5th Grade - Northeastdifferentiation - Home · Web viewCharlie and the Chocolate Factory (1 set) Bridge to Terabithia (1 set) Shiloh (1 set) Where the Red Fern Grows (1 set) Summer

Literature ResourcesClass Sets in Media CenterOut of the DustIsland of the Blue DolphinShh! We’re Writing the ConstitutionManic MageeFrindleJames and the Giant PeachNumber the StarsJohnny TremainCharlie and the Chocolate Factory (1 set)Bridge to Terabithia (1 set)Shiloh (1 set)Where the Red Fern Grows (1 set)Summer of the Swans (1 set)Stewart Little (1 set)Mouse and the Motorcycle (1 set)

**Other titles/reading levels available in media center**

Media Center ResourcesSRA Specific Skills Series: Locating the AnswerSRA Specific Skills Series: Identifying InferencesSRA Specific Skills Series: Detecting the SequenceSRA Specific Skills Series: Using the ContextScholastic Children’s Dictionary (Idioms pg. 638)

Supplemental ResourcesSTARSBuckleDownReady EOG Samples (DPI)Junior Great TextsBalanced Literacy (Kagan)Cooperative Reading (Kagan)Cooperative Grammar (Kagan)Higher Order Thinking Questions L. Arts (Kagan)Kagan Cubes Competitive Edge

Comprehension Matters: Cause and Effect Drawing Conclusions and

Making Inferences Main Idea and Details Context Clues SequenceFormative Assess. StrategiesStrategic TeacherDeveloping HOM

Guiding Reading Resources A Place for Grace (K) (3.4) Adios, Coyote (K) (3.4) (Trickster Tale) All About Bugs (K) Amazing Hands (K) (3.2) Chickens Aren’t the Only Ones (K) (3.6) Fire! (K) (2.7) Flyers (K) (2.7) Forget It! (K) (2.6) Good Vibrations: Experimenting with Sound (K) (2.7) Helga’s Secret (K) (2.8) Is the Wise Owl Wise? (K) (2.4)

One Piece Missing (M) (2.4) Out of Bounds (M) (4.1) Robert and the Attack of the Giant Tarantula (M) (3.1) Rollercoaster (M) (2.6) Roses for Anna (M) (3.3) Second Grade Friends (M) (3.4) Second Grade – Friends Again (M) (3.7) Shoe (M) (2.3) The Great Escape (M) (3.7) The Littles (M) (3.3) The Littles Go Exploring (M) (3.5)

Created by Northeast Curriculum Team 2013Shirley O. Coefield, Alicia Elmore, Melanie McCoy

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Ming Lo Moves the Mountain (K) (3.6) Our Flag (K) Penguins (K) Shipwreck Saturday (K) (2.4) That’s Not My Hobby! (K) (2.1) The Blue Mittens (K) The Cherokee Little People (K) (2.4) The Day Jimmy’s Boa ate the Wash (K) (2.2) What Magnets Can Do (K) (3.6) Will Power (K) (2.1) Animal Tracks (L) (2.8) Apatosaurus (L) (5.0) Cam Jansen and the Mystery of the Babe Ruth Baseball

(L) (3.8) Celebrating Art (L) (4.3) Fish (L) George and the Whopper (L) (3.2) Jumping Jack (L) (2.5) Kalulu’s Pumpkins (L) (3.1) Old Friends, New Friends (L) (2.3) Play Ball, Amelia Bedelia (L) (2.3) Poles Apart (L) (2.6) Rabbits Real Birthday (L) (2.1) Rain Forest (L) Roller Coaster Science (L) (2.9) Solve It! (L) Spiders (L) (3.9) Stepping Through Time (L) (3.5) That Old House (L) (3.9) The Big “M” (L) The Elves and the Shoemakers (L) (2.4) The Mud Pony (L) (3.7) This is my House (L) (3.1) At 1600 Pennsylvania Avenue (M) (3.1) A Mom named Dad (M) (2.8)’’ All the World Loves a Puppet (M) (3.7)

The Littles to the Rescue (M) (3.6) The Littles Go to School (M) (3.5) The King of the Birds (M) (3.5) The Monster is Coming (M) (2.9) The Monster’s New Friend (M) (2.2) Training a Guide Dog (M) (3.5) Yellowstone National Park (M) (5.0) The Corn Husk Doll (N) Amber Brown is Feeling Blue (N) (4.0) Amber Brown Goes Forth (N) (3.7) Amber Brown is not a Crayon (N) (3.7)The Case of the

Bear Scare (N) (3.0) Elves Don’t Wear Hard Hats (N) (3.6) School’s Out (N) (4.1) Ghost Class (N) (4.0) Ghosts Don’t Eat Potato Chips (N) (3.4) The Haunting of Grade Three (N) (3.8) New Ghoul in School (N) (3.8) Robots Don’t Catch Chicken Pox (N) (4.2) Stuck in the Middle (N) (3.8) Take the Court (N) (4.5) Werewolves Don’t Go to Summer Camp (N) (3.8) Louis Braille: The Boy Who Invented Books for the Blind

(N) (3.8) Amber Brown Sees Red (N) (3.7) Amber Brown Wants Extra Credit (3.7) You Can’t Eat Your Chicken Pox, Amber Brown (N) (3.5) Forever Amber Brown (N) (3.8) Catwings Return (N) (4.3) A Dinosaur Named Sue: The Find of the Century (N)

(4.6) Do Tornados Really Twist? Questions and Answers

about Tornados and Hurricanes (N) (5.3) Endangered Animals (N) (4.2) Lily and Miss Liberty (N) (3.6) The Garden on Green Street (N)


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Animal Sensors (M) (4.0) Jungle Jack Hanna’s Safari Adventure (M) (4.2) Boom! (M) Buddy: The First Seeing Eye Dog (M) (3.8) California or Bust! (M) Charlie the Bridesmaid (M) (2.5) Firefighters (M) Godzilla Ate my Homework (M) (3.2) Gung Hay Fat Choy (M) It’s All in the Name (M) (4.4) Joshua Poole and Sunrise (M) (3.0) Mickey’s Secret (M) (2.6) New Clues About Dinosaurs (M) (4.6) Nine True Dolphins (M)

Oh No, It’s Robert (O) (AR 3.8) Karen’s Roller Skates (O) (AR 2.7) Teacher’s Pet (O) (AR 4.7) Get Ready for Gabi! Who’s That Girl (O) (3.0) Get Ready for Gabi! A Crazy Mixed Up Spanglish Day

(O) (3.1) Pony Pals: A Pony for Keeps (O) (4.1) Five True Dog Stories (O) (3.7) Good Grief Third Grade (O) (3.6) Hilary’s Super Secret (O) (3.7) The Adventures of Captain Underpants (P) (4.3) Catwings (P) (4.3) Racing the Wind (P) (4.8) The Spray Paint Mystery (P) (3.3)

