write a paragraph. Write a multiple-paragraph composition. Include a beginning, middle, and end. Identify plot, setting, and characters.

Vocabulary narrative setting essay plot introduction situation conclusion ending multiple-paragraph develop establish sum up

Questioning Stems Which sentence could Jasmine add at the end of paragraph # to help develop the situation? Which sentence could Jasmine add at the end of paragraph # to help summarize her essay? The setting of this essay is best described in the first sentence of which paragraph? Which sentence could best be added to the end of the second paragraph to help develop the plot of the story? Which sentence could best be added to the journal entry to better end the story? What is the setting for the story “________”? Which sentence in paragraph 1 establishes the topic? Which of these should the student add to the final paragraph to sum up the story? To access the most recent CST Released Test Items click on the following link: http://www.cde.ca.gov/ta/tg/sr/documents/cstrtqela5.pdf


5th Grade Power Standard: WS1.1 Organization and Focus: Create multiple-paragraph narrative compositions:

a) Establish and develop a situation or plot b) Describe the setting c) Present an ending


--

--


1

Nature’s Fury




Focus On Tall Tales- Write your own Tall Tale F128-129

-- --


--


2



both determination

and risk)

Challenge/Extension: Writing-Write a Fan Letter-R13

--

--


--


3

Voices of the


of the American


Writing Skills A Character Sketch-T285M-N Reading-Writing Workshop A Story-T286-289D

--

--


--


4

Person to Person



Reading-Writing Workshop: Personal Narrative-T365A-C -- --

WS1.1 Bold items indicate lessons that explicitly teach this power standard

WS1.1 Bold items indicate lessons that explicitly teach this power standard


--


5



have seen many

travelers)

Writing Skills: A Speech-T491M-N

--

--


--


6


close encounters)

UA Box: Challenge-A Bear Tale-T611 Challenge/Extension: Create an Illustrated Children’s Story-R11 Writing Activities: Write a Modern Fable-R27 --

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WS1.1


WS1.1 Organization and Focus: Create multiple-paragraph narrative compositions: a) Establish and develop a situation or plot b) Describe the setting c) Present an ending

Other Resources

Social Studies

Unit 6: The Nation Expands Unit Review, p575 (narrative) Unit 7: The American People, Then and Now Review The Big Idea, p658 (narrative)

Science

Unit A: Systems in Living Things Chapter 3—Lesson 2: p85 Writing Link (fictional narrative about digestion) Unit B: Water on Earth Chapter 5—Focus on Primary Source: p161 Writing Link (establishing setting in a mystery story) Chapter 5—Lesson 3: p166 Writing Link (narrative about shipwreck survivors) Unit D: Elements and their Combinations Chapter 9—Lesson 2: p339 Writing Link (fictional narrative about mysterious substance)

Thinking Maps

--


Picture Story Write-Around

Qwizdom

--

Focused Approach

--

Other Strategies

School Site Writing Program


The Reading Teacher’s Book of Lists p234-235 List 81 – Story Starters All Write by Great Source p33-35 Writing and Revising p132 Finding an Idea

Websites --

WS1.2

5th Grade Power Standard: WS1.2 Organization and Focus: Create multiple-paragraph expository compositions.

a. Establish a topic, important ideas, or events in sequence or chronological order. b. Provide details and transitional expressions that link one paragraph to another in a clear line

or thought. c. Offer a concluding paragraph that summarizes important ideas and details.

Deconstructed Standard

Create multiple-paragraph expository compositions that establish a topic.

Create multiple-paragraph expository compositions that establish important ideas.

Create multiple-paragraph expository compositions that establish events in sequence.

Create multiple-paragraph expository compositions that establish events in chronological order.

Create multiple-paragraph expository compositions that provide details. Create multiple-paragraph expository compositions that provide transitional expressions that link one paragraph to another in a clear line. Create multiple-paragraph expository compositions that provide transitional expressions that link one paragraph in a clear thought. Create multiple-paragraph expository compositions that offer a concluding paragraph that summarizes important ideas. Create multiple-paragraph expository compositions that offer a concluding paragraph that summarizes important details.

