literacy.cmswiki.wikispaces.netliteracy.cmswiki.wikispaces.net/file/view/PG Grade 5 Unit... · Web viewCurricular Plan for Making Meaning and Making Meaning Vocabulary Grade 5 Unit

Curricular Plan for Making Meaning and Making Meaning VocabularyGrade 5

Unit 7: Analyzing Text Structure (Expository Nonfiction)5 Weeks

Students should understand and be able to:Comprehension Focus

Students use text structure to explore nonfiction articles. Students hear and discuss expository text. Students identify what they learn from expository text. Students explore how articles can inform by highlighting pros and cons and investigating one side of an issue. Students explore author’s point of view. Students explore functional texts. Students identify what they learn from functional texts. Students explore how functional texts inform readers. Students explore how information is organized in textbooks. Students explore text structures such as cause and effect, chronological, and compare and contrast relationships in

expository text. Students read independently.

Social Development Focus Students take responsibility for their own learning during group work. Students include one another and contribute to group work. Students explain their thinking. Students listen respectfully to others’ thinking.

Mentor Texts “Copycats: Why Clone?” “The Debate on Banning Junk Food Ads” “All-girls’ and All-boys’ Schools: Better for Kids” “Do Kids Really Need Cell Phones?” “How to Make an Origami Cup” “Ashton Hammerheads Schedule for July, 2008” “Frontier Fun Park” Ticket Prices Survival and Loss: Native American Boarding Schools

Making MeaningWeek 1

Day 1: Read-aloud – “Copycats”

Get ready to work together

Review expository nonfiction

Introduce and preview the article

Read aloud and discuss IDR: Review and practice

self-monitoring with articles

Day 2: Strategy Lesson

Review the article Introduce pros and cons Reread article and

discuss in groups Discuss pros and cons Reflect IDR: Practice self-

monitoring Extension: Read more

about cloning

Day 3: Read-aloud – “The Debate on Banning Junk Food Ads”

Review pros and cons Introduce and preview

the article Read aloud and discuss IDR: Students read for

information/document IDR conferences


Review the article Reread and discuss in

groups Discuss pros and cons Reflect on group work IDR: Read for

information/record facts in IDR journals

Extension: Research advertising

Assessment: comprehension of article, identify pros and cons, explain thinking

Common Core State StandardsRF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RF.5.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or

RF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RF.5.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.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).RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text

L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.RF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RF.5.4b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsRF.5.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RI.5.6 Analyze multiple accounts of the same event or topic, noting important

RF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.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).RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.

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.

complexity band independently and proficiently.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

similarities and differences in the point of view they represent.RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.

SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Making Meaning VocabularyWeek 15

Vocabulary Words: topple, a shambles, thrust, churn, gush, batterWord-learning Strategies: Recognizing synonyms, Using context to determine word meaningsDay 1 Introduce and

define new words Review synonyms Discuss the words Vocabulary

activities

More Strategy Practice: Play “Synonym Match”

Day 2 Review words Vocabulary

activities

Day 3 Introduce and

define new words Vocabulary

activities

More Strategy Practice: Play “Use the Clues”


activities

Day 5 – Ongoing Review Display word cards

and review the words

“Alike or Different”

Common Core State StandardsL.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.5.5c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.L.5.6 Acquire and use accurately grade-

L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.L.5.4a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.L.5.6 Acquire and use

L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.L.5.4a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.L.5.5 Demonstrate

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

L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.5.5c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.L.5.6 Acquire and use accurately grade-

appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that

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

understanding of figurative language, word relationships, and nuances in word meanings.L.5.5c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.SL.5.1 Engage effectively in a range of

collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

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

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.

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.

collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others


Day 1: Read-aloud – “All-girls’ and All-boys’ Schools”


Review and introduce the article

Preview and read aloud Discuss and reflect IDR: Use

comprehensions strategies to read articles


Review the article and introduce author’s point of view

Reread and highlight evidence

Discuss the article Discuss point of view IDR: Read articles and

other expository text/document IDR conferences

Extension: Read and discuss other articles that investigate one side of an issue

Day 3: Read-aloud – “Do Kids Really Need Cell Phones?”

Review and introduce the article

Preview the article and read aloud

Discuss reading IDR: Read

independently/write in IDR journals

Day 4: Guided Strategy Practice

Review the article Reread and discuss Underline evidence and

author’s point of view Discuss evidence in

groups Reflect on explaining

thinking IDR: Think about how

authors write articles

Assessment: comprehension of article, identify evidence, author point of view, explain thinking

Common Core State StandardsRF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the

L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing

RF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the

RF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the

text.RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned

flexibly from a range of strategies.RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.RF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RF.5.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.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).RI.5.10 By the end of the year,

text.RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.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).RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that

text.texts.RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.SL.5.1 Engage effectively in a

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.

read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon 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.

preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.W.5.10 Write routinely over extended time frames (time for

research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.