Internet Resourceswww.awesomestories.comhttp://elementary.oslis.org/cite-sources/mla-elementary-citation

Domain: Standards for Literature (RL) (EOG Weight 36-40%)

Cluster: Key Ideas and Details


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http://elementary.oslis.org/cite-sources/mla-elementary-citation

http://www.awesomestories.com/

Common Core Standards:5.RL.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.5.RL.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

Key VocabularyAuthorChapterCharacterCharacteristics Character FeelingsMain IdeaTheme

Character MotivationCharacter TraitDetailDramaSummarizeMetaphorTone

IllustrationMoodNarratorPlotInferenceFigurative LanguageTopic

Sequence of EventsSettingStoryStanzaPoint of ViewNarrativeGenre

Habits of Mind Finding Humor Listening and Understanding with Empathy Responding with Wonderment and Awe Thinking Flexibly

Thinking/Communicating with Clarity/Precision

Creating, Imagining, and Innovating Remaining Open to Continuous Learning Metacognition

Domain: Standards for Literature (RL) (EOG Weight 36-40%)Cluster: Key Ideas and DetailsCommon Core Standard:5.RL.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

What does this mean? Fifth grade students are required to quote accurately from the text to support their answers. “Quote accurately” may include using their own words.

Essential Question: Question StemsCreated by Northeast Curriculum Team 2013

Shirley O. Coefield, Alicia Elmore, Melanie McCoy4

Why is it important to “quote accurately” from the text?

Why is it important to make logical inferences from the text?

Why is it important to cite specific textual evidence when speaking or writing to support your inference?

Why is it important for you to use metacognition?

Can you tell me the reasons why you think…? Show where you linked your thinking to the text.

What are the most important events that happened in the story? How do you know?

Learning Targets (KUD)K: vocabulary associated with text; quote accurately from the textU: importance for quoting accurately; cite explicit evidence from the textD: write logical conclusions drawn from the text; write/speak key ideas and details from the text; I can: write logical conclusions drawn from a text. write about key ideas from a text. quote accurately from a text to support my inference. cite explicit evidence from the text to support my

reasoning

Criteria for Success for MasteryStudents should be able to:

quote accurately from text to support inference. write about key ideas and conclusions drawn from a text write logical conclusion drawn from a text. cite explicit evidence to support reasoning.

Suggested Activities When responding to questions, students use the Think and Search strategy to search the texts and locate answers

explicitly in different parts of the texts. Students respond to questions requiring inferences (e.g., How can you tell?; Why do you think it happened this way?;

How do you know?; What do you think will happen next?). Students share the parts of texts that led to the information of the inferences.


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Domain: Standards for Literature (RL) (EOG Weight 36-40%)Cluster: Key Ideas and DetailsCommon Core Standard:5.RL.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

What does this mean? Determining a theme continues to be a focus and students should be giving more thought to characters‟ actions in a text.

Essential Question: How do you determine the theme and setting in a

story? What is theme? What is setting?

Question Stemsa. What is the theme of this text? b. Summarize the story from beginning to end in a few

sentences.

Learning Targets (KUD)K: vocabulary associated with theme/setting; U: how to find important details in story; how to summarizeD: determine theme of a story and summarize the textI can:

Criteria for Success for MasteryStudents should be able to: SUMMARIZE (text in my own words) IDENTIFY (details from the story to support theme of the

text)Created by Northeast Curriculum Team 2013


determine the theme of a story or poem find details from the text that support the theme summarize the text recognize and support how characters respond to

challenges

RECOGNIZE (how characters respond to challenges in a given text)

Suggested Activities Students identify themes of stories, dramas, or poems and cite details (e.g., the ways characters change conflicts, statements

made by narrators or characters) to support the themes. Following read alouds, students determine gists of stories by writing five key details and using the details to summarize the

stories.


Cluster: Craft and Structure

Common Core Standards:5.RL.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.5.RL.6 Describe how a narrator’s or speakers point of view influences how events are describe.

Key VocabularyChapterLiteratureSimileConcepts

DramaMetaphorStanza

Figurative LanguagePoetry/PoemStory

GenreSceneChronology

Habits of Mind Finding Humor Thinking/Communicating with


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Listening and Understanding with Empathy Responding with Wonderment and Awe Thinking Flexibly

Clarity/Precision Creating, Imagining, and Innovating Remaining Open to Continuous Learning Metacognition

Domain: Standards for Literature (RL) (EOG Weight 36-40%)Cluster: Key Ideas and DetailsCommon Core Standard:5.RL.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

What does this mean? Students should tell how chapters, scenes, or stanzas in a series fit into the overall structure of a story, drama, or poem.

Essential Question: How does a series of chapters, scenes, or stanzas flow

to create the overall meaning of the text? How can changing/deleting a chapter, stanza, or scene

change the meaning of a text?

Question Stems

Can you tell me how this text is presented/ organized?

Learning Targets (KUD)K: vocabulary associated with chapters, scenes, and stanzas; U: importance of order to a plotD: explain how the order of chapters, scenes, and stanzas effects the meaning of a plot or text I can: explain the importance of order to a plot. explain how the orders of chapters, scenes, or stanzas

effects the meaning of a plot or text.


EXPLAIN (important of order to plot) EXPLAIN (order effects meaning of plot or text)

Suggested Activities Students read chapter titles, predict what stories are about, and read stories to confirm predictions.


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Students create comic strips with 8-10 frames depicting scenes or stanzas from drama or poetry. Students use comic strips to retell selections.

Domain: Standards for Literature (RL) (EOG Weight 36-40%)Cluster: Key Ideas and DetailsCommon Core Standard:5.RL.6 Describe how a narrator’s or speakers point of view influences how events are describe.

What does this mean? The students must continue identifying the narrator’s point of view and also explain how it impacts the events in the text.

Essential Question: Is the listener’s description influenced by the view

point of the speaker? Does a narrator’s point of view influence the listener’s

perception of an event?

Question Stems

Think about what you read. Who is telling the story? Can you tell how the person telling the story is thinking?

How does this affect the events of the story? Learning Targets (KUD)K: what point of view isU: speaker’s point of view influences the listener’s perceptions; identify the narrator’s point of viewD: explain how the narrator’s point of view influences the listenerI can: identify the speaker’s point of view. explain how the speaker’s point of view influences the

listener’s opinion.


IDENTIFY (speaker’s point of view) EXPLAIN (speaker’s point of view influences listener’s

opinion)

Suggested Activities Students work in pairs to analyze illustrations and texts in order to gain knowledge of the authors’ points of view.

Students select other points of view stories from those perspectives. Students compare original writings to literary pieces.