Task Analysis

Related Standards

WS1.2 1st Grade WS1.1 Select a focus when writing. 2nd Grade WS1.1 Group related ideas and maintain a consistent focus. 3rd Grade WS1.1 Create a single paragraph. 4th Grade WS1.2 Create multiple-paragraph compositions. 6th Grade WS1.2 Create multiple-paragraph expository compositions. WS1.2a 3rd Grade WS1.1a Develop a topic sentence. 4th Grade WS1.2a Provide an introductory paragraph. 4th Grade WS1.2b Establish and support a central idea with a topic sentence at or near the beginning

of the first paragraph. 4th Grade WS1.3 Use traditional structures for conveying information (e.g. chronological order,

cause and effect, similarity and difference, and posing and answering a question.) 6th Grade WS1.2a Engage the interest of the reader and state a clear purpose. 6th Grade WS1.2b Develop the topic with supporting details and precise verbs, nouns, and adjectives

to paint a visual image in the mind of the reader.

WS1.2

WS1.2b 3rd Grade WS1.1 Create a single paragraph. 3rd Grade WS1.1b Include simple supporting facts and details. 4th Grade WS1.2c Include supporting paragraphs with simple facts, details, and explanations. 6th Grade WS1.2b Develop the topic with supporting details and precise verbs, nouns, and adjectives

to paint a visual image in the mind of the reader. WS1.2c 4th Grade WS1.2d Conclude with a paragraph that summarizes the points. 6th Grade WS1.2c Conclude with a detailed summary linked to the purpose of the composition.

Prerequisite Skills Maintain a focus when writing. Write a paragraph. Write a multiple-paragraph composition. Write an introductory paragraph. Write paragraphs that support the central idea. Write a concluding paragraph.

Vocabulary

paragraph transitions multiple-paragraph transitional expressions expository link composition clear line of thought topic concluding paragraph details summarize sequence chronological order

Questioning Stems

If the student adds a concluding paragraph at the end of the report, it should __________. Read these sentences from paragraph #. (sentence in box) Which transitional word is best used at the beginning of the sentence “________” to link it to the previous two sentences? Which sentence in the conclusion summarizes the ideas in paragraph#? Which sentence should be added as the last sentence of the first paragraph to state the topic of the report? Which of these sentences should be added at the beginning of the # paragraph? Which sentence could best be added to improve the transition between the # and # paragraphs? Which sentence could best be added to the last paragraph to summarize the report? The student’s reports gives information about all of the following except ___________. Which sentence could the student best add to paragraph # to support the idea in the paragraph? Which sentence could best be added to conclude the journal entry? To access the most recent CST Released Test Items, click on the following link: http://www.cde.ca.gov/ta/tg/sr/documents/cstrtqela5.pdf


5th Grade Power Standard: WS1.2 Organization and Focus: Create multiple-paragraph expository compositions

1) Establish a topic, important ideas, or events in sequence or chronological order 2) Provide details and transitional expressions that link one paragraph to another in a clear line

or thought. 3) Offer a concluding paragraph that summarizes important ideas and details.

Houghton Mifflin Language Arts

Theme Teacher’s Edition Extra Support HB English Learner HB --

p27 Adding Details


1

Nature’s Fury




Writing Skills- A News Article-T51M-N- A Response to a Prompt-T81M-N A Paragraph of Information- T105M-N Reading-Writing Workshop-A Description-T52-53D Spiral Review- Following Directions-T81Q UA Box- Writing Support-T100 Reteaching- Sequence of Events-TR8-9 Challenge-Compare/Contrast Essay-TR27

-- --


p59 Ordering Important Information p69 Paraphrasing


2



both determination

and risk)

Writing Skills: An Announcement-T157M-N UA Box- Preparing announcements-T181O Give It All You Got- Writing Activities: Write a How-To-R35 Cross-Curricular Activities: Math-Amazing Fact-R36

--

--


--


3 Voices of

the Revolution (The spirit

of the American


Reading-Writing Workshop A Story-T289A-289D Writing Skills A Friendly Letter-T309M-N Comprehension Skills: Challenge/Extension UA Box-Writing a Problem- Solution Essay-R11

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WS1.2 Bold items indicate lessons that explicitly teach this power standard.


p153 Using Order Words


4

Person to Person



Reading-Writing Workshop Organizing & Planning-T365B Writing Skills: How-to Paragraph-T413M-N UA Box Dialogue-T402 Improving your Writing Box: Using Order Words-T413N Comprehension Skills: Challenge/Extension UA Box- Writing a Problem-Solution Essay-R11 Use Details to Write an Explanation-R13 Writing Activities: UA Box Challenge- Write an Advise Column-R35 Write a List-R35 Write a Journal Entry-R35 Person to Person Cross-Curricular Activities Social Studies Explore Opportunities to Volunteer-R36

