Curricular Plan for Making Meaning and Making Meaning VocabularyGrade 5

Unit 1: The Reading Life (Fiction)2 Weeks

Students should understand and be able to:Comprehension Focus

Students make text-to-self connections. Students begin Individualized Daily Reading (IDR). Teacher and students share reading lives.

Social Development Focus Teacher and students build a reading community. Students learn the procedure for a read-aloud. Students learn the procedure for “Turn to Your Partner,” “Think, Pair, Share,” class meetings, and IDR. Students take responsibility for their learning and behavior. Students develop the group skill of listening to one another.

Mentor Texts The Lotus Seed Everybody Cooks Rice Something to Remember Me By

Making MeaningWeek 1

Day 1: Read-aloud - The Lotus Seed

Introduce the reading community

Learn and practice the read-aloud procedure

Introduce and read the story aloud

Discuss and reflect

Day 2: Listening Practice

Pair students and introduce “Turn to Your Partner”

Model “Turn to Your Partner”

Review the read-aloud using “Turn to Your Partner”

Explain the purpose for rereading

Reread the story and discuss

Day 3: Read-aloud – Something to Remember Me By

Review procedure and get ready to listen

Introduce and read the story aloud

Discuss

Day 4: Listening Practice

Review the procedure and get ready to listen

Review the story and reread

Discuss and make personal connections

Reflect on working together

Common Core State StandardsRL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1b Follow agreed-upon rules and carry out assigned

RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or

RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5

RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or

roles. studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.

topics and texts, building on others' ideas and expressing their own clearly.SL.5.1b Follow agreed-upon rules and carry out assigned roles.

studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.

Making MeaningWeek 2

Day 1: Reflection and Class Meeting

Reflect on reading lives Prepare for a class

meeting Set ground rules Talk about reading lives Reflect and close

Day 2: Read-aloud – Everybody Cooks Rice

Review procedure and introduce “Think, Pair, Share”

Introduce the read-aloud story and use “Think, Pair, Share”

Read the story aloud Discuss and make

personal connections Reflect

Day 3: Individualized Daily Reading

Review procedures for the classroom library

Teach procedure for IDR Model completing the

“Reading Log” Select books and read

independently Discuss

Day 4: Individualized Daily Reading

Review procedures and expectations for IDR

Select books and read independently

Discuss the independent reading

Have a check-in class meeting

Assessment: social development

Common Core State StandardsSL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in

RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when

RF.5.4 Read with sufficient accuracy and fluency to support comprehension.

RF.5.4 Read with sufficient accuracy and fluency to support comprehension.

groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.SL.5.1d Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

drawing inferences from the text.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1b Follow agreed-upon rules and carry out assigned roles.

RF.5.4a Read on-level text with purpose and understanding.RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1b Follow agreed-upon rules and carry out assigned roles.W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

RF.5.4a Read on-level text with purpose and understanding.RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1b Follow agreed-upon rules and carry out assigned roles.

Making Meaning VocabularyWeek 1

Vocabulary Words: clamor, pandemonium, towering, memento, reassure, tatteredWord-learning Strategy: Using context to determine word meanings.Day 1 Introduce the

vocabulary program

Introduce and define new words

Introduce using the prompts

Use the words to discuss the read-aloud story and practice using prompts

Vocabulary activities

Use context to figure out word meanings

More Strategy Practice: Play “Use the Clues”

Day 2 Review words Vocabulary

activities Do vocabulary

activities in pairs

Day 3 Introduce and

define new words Discuss the words Vocabulary

activities

Day 4 Review words Vocabulary activities

Day 5 – Ongoing Review Display word cards

and review words Play vocabulary

games

Common Core State StandardsL.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and

L.5.6 Acquire and use accurately grade-appropriate general academic and domain-

L.5.6 Acquire and use accurately grade-appropriate general academic and domain-

L.5.6 Acquire and use accurately grade-appropriate general academic and domain-

L.5.6 Acquire and use accurately grade-appropriate general academic and domain-

phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.L.5.4a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.

specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific

specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about

specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific

specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific

SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

questions by making comments that contribute to the discussion and elaborate on the remarks of others.

the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

questions by making comments that contribute to the discussion and elaborate on the remarks of others.

questions by making comments that contribute to the discussion and elaborate on the remarks of others.

Helpful TipsMaking Meaning

Decide how you will randomly assign partners to work together during the unit. For suggestions about assigning partners randomly, see p. xvii. For ELL considerations see p. xxx.

Prepare a “Class Meetings Ground Rules” chart (See the Teacher Note on p. 22). Set up a classroom library. (See “Setting up a Leveled Classroom Library” on p. xxvii). Make a transparency of a “Reading Log” (BLM6). Make copies of the Unit 1 Parent Letter to send home on the last day of the unit.