Following read alouds, students respond to questions about author’s points of view (e.g., What is the author’s point of view about a specific event that occurred in the story?; What evidence supports this?; This selection shows how the author feels about the event by _____.).


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Cluster: Integration of Knowledge and Ideas

Common Core Standards:5.RL.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).5.RL.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

Key Vocabulary




Domain: Standards for Literature (RL) (EOG Weight 36-40%)Cluster: Integration of Knowledge and IdeasCommon Core Standard:


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5.RL.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).

What does this mean? Fifth grade students must examine what is heard and/or viewed to gain an appreciation and understanding of the text.

Essential Question:

How do pictures appeal to the beauty, meaning, and tone to a presentation?

Why can multimedia elements contribute to the meaning of a text?

Question Stems

Can you tell how the illustrations affect the mood of the text?

Does this hypertext or embedded video help you better understand the text? What does it tell you about what you read?

Learning Targets (KUD)K: visual and multimedia elementsU: the importance of meaning, tone, and beauty to a textD: analyze the pros and cons to adding visual and multimedia elements to a textI can: use multi-media elements to enhance presentations. view presentations with multi-media elements and

explain the impact they have on the overall presentation.

appreciate the meaning, tone, and beauty of a text.


USE (multi-media elements to enhance presentations) VIEW ( presentations containing multi-media elements) EXPLAIN (impact multi-media elements have on an overall

presentation)

Suggested Activities Students observe and discuss how visual and multi-media elements (e.g., texts, videos, sounds, graphics, and

animations) impact messages of texts. Students use these elements to enhance individual writings and products. Using T-Charts with the heading Elements, Effects, students identify elements and explain how readers are affected

by the visual or multimedia elements.


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Domain: Standards for Literature (RL) (EOG Weight 36-40%)Cluster: Integration of Knowledge and IdeasCommon Core Standard:5.RL.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

What does this mean? Students will find similarities and differences in themes and topics when reading stories of the same genre.

Essential Question: Question Stems


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Will comparing and contrasting stories in the same genre help to deepen understanding of similar topics and themes? Why?

Why does comparing and contrasting deepen comprehension skills?

Does being able to identify story elements enhance comparing and contrasting skills? Why?

In reading books of this genre, what happened to the characters that are the same? What happened that is different?

In reading books of this genre, how did characters solve problems in different ways across texts?

In reading books of this genre, how are the plots the same or different across texts?

Learning Targets (KUD)K: compare and contrast; graphic organizers used to compare and contrast; identify story elementsU: to use graphic organizers to compare/contrast; the story elements that are being compared and contrasted; to use proper vocabulary to compare and contrastD: compare and contrast stories from the same genre using various graphic organizers; compare and contrast books from the same genre using different perspectivesI can: compare and contrast text from the same genre. use different perspectives to compare and contrast. use graphic organizers to present information. identify story elements.


USE (various graphic organizers) USE (grammar that is appropriate) COMPARE and CONTRAST ( stories from the same genre) COMPARE and CONTRAST (from different perspectives) WRITE (acquired information in an organized way)

Suggested Activities Students identify two stories containing the same theme or topic. Students explain how the theme or topic is

presented in similar ways (e.g., What is described in both selections?; What do the two selections have in common?) and how the theme or topic is presented differently (e.g., How are the selections different?; What did the author do differently to portray the same theme or topic?)

Students use two 4-part graphic organizers to compare and contrast two stories written in the same genre using identical themes. Students use the headings Feelings of Main Characters, Thoughts and Conversations Repeated Throughout the Stories, What the Main Character Learn, Main Actions or Events to record story details and ideas on the organizers.


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Cluster: Range of Reading and Level of Text Complexity

Common Core Standards:5.RL.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry at the end of the grades 4-5 text complexity band independently and proficiently.

Key VocabularyAuthorChapterCharacterCharacteristics Character FeelingsMain IdeaTheme


IllustrationMoodNarratorPlotInferenceFigurative LanguageTopic

Sequence of EventsSettingStoryStanzaPoint of ViewNarrativeGenre


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Domain: Standards for Literature (RL) (EOG Weight 36-40%)Cluster: Range of Reading and Level of Text ComplexityCommon Core Standard:5.RL.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of grades 4-5 text complexity band independently and proficiently.

What does this mean? Fifth grade students are capable of reading and understanding a variety of literature at the higher end of grades 4-5 independently.

Essential Question: Why is essential to be able to read proficiently? Is comprehension necessary in the reading process? Why is it important to be able to read independently?

Learning Targets (KUD)K: read independently, comprehension strategiesU: how to apply comprehension strategies when readingD: proficiently read and comprehend grade level textsI can: read grade level text independently use comprehension strategies during reading comprehend grade level text

Criteria for Success for MasteryStudents should be able to: COMPREHEND (grade level text) APPLY (reading comprehension strategies during reading)

Suggested ActivitiesCreated by Northeast Curriculum Team 2013


Students maintain reading logs with headings titles, genres, book levels. Students periodically review independent reading logs with the teacher to monitor variety and increased text complexity.

Students complete reading templates (e.g., date, selection title, author, book level, favorite part, likes, dislikes, what I learned) as individual selections are read and maintained templates in reading portfolios. Students use the templates to self monitor for growth and variety in genres.

Domain: Standards for Informational Text (RI) (EOG Weight 37-41%)

Cluster: Key Idea and Details

Common Core Standards:5.RI.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 5.RI.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.5.RI.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.

Key VocabularyAuthorRelationshipsCharacterCharacteristics Character FeelingsMain IdeaTheme


IllustrationMoodNarratorPlotInferenceFigurative LanguageTopic/Concept

Sequence of EventsSettingInteractionsStanzaPoint of ViewNarrativeGenre



Creating, Imagining, and Innovating Remaining Open to Continuous Learning


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MetacognitionDomain: Standards for Informational Text (RI) (EOG Weight 37-41%)Cluster: Key Idea and DetailsCommon Core Standard:5.RI.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

What does this mean? Students at this level should be able to quote correctly from the text to explain what the text is about and when drawing conclusions.

Essential Question: Why is it important to “quote accurately” from the

text? Why is it important to make logical inferences from the

text? Why is it important to cite specific textual evidence

when speaking or writing to support your inference? Why is it important for you to use metacognition?

Question Stems:

Can you tell me the reasons why you think…? Show where you linked your thinking to the text.

Learning Targets (KUD)K: vocabulary associated with text; quote accurately from the textU: importance for quoting accurately; cite explicit evidence from the textD: write logical conclusions drawn from the text; write/speak key ideas and details from the text; I can: quote accurately from a text cite explicit evidence from a text write logical conclusions drawn from the text

Criteria for Success for MasteryStudents should be able to: QUOTE (accurately from a text) CITE (explicit evidence from a text) WRITE (logical conclusions drawn from the text)

Suggested Activities Students observe uncaptioned pictures or illustrations from informational passages and predict the topics of the

passages. Students read the texts and confirm or correct predictions citing details from the texts. Created by Northeast Curriculum Team 2013


After reading several informational texts on common topics, students compile information to create newscasts or advertisements explaining the explicit messages of texts.