-- --


p195 Organizing Information


5



have seen many

travelers)

Writing Skills: A Problem-Solution Composition- T519M-N An Explanation-T547M-N A Compare/Contrast Paragraph- T569M-N Spiral Review: Comprehension: Following Directions-T547Q Writing Activities: Write a Travel Log-R34 Write a Photo Essay-R35

--

--




--


6


close encounters)

UA Box: Challenge-T647H Writing Skills: A Compare/Contrast Essay- T647M-N An Answer to an Essay Question- T671M-N Challenge/Extension: Science: Observing Animals in My Neighborhood-R13 Writing Activities: Write Your Own Photo Picture Book-R26 Cross-Curricular Activities: Social Studies: Write a Travel Brochure-R28

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WS1.2 Organization and Focus: Create multiple-paragraph expository compositions 1) Establish a topic, important ideas, or events in sequence or chronological order 2) Provide details and transitional expressions that link one paragraph to another in a clear line

or thought. 3) Offer a concluding paragraph that summarizes important ideas and details.

Other Resources

Social Studies

Unit 1: Native Peoples of North America Chapter 1—Lesson 3: p71 Writing Link (expository about Ohio River) Chapter 2—Lesson 3: p91 Writing Link (descriptive about Native American tribes)Unit 3: The English Establish 13 Colonies Chapter 9—Lesson 1: p297 Writing Link (descriptive about treaties) Chapter 9—Lesson 3: p311 Writing Link (descriptive about colony regions) Unit 6: The Nation Expands Chapter 15—Lesson 1: p518 Writing Link (descriptive about Industrial Revolution) Chapter 15—Lesson 2: p523 Writing Link (expository about the Erie Canal) Chapter 15—Lesson 3: p533 Writing Link (descriptive about Andrew Jackson’s Presidency)

Science

Unit A: Systems in Living Things Chapter 3—Lesson 1: p76 Writing Link (report about types of hearts) Chapter 3—Lesson 3: p94 Writing Link (sequenced explanation of organ function) Unit B: Water on Earth Chapter 5—Lesson 2: p158 Writing Link (report about a humid environment) Unit C: Weather and Solar Systems Chapter 6—People in Science: p229 Language Arts Link (essay about tsunamis) Chapter 7—Lesson 2: p249 Writing Link (research report about a comet) Unit D: Elements and their Combinations Chapter 9—Lesson 1: p329 Writing Link (research report about a polymer) Chapter 10—Lesson 3: p381 Writing Link (compare & contrast essay about states of matter)

Thinking Maps

Flow Map



Qwizdom --

Focused Approach

--

WS1.2


WS1.2

Other Strategies



The Reading Teacher’s Book of Lists p237-238 List 83 – Prompts for Expository Writing All Write by Great Source p32 Organizing Ideas

Websites

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WS1.6

5th Grade Power Standard: WS1.6 Evaluation & Revision: Edit and revise manuscripts to improve the meaning and focus of writing by adding, deleting, consolidating, clarifying, and rearranging words and sentences.

Deconstructed Standard Edit manuscripts to improve the meaning of writing by adding words.

Edit manuscripts to improve the meaning of writing by adding sentences.

Edit manuscripts to improve the meaning of writing by deleting words.

Edit manuscripts to improve the meaning of writing by deleting sentences.

Edit manuscripts to improve the meaning of writing by consolidating words.

Edit manuscripts to improve the meaning of writing by consolidating sentences.

Edit manuscripts to improve the meaning of writing by clarifying words.

Edit manuscripts to improve the meaning of writing by clarifying sentences.

Edit manuscripts to improve the meaning of writing by rearranging words.

Edit manuscripts to improve the meaning of writing by rearranging sentences.

Edit manuscripts to improve the focus of writing by adding words.

Edit manuscripts to improve the focus of writing by adding sentences.

Edit manuscripts to improve the focus of writing by deleting words.

Edit manuscripts to improve the focus of writing by deleting sentences.

Edit manuscripts to improve the focus of writing by consolidating words.

Edit manuscripts to improve the focus of writing by consolidating sentences.

Edit manuscripts to improve the focus of writing by clarifying words.

Edit manuscripts to improve the focus of writing by clarifying sentences.

Edit manuscripts to improve the focus of writing by rearranging words.

Edit manuscripts to improve the focus of writing by rearranging sentences.

Revise manuscripts to improve the meaning of writing by adding words.

Revise manuscripts to improve the meaning of writing by adding sentences.

Revise manuscripts to improve the meaning of writing by deleting words.

Revise manuscripts to improve the meaning of writing by deleting sentences.

Revise manuscripts to improve the meaning of writing by consolidating words.

Revise manuscripts to improve the meaning of writing by consolidating sentences.

Revise manuscripts to improve the meaning of writing by clarifying words.

Revise manuscripts to improve the meaning of writing by clarifying sentences.

WS1.6

Revise manuscripts to improve the meaning of writing by rearranging words.

Revise manuscripts to improve the meaning of writing by rearranging sentences.

Revise manuscripts to improve the focus of writing by adding words.

Revise manuscripts to improve the focus of writing by adding sentences.

Revise manuscripts to improve the focus of writing by deleting words.

Revise manuscripts to improve the focus of writing by deleting sentences.

Revise manuscripts to improve the focus of writing by consolidating words.

Revise manuscripts to improve the focus of writing by consolidating sentences.

Revise manuscripts to improve the focus of writing by clarifying words.

Revise manuscripts to improve the focus of writing by clarifying sentences.

Revise manuscripts to improve the focus of writing by rearranging words.

Revise manuscripts to improve the focus of writing by rearranging sentences.


2nd Grade WS1.4 Revise original drafts to improve sequence and provide more descriptive detail. 3rd Grade WS1.4 Revise drafts to improve the coherence and logical progression of ideas by using an established rubric. 4th Grade WS1.10 Edit and revise selected drafts to improve coherence and progression by adding, deleting, consolidating, and rearranging text. 6th Grade WS1.6 Revise writing to improve the organization and consistency of ideas within and between paragraphs.

Questioning Stems

How can sentence # and sentence # best be combined? What is the best way to write sentence #? Which sentence in paragraph # should the student delete? Which sentence should the student add to the end of the report? Read these sentences from a student’s report. (sentences in box) Which of these is the best way to combine these sentences? To access the most recent CST Released Test Items click on the following link: http://www.cde.ca.gov/ta/tg/sr/documents/cstrtqela5.pdf



5th Grade Power Standard: WS1.6 Evaluation & Revision: Edit and revise manuscripts to improve the meaning and focus of writing by adding, deleting, consolidating, clarifying, and rearranging words and sentences.


--

p23 Using a Thesaurus p35 Compound Sentences p37 Capitalizing and Punctuating Sentences p47 Correcting Sentence Fragments


1

Nature’s Fury




Writing Skills-A News Article- T51M-N Reading-Writing Workshop- Revising-T53E Avoiding Run-Ons-T81L Capitalizing and Punctuating Sentences-T81N Correcting Sentence Fragments- T105N

--

--


p79 Combining Sentences with Helping Verbs


2



both determination

and risk)

Writing Skills: An Announcement-T157M-N Improving Your Writing Box- Ordering Important Information- T157N Using Possessive Nouns-T159E Frequently Misspelled Words- T159F Grammar Skills: Verb Tenses; More about Verb Tenses-T229K-L

--

--


p95 Subject-Verb Agreement p97 Synonyms p101 Using Exact Nouns and Verbs p111 Voice p117 Antonyms


3

Voices of the


of the American


Improving Your Writing Box: Using Exact Nouns and Verbs- T285N Voice-T309N Capitalizing Names of People and Places-T333N Reading Writing Workshop Revising/Proofreading-T289E-F

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--



p133 Changing Positions of Adjectives p143 Combining Sentences by Using Introductory Phrases p147 Interjections p151 Quotations p163 Expanding Sentences with Adjectives


4

Person to Person



Reading-Writing Workshop: Revising, Proofreading-T365E-F Grammar Skills; Interjections; Quotations- T413K-L

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--


p175 Using Quotations p185 Combining Sentences with Pronouns p205 Using Exact Adverbs


5



have seen many

travelers)

Grammar Skills: Subject and Object Pronouns: Using I and Me-T491K-L Double Subjects; Using we and us with Nouns-T547K-L Reading Writing Workshop: Revising/Proofreading-T495E-F Improving Your Writing Box: Combining Sentences with Pronouns-T519N Challenge/Extension- Write Character Sketches-R11