Domain: Standards for Informational Text (RI) (EOG Weight 37-41%)Cluster: Key Idea and DetailsCommon Core Standard:5.RI.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

What does this mean? Students must identify two or more main ideas and find the most important details that strengthen these main ideas. They should also be able to summarize the text in their own words.


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Essential Question: What strategy can be used to determine the main idea

of a text? Why is finding the main idea an important factor in

summarizing the text? Why is summarizing text in your own words essential

to comprehension?

Question Stems:

Can you find at least two of the main ideas of this text and key details that support them?

Summarize the main points of the text.

Learning Targets (KUD)K: strategies that will enhance the process of determine the main idea; main idea and details; determine the main ideaU: use details to support the main idea; apply strategies to support main idea; summarize using own wordsD: determine two or more main ideas and support with key details; summarize the text in own words.I can: determine the main idea of a text. summarize a text using my own words. use details to support the main idea. strategies to find the main idea.

Criteria for Success for MasteryStudents should be able to: DETERMINE (two or more main ideas of a text) SUMMARIZE (text using my own words) APPLY (strategies to find the main idea)

Suggested Activities While reading informational texts, students underline main ideas of paragraphs. Students use underlined sentences

to summarize selections. Students read informational passages with subheadings removed and replaced with numbers. Students read

sections and write subheadings that capture main ideas of sections. Students support subheadings with details from texts.


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Domain: Standards for Informational Text (RI) (EOG Weight 37-41%)Cluster: Key Idea and DetailsCommon Core Standard:5.RI.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.

What does this mean? At this level, students describe the connections between two or more people, events, ideas, or concepts in a historical, scientific, or “how to” texts by using the text to support their findings.

Essential Question: Why is important to make connections? How can you use the text to support the connections,

relationships, and/or interactions found? How does making connections help you comprehend a

text? How can relationships build “bridges” that connect

specific facts, ideas, and events?

Question Stems: Can you tell me how these ideas, people, and events are

the same? Can you tell me how they are different? Show me in the text.

Think about these historical events. Tell how they are connected.


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Learning Targets (KUD)K: vocabulary associated with making connections; explain understanding of connections, relationships, and/or interactions; identify relationships, interactions, and/or connections; multiple types of connections (ex. text-to-self; text-to-text; text-to-world)U: explain understanding of connections, relationships, and/or interactions; identify relationships, interactions, and/or connections; how to apply multiple types of connections (ex. text-to-self; text-to-text; text-to-world)D: explain understanding of connections, relationships, and/or interactions; identify relationships, interactions, and/or connections.I can: identify multiple connections make connections to enhance my understanding explain how relationships build a bridge for

understanding specific events, ideas, and facts

Criteria for Success for MasteryStudents should be able to: IDENTIFY (multiple connections) IDENTIFY (relationships) EXPLAIN (how relationships build understanding of events,

ideas, and facts) APPLY (connections to their understanding)

Suggested Activities Students write letters to authors of informational texts describing connections found between one or more elements

within texts. Students support discovered relationships or interactions citing specific examples from selections. After reading informational texts, students record series of events on graphic organizers resembling chain reactions.

Between noted events, students record details that support cause and effect relationships.


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Cluster: Craft and Structure

Common Core Standards:5.RI.4 Determine the meaning to general academic and domain-specific words and phases in a text relevant to a grade 5 topic of subject area.5.RI.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

Key VocabularyConcept DifferenceEvidenceRevelent

InferenceInteractionInfluence

Point of ViewProblem/SolutionRelationship

SimilarityDomain-Specific WordsAcademic WordsTopic





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Domain: Standards for Informational Text (RI) (EOG Weight 37-41%)Cluster: Craft and StructureCommon Core Standard:5.RI.4 Determine the meaning to general academic and domain-specific words and phases in a text relevant to a grade 5 topic of subject area.

What does this mean? Fifth grade students continue to find the meaning of general vocabulary words specific to fifth grade topics or subjects.

Essential Question: Do using domain-specific words create more relevant topics? Why is it important to know when to use academic versus domain specific vocabulary?

Learning Targets (KUD)K: academic vocabulary and domain specific vocabularyU: when to use appropriate vocabularyD: during conversations/presentations students use understand and use appropriate vocabularyI can: understand when to use academic versus domain

specific vocabulary explain the difference in domain specific and academic

vocabulary. continue to increase my vocabulary specific grade 5

topic and subjects.

Criteria for Success for MasteryStudents should be able to: UNDERSTAND ( importance of increasing vocabulary) EXPLAIN (difference in domain specific and academic

vocabulary) UNDERSTAND (when to use different vocabulary types)

Suggested Activities Prior to reading informational text, students are provided lists of words important to the understanding of texts.

Students observe the words in context and suggest meanings. Students read the texts to verify or correct predictions and discuss how knowledge of the selected words is essential to understanding the message of texts.

Students read informational passages and observe sentences from texts that contain words essential to understanding text. Students generate lists of words that can replace original words. Students determine how


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replacement words alter messages of passages.

Domain: Standards for Informational Text (RI) (EOG Weight 37-41%)Cluster: Craft and StructureCommon Core Standard:5.RI.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

What does this mean? Students are required to discuss the similarities and differences unique to the various perspectives presented in the text. They will give descriptions about how the information is presented for each


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perspective.

Essential Question: How can I organize similarities and differences unique to various perspectives presented in a text? Will analyzing multiple accounts help create a different point of view for open discussions?

Learning Targets (KUD)K: analyze multiple accounts of the same event, document evidenceU: how to analyze multiple accounts of the same eventD: document and analyze evidence for discussions; I can: interact in group discussions intelligently. analyze multiple accounts of the same topic. discuss the similarities and differences in point of

views on the same topic.

Criteria for Success for MasteryStudents should be able to: INTERACT (with others intelligently) ANALYZE (multiple accounts on the same topic) DISCUSS (similarities and differences in points of view)

Suggested Activities Students read two informational accounts of the same events or topics. While reading, students record key ideas on

sticky notes, using different colors of notes for each account. Students arrange notes with like ideas together, observing that the remaining note represents differences. Students explain connections between similar key ideas with regard to point of view.

Students read two informational passages about common events or topics. Students are given the message of each passage and two column charts labeled with titles. Students list key details and points of view from each passage. Students compare and contrast details that support the author’s perspectives.


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Cluster: Integration of Knowledge and Ideas

Common Core Standards:5.RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.5.RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).