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p215 Negatives p217 Avoiding Double Negatives p227 Combining Sentences with Prepositional Phrases p237 Placing Prepositional Phrases Correctly


6


close encounters)

Improving Your Writing Box: Avoiding Double Negatives-T623N Combining Sentences with Prepositional Phrases-T647N Placing Prepositional Phrases Correctly-T671N Reading Writing Workshop: Revising and Proofreading-T625E-F Grammar Skills: Prepositions; Prepositional Phrases- T647K-L Object Pronouns in Prepositional Phrases; Pronouns in Prepositional Phrases with Compound Objects-T671K-L

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WS1.6 Evaluation & Revision: Edit and revise manuscripts to improve the meaning and focus of writing by adding, deleting, consolidating, clarifying, and rearranging words and sentences.


--

Science

--

Thinking Maps

--


--

Qwizdom


Focused Approach

--

Other Strategies



All Write by Great Source p36-38 Revising First Drafts

Websites

http://www.fcrr.org/Curriculum/studentCenterActivities.htm Florida Center for Reading Research: 4th & 5th Grade Student Center Activities – Vocabulary & Comprehension V.027 Worn-Out Words V.036 Up With Words http://languagearts.pppst.com/index.html Language Arts at pppst.com

WS1.6



WC1.1

5th Grade Power Standard: WC1.1 Sentence Structure: identify and correctly use prepositional phrases, appositives and independent and dependent clauses; use transitions and conjunctions to connect ideas.

Deconstructed Standard Identify prepositional phrases.

Correctly use prepositional phrases.

Identify appositives.

Correctly use appositives.

Identify independent clauses.

Correctly use independent clauses.

Identify dependent clauses.

Correctly use dependent clauses.

Use transitions to connect ideas.

Use conjunctions to connect ideas.


Kindergarten WC1.1 Recognize and use complete, coherent sentences when speaking. 1st Grade WC1.1 Write and speak in complete, coherent sentences. 2nd Grade WC1.1 Distinguish between complete and incomplete sentences. 2nd Grade WC1.2 Recognize and use the correct word order in written sentences. 3rd Grade WC1.1 Understand and be able to use complete and correct declarative, interrogative,

imperative, and exclamatory sentences in writing and speaking. 4th Grade WC1.1 Use simple and compound sentences in writing and speaking. 4th Grade WC1.2 Combine short, related sentences with appositives, participial phrases, adjectives,

adverbs, and prepositional phrases. 4th Grade WC1.3 Identify and use regular and irregular verbs, adverbs, prepositions, and coordinating

conjunctions in writing and speaking. 6th Grade WC1.1 Use simple, compound, and compound-complex sentences; use effective

coordination and subordination of ideas to express complete thoughts.

WC1.1

Prerequisite Skills Identify complete sentences. Speak and write in complete sentences. Speak and write compound sentences. Combine simple sentences. Identify and use prepositions and coordinating

conjunctions

Vocabulary

preposition connect prepositional phrase combine appositive independent clause dependent clause transition conjunction

Questioning Stems How should sentence # be correctly written? Read this sentence. (sentence in box) Which word would best connect the two independent clauses in this sentence? Read these sentences from paragraph #. (sentence in box) What is the best way to combine these sentences? To access the most recent CST Released Test Items, click on the following link: http://www.cde.ca.gov/ta/tg/sr/documents/cstrtqela5.pdf


5th Grade Power Standard: WC1.1 Sentence Structure: identify and correctly use prepositional phrases, appositives and independent and dependent clauses; use transitions and conjunctions to connect ideas.


p30 Conjunctions p31 Compound Sentences

p31 Conjunctions p35 Compound Sentences


1

Nature’s Fury




Spiral Review: Writing: Combining sentences w/subject, object, and possessive pronouns-T51R Grammar Skills: Conjunctions; Compound Sentences- T81K-L Reteaching- Conjunctions-R22 Compound Sentences-R23 UA Box- ELL- Rewording Dialogue-F116

-- --


--


2



both determination

and risk)

Spiral Review: Grammar: Prepositions and Prepositional Phrases-T229Q

-- --


--


3

Voices of the


of the American


UA Box Challenge-T285H Spiral Review Grammar Conjunctions & Compound Sentences-T285R Skill Reminder Box- Prepositions, Prepositional Phrases- T333Q

--

--

WC1.1 Bold items indicate lessons that explicitly teach this power standard.



p143 Combining Sentences by Using Introductory Phrases


4

Person to Person



Skill Reminder Box Conjunctions & Compound Sentences-T363R Grammar Skills: Commas in a Series; More Uses for Commas-T391K-L

--

--


--


5



have seen many

travelers)

--

--

--

Extra Support HB English Learner HB p220 Prepositions p221 Prepositional Phrases p230 Object Pronouns in Prepositional Phrases p231 Pronouns in Prepositional Phrases with Compound Objects

p221 Prepositions p225 Prepositional Phrases p227 Combining Sentences with Prepositional Phrases p237 Placing Prepositional Phrases Correctly


6


close encounters)

Grammar Skills: Prepositions; Prepositional Phrases- T647K-L Object Pronouns in Prepositional Phrases; Pronouns in Prepositional Phrases with Compound Objects-T671K-L Improving Your Writing Box: Combining Sentences with Prepositional Phrases-T647N Spiral Review: Writing: Combining Sentences by Using Introductory Phrases-T671R Reteaching: Prepositional Phrases-R23 Object Pronouns in Prepositional Phrases-R24 Pronouns in Prepositional Phrases with Compound Objects-R25

-- --


WC1.1


WC1.1 Sentence Structure: identify and correctly use prepositional phrases, appositives and independent and dependent clauses; use transitions and conjunctions to connect ideas.


--

Science

--

Thinking Maps




Qwizdom

--

Focused Approach

--

Other Strategies

--


All Write by Great Source p70 Transition or Linking Words p318 Appositives p370 Clauses p398 Prepositions p399 Conjunctions

Websites

http://www.dailygrammar.com/archive.shtml Daily Grammar Lesson 76-80 Conjunctions Lesson 126-130 Appositives Lesson 176-180 Prepositional Phrases Lesson 181-185 Prepositional Phrases http://languagearts.pppst.com/index.html Language Arts at pppst.com http://www.softschools.com/quizzes/language_arts/ Soft Schools: Language Arts Quizzes http://www.funbrain.com/ Fun Brain Grammar Gorillas (advanced)

http://www.dailygrammar.com/archive.shtml


http://www.softschools.com/quizzes/language_arts/

http://www.funbrain.com/

WC1.5

5th Grade Power Standard: WC1.5 Spelling: spell roots, suffixes, prefixes, contractions, and syllable constructions correctly.

Deconstructed Standard Spells roots correctly.

Spells suffixes correctly.

Spells prefixes correctly.

Spells contractions correctly.

Spells syllable constructions correctly.


Kindergarten WC1.2 Spell independently by using pre-phonetic knowledge, sounds of the alphabet, and knowledge of letter names. 1st Grade WC1.8 Spell three- and four-letter short-vowel words and grade-level appropriate sight words correctly. 2nd Grade WC1.7 Spell frequently used irregular words correctly. 2nd Grade WC1.8 Spell basic short-vowel, long-vowel, r-controlled, and consonant-blend patterns correctly. 3rd Grade WC1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns, and common homophones. 4th Grade WC1.7 Spell correctly roots, inflections, suffixes, and prefixes, and syllable constructions. 6th Grade WC1.5 Spell frequently misspelled words correctly.

Prerequisite Skills List common prefixes. List common suffixes. Give spelling rule for adding suffixes. Correctly add prefixes and suffixes to base words. Identify letters left out of contractions. Separate a contraction into two words. Distinguish between contraction and possession.

Vocabulary prefix suffix contraction syllable syllable construction base word root word

Questioning Stems What is the correct spelling of the underlined word in sentence #? Which excerpt from the passage contains an underlined word that is spelled incorrectly? Read this sentence from the journal entry. (sentence in box) What is the correct spelling of the underlined word in the sentence? Read this sentence. (sentence in box) Which underlined word in the sentence is spelled incorrectly? Read this sentence from the report. (sentence in box) Which is the correct spelling of the underlined word in the sentence? Read this sentence from the report. (sentence in box) Which underlined word from the sentence is spelled incorrectly? Read this sentence from the journal entry. (sentence in box) What is the correct way to spell the underlined word in the sentence? To access the most recent CST Released Test Items click on the following link: http://www.cde.ca.gov/ta/tg/sr/documents/cstrtqela5.pdf