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Key VocabularyEvidenceElaborateFirst Hand

FactsDiverse MediaFluency

ExplainDiverse Format

ExplicitEffect




Domain: Standards for Informational Text (RI) (EOG Weight 37-41%)Cluster: Integration of Knowledge and IdeasCommon Core Standard:5.RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

What does this mean? Students at this level can use media efficiently to answer questions and to solve problems.

Essential Question: How does using text features make searching for an

answer easier? What are text features?

Question Stems: Can you find the information in this text that supports

your thinking? What does this diagram/image tell you about this topic?

Learning Targets (KUD)K: text features



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U: how to use text featuresD: use text features to locate answers to questions and document answers verbally or writtenI can: identify text features. use text features to locate information. use text features to find answers quickly and

efficiently.

IDENTIFY (text features) USE (text features to locate answers) DOCUMENT (answers found in texts)

Suggested Activities Students skim and search sources using text supports (e.g., key words, captions, tables of contents, indexes,

glossaries, bold print words, side notes) to locate needed information. Students use several sources on the same topics (e.g., books, websites, catalogs, brochures) to locate specific

information. Students discuss features and how those feature assisted in locating information.

Domain: Standards for Informational Text (RI) (EOG Weight 37-41%)Cluster: Integration of Knowledge and IdeasCommon Core Standard:5.RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

What does this mean? Students continue to give explanations about how an author uses proof to support a point in the text. In addition they must prove each point with evidence from the text. Essential Question: Why is it necessary to provide evidence to justify particular points? What justification can be stated to explain the author’s point? What strategies does the author use to explain his reasoning?

Learning Targets (KUD)K: how to located evidence in a selection; document evidence from a selection to support reasoningU: importance of providing evidence to support reasoning; different strategies used to provide evidence for reasoning

Criteria for Success for MasteryStudents should be able to: LOCATE (evidence to support reasoning) DOCUMENT ( evidence from a selection) SUPPORT (point of view with multimedia)


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D: explain how an author uses proof to support a point; students are able to use multi-media sources as well as oral/written explanation to provide evidence of the author’s reasoningI can: locate evidence in a selection. document evidence from a selection to support

reasoning. support point of view with multi-media sources. provide oral and written explanations to support

author’s purpose.

PROVIDE (oral and written explanations)

Suggested Activities Students read informational texts and use web graphic organizers to record reasons and evidences that support

particular points. Students record points or messages of texts in center circles. Students use outer circles to record reasons that support the points. Students then use branches from outer circles to record evidences that support reasons.

Working in small groups, students read informational texts with common points. Students use sticky notes to flag reasons that support points and record evidences that support reasons on sticky notes.


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Domain: Writing Standards

Cluster: Text Types and Purposes

Common Core Standards:5.W.5.3 Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details, and clear event sequences.

a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.

c. Use a variety of transitional words, phrases, and clauses to manage sequence of events.d. Use concrete words and phrases and sensory details to convey experiences and events precisely.e. Provide a conclusion that follows from the narrated experiences or events.

Key VocabularyDetailsNarratorDialogueNuanceTaskDefinitionPoint of View

DescriptionTransitional wordsConcrete wordsSequence of eventsConclusionEditPublish

Diverse formatSensory detailsEvidencePaceAudienceFactRubric

NarrateNarrativeWriter’s PurposeTopicConcluding StatementParagraph





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Domain: Standards for Informational Text (RI) (EOG Weight 37-41%)Cluster: Craft and StructureCommon Core Standard:5.W.5.3 Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details, and clear event sequences.

a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.

c. Use a variety of transitional words, phrases, and clauses to manage sequence of events.d. Use concrete words and phrases and sensory details to convey experiences and events precisely.e. Provide a conclusion that follows from the narrated experiences or events.

What does this mean? Fifth grade students write real and imaginative stories. Students are expected to use description to show characters’ thoughts and feelings as well as the details of characters’ interaction through dialogue. As students develop characters and use dialogue, they will need to understand how to introduce characters and how to engage characters in conversation in their writing.

Learning Targets (KUD)K: vocabulary associated with narrative writing and writing process; grammar rulesU: transitional words and phrases; use avid descriptions to describe events or experiences; writing process; graphic organizers to organize writing; use dialogue to enhance story D: brainstorm words, phrases, and clauses that transition events; use descriptive words/phrases to describe events or experiences; graphic organizers to organize/plan writing; write a narrative (using sub-standards a-e); I can: write a narrative using dialogue, transitional phrases,

and avid descriptions.

Criteria for Success for MasteryStudents should be able to: WRITE (narratives)



Students discuss important events or experiences and use discussions to develop writing ideas. Students select events or experiences and complete narrative maps with sections labeled Situations/Event, Setting, Characters, Sequence of Events, Sensory Details, Feelings/Responses, Conclusion

Students write descriptive paragraphs after observing role-plays or movie clips or participating in shared experiences. Students debrief observations (e.g., What did the character say?; What emotions did you observe?; What did it look like?; What did it sound like?) and apply learning to develop narrative pieces.

Students insert transitional words and phrases and sensory details to convey experiences and events precisely. Students revise writing by adding or replacing words with vivid verbs (e.g., devoured, shuddered, high-fived),

specific emotion words (e.g., ecstatic, impressed, humiliated, stubborn), sensory words (e.g., murky, revving, bubbly, rotten, decayed, spongy), and figurative language.

Given multiple examples, students select the best paragraph that brings closure to role-plays, movie clips, or shared experiences. Students participate in discussions to support paragraph choices and explain why other choices are incorrect. Students use the learning to write conclusions for original pieces.

Domain: Writing

Cluster: Production and Distribution of Writing

Common Core Standards:5.W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task,


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purpose, and audience.5.W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 5)5.W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single setting.Key VocabularyOpinionOrganizationTopicPurposeStatement

DetailsPoint-of-ViewFactsAudienceConclusion

EditReviseFormatFinal draftPlan

PublishParagraphSummarizeIndentionTransitional words/phrase

Habits of Mind Listening and Understanding with Empathy Thinking Flexibly Striving for Accuracy


Creating, Imagining, and Innovating Metacognition

Domain: WritingCluster: Production and Distribution of WritingCommon Core Standard:5.W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

What does this mean? Fifth grade students are expected to produce writing that is clear and understandable to the reader. Task (type of writing assignment) and purpose (the writer’s designated reason for writing) should be reflected in the student‟s organization and development of a topic.

Learning Targets (KUD)K: writing process; writing strategies



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U: use writing process to produce coherent writing draftsD: create clear coherent writing draftsI can: use the writing process to produce coherent writing

that is appropriate to task. adjust writing so that is appropriate for the purpose

and audience it is designed for.

USE (writing process) ADJUST (writing appropriateness) PRODUCE (clear and coherent writing)

Suggested Activities Prior to composing first drafts, students complete pre-writing organizers labeled Task, Purpose, and Audience. Students use organizers to analyze draft pieces and determine appropriateness to task, purpose, and audience for

writing types (e.g., opinion, informative/explanatory, narrative). Students make necessary revisions to complete final drafts.