5th Grade Power Standard: WC1.5 Spell roots, suffixes, prefixes, contractions, and syllable constructions correctly.


p24-25 Syllabication p28-29 Syllabication p34-35 Word Roots struct and rupt p38-39 Word Roots struct and rupt

p29 Introduction to Syllabication p39 Word Roots –struct and –rupt


1

Nature’s Fury




Spelling- Short Vowels-T51G-H Long a, e, and i sounds- T81G-H Skill Reminder Box- Base Words, Inflected Forms, & Word FamiliesT51R,- Irregular Verbs to be; other irregular verbs-T81R Reading-Writing Workshop- Proofreading Box-T53F Decoding Longer Words- Structural Analysis: Syllabication-T81E-F Phonics: Long Vowel Sounds: o, oo, & yoo –T105F-H Reteaching: Base Words-R14-15 Syllabication-R16-17

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Extra Support HB English Learner HB p60-61 Roots spec/t and opt p66-67 Suffixes –ward and –ous p70-71 Suffixes –ward and –ous p76-77 Suffixes –ive and –ic p80-81Suffixes –ive and –ic

p61 Roots spect and opt p71 Suffixes –ward and –ous p81 Suffixes –ive, -ic p85 Dictionary: Syllables


2



both determination

and risk)

Spelling- Compound Words-T157G-F The ou, o, and oi sounds-T181G-H The ôr, âr, and är sounds-T207G-H The ûr and îr sounds-T229G-H Decoding Longer Words Structural Analysis: Roots spec/t and opt-T181E Phonics: ou, o, oi-T181F Spiral Review Changing Final y to I, Three-syllable words and VCV and VCCV Patterns T181Q Vocabulary Skills: Dictionary:Syllables-T229I-J --

--


Extra Support HB English Learner HB p88-89 Possessives and Contractions p92-93 Possessives and Contractions p98-99 Syllabication: VCCV and VCV Patterns p102-103 Syllabication: VCCV and VCV Patterns p108-109 Prefixes sub- and sur- p112-113 Prefixes sub- and sur-

p93 Contractions and Possessives p103 Syllabication: VCCV and VCV Patterns p113 Prefixes sub- and sur


3

Voices of the


of the American


Decoding Longer Words Structural Analysis: Possessives and Contractions- T285E Syllabication-VCCV and VCV Patterns-T309ET Phonics: Final er-T285F Final Digraphs-T309F Skill Reminder Box: Changing Final y to I and Syllable Patterns-T285Q Spelling: VCCV and VCV Patterns- T309G-H Final /l/ or /el/-T333G-H Vocabulary Skills: Dictionary: Spelling Table/Pronunciation Key- T309I-J Structural Analysis Skills: Possessives and Contractions Reteaching-R14 Syllabication: VCCV and VCV Patterns Reteaching-R16

-- --


Person to Person



Decoding Longer Words: Structural Analysis-Syllabication- VCCCV Patten-T363E Syllabication VV Pattern-T391E Structural Analysis: Suffixes –ly, -ness, -ment, -ful, -less-T437E Spelling: VCCCV Pattern-T363G-H VV Pattern-T391G-H Words with –ed or –ing-T413G-H Words with Suffixes-T437G-H Vocabulary Skills: Dictionary: Base Words & Inflected Forms-T363I Spiral Review: Grammar-Common, proper, singular, plural, singular possessive & plural possessive nouns-T363R

p120-121 Syllabication: VCCV Pattern p124-125 Syllabication: VCCV Pattern p130-131 Syllabication: VV Pattern p134-135 Syllabication: VV Pattern p150-151 Suffixes –ly –ness, -ment, -ful, -less p154-155 Suffixes –ly –ness, -ment, -ful, -less

p125 Syllabication—VCCCV Pattern p129 Dictionary: Base Words and Inflected Endings p135 Syllabication—VV Pattern p145 Words Ending in –ed and –ing p149 Dictionary: Prefixes p155 Suffixes –ly, -ness, -ment, -ful, -less


Classroom Mgmt HB Challenge HB UA Box Prefix dis-T420 Structural Analysis Skills: Syllabication Pattern: VCCCV Reteaching-R18 Structural Analysis Skills: Syllabication Pattern: VV Reteaching-R20

p53 #8 Prefixes --

Extra Support HB English Learner HB p162-163 Prefixes un-, dis-, in-, re-; Suffix –ion p166-167 Prefixes un-, dis-, in-, re p172-173 Stressed and Unstressed Syllables p176-177 Stressed and Unstressed Syllables p182-183 Review of Syllabication p186-187 Review of Syllabication

p167 Prefixes un-, dis-, in-, re-; Suffix -ion p177 Stressed and Unstressed Syllables p181 Dictionary: Suffixes p183 Contractions with Pronouns p187 Review of Syllabication