Domain: WritingCluster: Production and Distribution of WritingCommon Core Standard:5.W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 5)

What does this mean? With assistance from adults and peers, students should develop revising and editing skills. In order to do so, students need to understand how to change word choice and sentence structure in their writing to strengthen their piece. They need assistance with planning for writing using graphic organizers (story frames, story mountains, story maps). They also need to develop the ability to recognize spelling, grammar, and punctuation errors and have strategies for correcting these errors with assistance (conferences, check sheets, peer editing).

Learning Targets (KUD)K: editing marks; stages of writing; process of rewriting; may need to use different approach



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U: may need to use different approach; how to edit/revise writing; how to rewrite; importance of planning for writing using graphic organizersD: develop and strengthen writing by planning using graphic organizers for writing task; support peers in writing processI can: support my peers during the writing process use graphic organizers to develop and strengthen by

writing. use editing marks to edit, revise, and rewrite writing. use a new approach for better results.

SUPPORT (peers during writing) USE (graphic organizers during writing) USE (editing marks to edit, revise, and rewrite) TRY (new approaches when necessary)

Suggested Activities Students use rubrics, individual conferences, and writing checklists to strengthen and improve writing compositions. Students reflect on the writing process used in personal compositions, explaining how improvements can be made.

Students apply individual reflections to enhance future writing.


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Domain: WritingCluster: Production and Distribution of WritingCommon Core Standard:5.W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single setting.

What does this mean? Students in fifth grade are developing strategies with peers and adults to use digital tools. At this level, they should not only use technology for producing and publishing writing, but also to collaborate with others. Fifth grade students are required to be proficient in keyboarding skills (typing at least two pages in a single setting).

Learning Targets (KUD)K: collaborate with others; how to use a keyboardU: how to use technology including internet to produce writingD: demonstrate command of keyboarding skills typing a minimum of 2 pages in a single sittingI can: collaborate with others. use a keyboard efficiently. produce well written writings. demonstrate command of keyboarding skills.


COLLABORATE (with others without conflict) USE (keyboarding skills) PRODUCE (well written writings)

Suggested Activities Students use systematic computer programs to improve speed and accuracy in keyboarding, setting specific goals

to reach designated standards. Students use word processors and other technological tools (e.g., clip art, search engines, content mapping


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applicators) to produce writing pieces. Students collaborate with peers to gain feedback, use feedback to improve pieces, and publish final drafts.

Domain: Writing Standards

Cluster: Range of Writing

Common Core Standards:5.W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline specific tasks, purposes, and audience.

Key VocabularyAudience Conclusion Concrete DetailDescriptionWriter’s PurposeBibliography

InteractDetailEditEvidenceParaphrase

FactLiterary TextAnalysisCiteReflection

PlanPurposeResearchSummarizeText





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Domain: Writing StandardsCluster: Text Types and PurposesCommon Core Standard:5.W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline specific tasks, purposes, and audience.

What does this mean? Students are required to produce numerous pieces of writing over various time frames in order to develop skills in research and allow time for reflection and revision. Task (type of writing assignment), audience (the intended reader), and purpose (the writer’s designated reason for writing) should be reflected in the student’s development of a topic related to the content area for which they are writing about.

Teacher Notes:Writing should occur daily across all disciplines. Students should have ample opportunities to write, reflect, and revise. Some writing should occur over extended periods of time, where research occurs

(research projects). Other times, students may complete their writing in one sitting.

Suggested Activities For daily writing pieces, students choose purposes from checklists labeled To Inform, To Persuade, To Entertain, To

Explain, To Reflect. Within five writing sessions, students write one piece for each purpose and record selections on checklists.

Students participate in a variety of writing opportunities across content areas (e.g., Math-informative pieces to explain processes used to solve problems, Social Studies-opinion pieces concerning decisions or actions of historical figures, Science-explanatory piece describing investigations.

Domain: Speaking and Listening

Cluster: Presentation of Knowledge and Ideas


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Common Core Standards:5.SL.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.

Key VocabularyDescriptiveMain ideaThemesDetails

ReportSequencing LogicalAppropriateSupport

IdeasFactsOpinionsEngageParticipant

PartnersExploreLeaderRelevantParticipate

Habits of Mind Listening and Understanding with Empathy Thinking Flexibly Thinking Interdependently



Domain: Speaking and ListeningCluster: Presentation of Knowledge and IdeasCommon Core Standard:5.SL.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.

What does this mean? While adept at reporting on a topic or text, telling a story, or recounting an event, fifth graders will focus on doing so in an organized, logical manner. The aforementioned items should be done orally and in


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coherent, spoken sentences. Fifth graders will do so at an appropriate pace. Having the opportunity to present a personal opinion is important in the fifth grade.

Essential Question: c. How can you sequence facts logically in a report?d. Why is it to speak clearly?e. Why is it important to use descriptive details when presenting a report or topic?

Learning Targets (KUD)K: speak clearly and use appropriate toneU: speak clearly and use appropriate tone; how to use descriptive details to support main ideas or themesD: speak clearly/confidently and use appropriate tone; how to use descriptive details to support main ideas or themesI can: speak clearly use descriptive details to support main ideas or

themes convey thoughts in an appropriate tone

Criteria for Success for MasteryStudents should be able to: CONVEY (thoughts in an appropriate tone) USE (descriptive details to support main ideas or themes) SPEAK (clearly)

Suggested Activities Given issues or problem solutions, students gather information and formulate opinions. Students’ state reasons

supporting opinions during panel discussions or debates. Students research topics, recording key points on note cards. Students use the note cards to organize and present

oral reports.


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Domain: Language Standards

Cluster: Conventions of Standard English

Common Core Standards:5.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.c. Use verb tense to convey various times, sequences, states, and condition.d. Recognize and correct inappropriate shifts in verb tenses.e. Use correlative conjunctions (e.g., either/or, neither/nor)

5.L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Use punctuation to separate items in a series.b. Use a comma to separate an introductory element from the rest of the sentence.


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c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question form the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?)

d. Use underlining, quotation marks, or italics to indicate titles of works.e. Spell grade- appropriate words correctly, consulting references as needed.