5



have seen many

travelers)

Phonics: Final /ij/, /iv/, and /is/ sounds- T491F Word Beginnings a-, be-T519F Final /n/, /en/, /cher/, and /zher/ sounds-T547F Spelling: Words with a Prefix or a Suffix- T491G-H Unstressed Syllables-T519G-H Final /n/, /en/, /cher/, and /zher/ sounds-T547G-H Changing Final y to i-T569G-H Spiral Review: Structural Analysis- Syllabication-VV, VCV, VCCV, and VCCCV Patterns-T491R Decoding Longer Words: Structural Analysis: Stressed and Unstressed Syllables-T519E Structural Analysis: Review of Syllabication-T547e Structural Analysis: Changing Final y to i-T569E Grammar Skills: Possessive Pronouns; Contractions with Pronouns-T519K-J Reteaching: Review of Syllabication-R22 Words in Which Final y changes to i-R24 Contractions with Pronouns-R29

--

--


Extra Support HB English Learner HB p204-205 Prefixes com-, con-, en-, ex-, pre-, pro- p208-209 Prefixes com-, con-, en-, ex-, pre-, pro- p210 Contractions with not p214-215 Three-Syllable Words p218-219 Three-Syllable Words p224-225 Suffixes -ent, -ant, -able, -ible p228-229 Suffixes -ent, -ant, -able, -ible

p209 Prefixes com-, con-, en-, ex-, pre-, pro- p211 Contractions with not p219 Three-Syllable Words p229 Suffixes: -ent, -ant, -able, -ible


6


close encounters)

Decoding Longer Words: Structural Analysis: Prefixes com-, con-, en-, ex- pre-, pro- T623E Structural Analysis: Three Syllable Words-T647E Structural Analysis: Suffixes – ent, -ant; -able, -ible -T671E Spelling: More Words with Prefixes- T623G-H Three Syllable Words-T647G-H Words with –ent, -ant,-able, -ible- T671G-H Grammar Skills: Contractions with not; Negatives- T623K-L UA Box: ELL-T625J Phonics: Consonant Alternations-T647F Vowel Alternations-T671F Reteaching: Contractions with not-R20

p85 #8 Spelling Game --



WC1.5 Spelling: spell roots, suffixes, prefixes, contractions, and syllable constructions correctly.

Other Resources Social Studies --

Science --

Thinking Maps




Qwizdom --

Focused Approach

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Other Strategies

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The Reading Teacher’s Book of Lists p47-48 List 15 – Syllabication Rules p93 List 28 – The 20 Most Common Prefixes p94-101 List 29 – More Prefixes p102 List 30 – The 20 Most Common Suffixes p103-109 List 31 – More Suffixes p383 List 160 – Contractions All Write by Great Source p263-264 Prefixes (list) p265 Suffixes (list) p266-270 Roots (list) p325 Contractions Reader’s Handbook by Great Source p504-507 Learn about Word Parts p563-565 Greek and Latin Roots

Websites

http://www.fcrr.org/Curriculum/studentCenterActivities.htm Florida Center for Reading Research: 4th & 5th Grade Student Center Activities – Advanced Phonics & Fluency

WC1.5



WC1.5

AP.011 Syllable Swap AP.013 Select Syllables AP.019 Embellished Words AP.020 Root Hoot AP.021 If the Clue Fits AP.022 Word Way http://www.softschools.com/grades/5thgrade.jsp Soft Schools: 5th Grade Grammar Quizzes http://www.teachers.cr.k12.de.us/~galgano/5ela.htm 5th Grade Language Arts Links Contractions http://languagearts.pppst.com/index.html Language Arts at pppst.com

http://www.softschools.com/grades/5thgrade.jsp

http://www.teachers.cr.k12.de.us/%7Egalgano/5ela.htm


Documents

5th Grade Power Standard RW1.4 (e.g. controversial)westmontingram.wikispaces.com/file/view/English+LA... · Nature’s Fury (Nature is powerful, ... 4th & 5th Grade Student Center