Key VocabularyConjunctionPrepositionInterjectionFuture Perfect Verb TensePrepositional PhraseRoot/Base Word PunctuationPeriodExclamation MarkQuestion Mark

VerbNounAdjectiveIrregular VerbPresent Perfect Verb TensePrefixesCommaQuotation

Coordinating ConjunctionCorrelative ConjunctionAdverbPast Perfect Verb TenseVerb TenseSentenceCapitalizationApostrophe

GrammarFormal EnglishPerfect Verb TenseAffixesSuffixesFragmentSemi-colonColon

Habits of Mind Thinking Flexibly Thinking Interdependently Striving for Accuracy




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Domain: Language StandardsCluster: Conventions of English LanguageCommon Core Standard:5.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.c. Use verb tense to convey various times, sequences, states, and condition.d. Recognize and correct inappropriate shifts in verb tenses.e. Use correlative conjunctions (e.g., either/or, neither/nor)

What does this mean? In this grade, emphasis is on the function of conjunctions, prepositions, interjections, and verb tenses.

Essential Question: Why is it important to know the difference between prefixes, suffixes, and base words? Can a multiple meaning word change the meaning of a sentence? Why is it important to be able to write and speak in the correct verb tense? What is the purpose of prepositions, interjections, and conjunctions? Why is it important to understand how to use conjunctions to combine sentences?Learning Targets (KUD)K: Grammar Vocabulary; Parts of Speech; usage of parts of speechU: apply parts of speech appropriately; difference between various parts of speech and appropriate use of eachD: create sentences using verb tenses to convey time, sequence, state, or condition; explain the function of various parts of speech; create sentences using correct verb tenses; use correlative conjunctions to create sentences

Criteria for Success for MasteryStudents should be able to: create sentences using verb tenses to convey time,

sequence, state, or condition explain the function of various parts of speech create sentences using correct verb tenses use correlative conjunctions to create sentences


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I can: formulate appropriate sentences using various parts of

speech. explain the function of prepositions, interjections, and

conjunctions. combine sentences correctly using conjunctions. formulate sentences using past perfect, present

perfect, and future perfect verb tenses. create sentences using correct verb tense to convey

time, sequence, state, or conditions. use correlative conjunctions to create sentences.Suggested Activities Given passages, students identify parts of speech, circling conjunctions, highlighting prepositions, and underlining

interjections. In teacher-led discussions, students explain roles of the words in sentences. Students use list of verbs to complete three-column charts with the heading Past Perfect, Present Perfect, Future

Perfect. In pairs, students compose sentences containing verb tenses from charts. Students read sentences and compose second sentences which logically follow based on time, sequence, state or

condition. Students refer to digital or print grammar, handbooks for examples. Students read passages containing incorrect verb tenses. Students identify the incorrectly used verbs and replace

with appropriate verb tenses. Using a list of correlative conjunctions (e.g., both/and, not only/but also, either/or, neither/nor, whether/or, such/that,

as/as, as/so, between/and), students work with partners and compose sentences with each set.

Domain: Language StandardsCluster: Conventions of English LanguageCommon Core Standard:5.L.5.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when


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writing.a. Use punctuation to separate items in a series.b. Use a comma to separate an introductory element from the rest of the sentence.c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the

sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?)d. Use underlining, quotation marks, or italics to indicate titles of works.e. Spell grade- appropriate words correctly, consulting references as needed.

What does this mean? Fifth grade student must have a strong command of the grammar and usage of spoken and written standard English. Standards that are related to conventions are appropriate to formal spoken English as they are to formal written English.

Essential Question: How does punctuation influence fluency? How does punctuation influence the way a text is read? Why does punctuation affect tone? Why is correct spelling essential when writing? What is the appropriate way to format work titles? Learning Targets (KUD)K: rules for using commas, quotations, italics, and underlining U: apply grammar rules when writingD: use commas appropriately in a series of items; use commas correctly in writing sentences, spell grade appropriate words correctly using correct references as needed; use commas, italics, underlining, and quotation marks when referring to titles of worksI can: use commas in a series of written items. spell grade appropriate words correctly using

references as needed. use commas correctly when writing complete

sentences. write the titles of written works correctly.

Criteria for Success for MasteryStudents should be able to: USE (commas in a series of items) SPELL (grade appropriate words) USE (commas correctly in complete sentences) WRITE (titles of written works correctly)



Using passages with commas omitted, students place commas appropriately. Students arrange prepared note cards to build complete sentences beginning with introductory clauses. Students

place objects representing commas in sentences. Students respond orally questions using signals for comma placements (e.g., Would you like an apple for a snack?

Yes, {clap hands} apples are my favorite snack). Students apply word processing skills to correctly punctuate titles. Students demonstrate spelling proficiency in daily writing tasks, using references as needed (e.g., digital or print

sources, word walls, individual word banks.) Students complete spellings rubrics on a continual basis to monitor progress.


Cluster: Vocabulary Acquisition and Use

Common Core Standards:5.L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phases based on grade 5 reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., cause/effect relationships and comparisons in text) as a clues to the meaning of a word or phrase.


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b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis)

c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find pronunciation and determine or clarify the precise meaning of key words and phrases.

Key VocabularyContext CluesAffixesRootsReference Material

DictionaryGlossaryThesaurus Word Relationships

SyllablesSyllable Types (CLOVER)Cause/Effect

Digital SourceMultiple Meaning Word/PhrasePrint Source

Habits of Mind Thinking Flexibly Thinking Interdependently Striving for Accuracy Remaining Open to Continuous Learning



Domain: Language StandardsCluster: Vocabulary Acquisition and UseCommon Core Standard:5.L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phases based on grade 5 reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., cause/effect relationships and comparisons in text) as a clues to the meaning of a word or phrase.

b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis)

c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find pronunciation and determine or clarify the precise meaning of key words and phrases.

What does this mean? The overall focus of language learning in regards to vocabulary acquisition is to guide students as they make purposeful language choices in writing and speaking in order to communicate effectively in a


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wide range of print and digital texts. Students need to understand the diversity in standard English and the ways authors use formal and informal voice (dialects, registers) to craft their message for specific purposes. Students also need strategies for learning to make these kinds of choices for themselves as they write and speak in different contexts and for different purposes.

Essential Question: How can dictionaries and glossaries to find the meanings of unfamiliar words? What strategies can be used to find the meaning of unfamiliar words? How can context clues help determine the meaning of unknown words or phrases? What is the purpose of using formal and informal voices to write? Why is understanding the diversity of Standard English important? Why is it important to use various strategies in order to make purposeful decisions?Learning Targets (KUD)K: difference between informal and formal voices; various strategies to use to determine meaning of unknown words; difference in print and digital sources; Affixes and RootsU: importance of using multiple strategies; use affixes and roots to determine meaningsD: use numerous strategies to define unfamiliar words; explain the important of using numerous strategies; use print and digital sources to find meanings and pronunciationsI can: use various strategies to help define unfamiliar words. use a dictionary to find meaning of unknown words. explain the importance of using various strategies. use context clues to determine meaning of unknown

words. use formal and informal voice to write. print and digital sources to find the meaning and

pronunciation of words and phrases. use affixes and roots to find meanings.

Criteria for Success for MasteryStudents should be able to: USE (numerous strategies to find meanings of unknown

words and phrases) USE (informal and formal voices to write, affixes and roots

to find meanings) EXPLAIN (importance of using various strategies.)

Suggested Activities Students recognize and use clue words as indicators of word meanings with contexts (e.g., cause/effect – because,


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so, since, therefore, then, consequently, if, as a result; contrast –not, instead, yet, however, but, though, on the other hand; sequence – next, after, while, when, finally, during, as, meanwhile, at last, soon).

Students record roots, prefixes, and suffixes on individual note cards. With partners, students join note cards to build words, read words, and determine meanings.

Given list of words, students decompose words into prefixes, base words, and suffixes. In pairs, students use reference materials to determine meanings and pronunciations of specified vocabulary. Pairs

join together, creating groups of four, and collaborate to reach consensus on word meanings and pronunciations.


Cluster: Vocabulary Acquisition and Use

Common Core Standards:5.L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Interpret figurative language, including similes and metaphors, in context.b. Recognize and explain of the meaning of common idioms, adages, and proverbs.c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand

each of the words.

Key VocabularySimilesMetaphorsHomographs

IdiomsAdages

ProverbsSynonyms

AntonymsWord Relationships


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Habits of Mind Thinking Flexibly Thinking Interdependently Striving for Accuracy Remaining Open to Continuous Learning



Domain: Language StandardsCluster: Vocabulary Acquisition and UseCommon Core Standard:5.L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Interpret figurative language, including similes and metaphors, in context.b. Recognize and explain of the meaning of common idioms, adages, and proverbs.c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand

each of the words.

What does this mean? Learning words at this stage includes understanding and interpreting the meaning of similes, metaphors, idioms, adages, and proverbs; demonstrating understanding of relationships between words (synonyms and antonyms); growing vocabulary by using known word parts (Greek and Latin affix and root) to acquire unknown words; and developing print and digital reference use (glossary, dictionary, and thesaurus).

Essential Question: What is the difference between a simile and a metaphor? How can you use synonyms and antonyms to find the meaning of an unfamiliar word? How idioms, adages, and proverbs related?

Learning Targets (KUD)K: demonstrate an understanding of idioms, adages, proverbs, similes, and metaphors; use digital references in their quest for more knowledgeU: knowing word parts will help students develop a wide vocabulary

Criteria for Success for MasteryStudents should be able to: EXPRESS (feelings using figurative language) EXPLAIN (differences in types of figurative language) USE (digital resources)


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D: use digital resources; explain difference between various types of figurative language; use figurative language in writing

I can: express my feelings using figurative language. explain the difference in the various types of figurative

language. use digital resources on my quest to expand my

knowledge. use my expanded vocabulary to enhance my writing

ability.

USE (expanded vocabulary when writing)

Suggested Activities After shared read alouds containing figurative language, students identify examples in texts and discuss meanings

during teacher-led discussions. Then have students replace used figurative language with their own example. When given scenarios, students select from list of idioms, adages, or proverbs the expressions that correspond with

the scenarios (e.g., Scenario: Jo is nervous before his basketball game. –Idiom: He has butterflies in his stomach). **See Flip Chart)

Given a list of vocabulary words, students complete graphic organizers for words to deepen understanding of word meanings. Students write targeted words in center circles of organizer and list antonyms, synonyms, and analogies for those words in three surrounding circles.


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Domain: Reading Foundational Skills

Cluster: Phonics and Word Recognition

Common Core Standards:5.RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.

a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multi-syllabic words in context and out of context.

Key VocabularyComprehension Morphology

Context Multi-syllabic Word

Phonics Letter-Sound Correspondence

Syllabication Patterns

Habits of Mind Thinking Flexibly Striving for Accuracy Remaining Open to Continuous Learning


Metacognition

Domain: Language StandardsCluster: Vocabulary Acquisition and UseCommon Core Standard:


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5.RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots

and affixes) to read accurately unfamiliar multi-syllabic words in context and out of context.

What does this mean? Students continue learning specific strategies for decoding words in texts. They are required to apply the specific strategies for decoding and spelling multi-syllabic words.

Essential Question: Why is phonics important to the use of proper fluency? How can you use past knowledge to help decode

unfamiliar words? How can you apply your knowledge of syllable patterns

to decode words? How can you use morphology to decode unfamiliar

words? How can decoding aid in comprehension?

Probing Questions Does that sound right? Does that look right? Does that make sense? Look at the word, does it look like …? You said …does it look like …?

Learning Targets (KUD)K: letter-correspondence, syllable types and patterns, U: decompose words to in order decode wordsD: use past knowledge to decode unfamiliar wordsI can: use my past knowledge to decode unfamiliar words. recognize syllable types and patterns. use letter correspondence to decode words.

Criteria for Success for MasteryStudents should be able to: USE (past knowledge to decode words) APPLY (Past knowledge to decode words: letter-sound

correspondence, syllabication patterns, and morphology) USE (decoding to aid in comprehension and fluency)

Suggested Activities Students flag unfamiliar words in text with sticky notes. On sticky notes, students record knowledge of words (e.g., familiar word

parts, meaning of affixes, similar words.) Students use print or digital sources to confirm information on sticky notes and read words accurately.

Domain: Reading Foundational Skills

Cluster: Fluency


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Common Core Standards:5.RF.5.4 Read with sufficient accuracy and fluency to support comprehension.

a. Read on-level text with purpose and understanding.b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Key VocabularyRate Expression Poetry/Poem Prose

Habits of Mind Thinking Flexibly Striving for Accuracy Remaining Open to Continuous Learning


Metacognition

Domain: Language StandardsCluster: Vocabulary Acquisition and Use5.RF.5.4 Read with sufficient accuracy and fluency to support comprehension.

a. Read on-level text with purpose and understanding.b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

What does this mean? Fluency helps the reader process language for meaning and enjoyment. Fluent readers are able to focus attention on the meaning of the text. Readers at this stage reread texts as needed to support understanding.


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Essential Question: Why is it important to be able to read with fluency?

Probing Questions

Make your reading sound like the characters are talking.

Go back and reread when it doesn’t sound or look like you think it should.

Criteria for Success for MasteryStudents should be able to: USE (Context to confirm and self-correct) READ (on-level text with fluency)

Suggested Activities Students participate in Book Talks to demonstrate understanding of selections. In pairs, students create audio or video recordings of texts to practice reading with accuracy, appropriate rate, and

expression. Students evaluate recordings, improve where needed, and re-record. Students are provided multiple-meaning words from selected texts and use print or digital sources to record

definitions or words. Students read to determine appropriate meanings of words in contexts.


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Documents

5th Grade - Northeastdifferentiation - Home · Web viewCharlie and the Chocolate Factory (1 set) Bridge to Terabithia (1 set) Shiloh (1 set) Where the Red Fern Grows (1 set) Summer