Vocabulary Words: ethical, unethical, desirable, regulate, influence, consume/consumerWord-learning Strategies: Recognizing antonyms, Using context to determine word meanings, Using the suffix –er to determine word meaningsDay 1 Introduce and

define new words Review antonyms Vocabulary

activities Extension: Discuss

other words with the prefix un-

Day 2 Review the words Vocabulary

activities

Day 3 Introduce new

words and use context clues to figure out word meanings

Discuss the words Review the suffix –

er

More Strategy Practice: Play “Use the Clues”


activities

More Strategy Practice: Discuss other words with the suffix -er

Day 5 – Ongoing Review

Display the word cards and review the words

“What’s the Missing Word?”

Assessment: word identification, comprehension of word meanings, appreciation of learning new words

Individual Vocabulary Assessment: Word Check 4 (BLM26)

Student Self-Assessment: (BLM30)

Common Core State StandardsL.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.L.5.4b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.5.5c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.L.5.6 Acquire and use accurately grade-

L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.L.5.4a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).SL.5.1 Engage effectively in a range of collaborative

L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.L.5.4a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.L.5.4b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.5.5c Use the relationship between particular words (e.g.,

L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.L.5.4b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).L.5.6 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

L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.L.5.4a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).SL.5.1 Engage effectively in a range of collaborative

appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that

discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

synonyms, antonyms, homographs) to better understand each of the words.L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own

collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed- upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.


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


Day 1: Read-aloud – “How to Make and Origami Cup”


Review articles and introduce functional texts

Examine and discuss the text

Read and discuss “Ashton Hammerheads Schedule”

Practice using functional texts

Brainstorm and prepare to collect functional texts

Reflect on taking responsibility

IDR: Practice self-monitoring and rereading

Extension: Make origami cups

Day 2: Read-aloud – “Frontier Fun Park”

Review functional texts Introduce the text Use and analyze the

functional text IDR: Continue to practice

self-monitoring and rereading

Day 3: Guided Strategy Practice

Review and get ready to work together

Share and discuss functional texts in groups

Review the week Reflect on listening

respectfully to others’ thinking

IDR: Review and practice self-monitoring with expository nonfiction

Extension: Create a functional texts bulletin board

Assessment: identify what they learn from functional text, organization of functional text

Day 4: Class Meeting

Gather for a class meeting

Discuss the challenges of working with groups of four

Discuss solutions IDR: Have students

practice self-monitoring/document IDR conferences

Common Core State StandardsRF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RF.5.4c Use context to confirm

RF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RF.5.4c Use context to confirm

RF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RF.5.4c Use context to confirm

L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.5.4 Determine or clarify the meaning of unknown and

or self-correct word recognition and understanding, rereading as necessary.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5

or self-correct word recognition and understanding, rereading as necessary.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that

or self-correct word recognition and understanding, rereading as necessary.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that

multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.RF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RF.5.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with

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.

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.

preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.


Vocabulary Words: interact, academic, get on board, dependent, device, preteenWord-learning Strategies: Recognizing idioms, Using the prefix pre- to determine word meaningsDay 1 Introduce and

define new words Discuss the people Review idioms Vocabulary

activities Extension:

Day 2Review wordsVocabulary activities

Day 3 Introduce and

define new words Discuss the words Review the prefix

pre-

More Strategy

Day 4 Review words Create a sentence

Day 5 – Ongoing Review Display the word

cards and review the words

“Describe the Character”

Introduce and discuss the prefix inter-

Practice: Discuss other words and the prefix pre-

Common Core State Standards L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.L.5.4b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.5.5b Recognize and explain the meaning of common idioms, adages, and proverbs.L.5.6 Acquire and use accurately grade-appropriate general academic and domain-

L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.5.5b Recognize and explain the meaning of common idioms, adages, and proverbs.L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5

L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.L.5.4b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).RI.5.4 Determine the

L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that

L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that

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

topic or subject area.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about 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



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.

discussion and elaborate on the remarks of others.


Day 1: Read-aloud – Survival and Loss

Discuss reading textbooks

Introduce the story and read the introduction

Read aloud with section introductions

Discuss the reading Reflect on the group

work IDR: Practice self-

monitoring and rereading textbooks

Extension: Research trail of tears


Review and introduce the reading


Discuss the reading Reflect on group work IDR: Use comprehension

strategies to read textbooks

Extension: Research Native American Chiefs

Explore and discuss expository text features


Review and get ready to work together

Introduce the reading and read aloud with section introductions

Discuss the reading Reflect on the group work IDR: Read

textbooks/record facts in IDR journals

Extension: Explore and discuss expository text features


Review and introduce the reading


Discuss the reading Reflect on the group work IDR: Have the students

practice self-monitoring/document IDR conferences

Extensions: Explore and discuss expository text features

Read and discuss the

appendices

Assessment: identify what was learned, explain thinking during group discussions

Common Core State StandardsRF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RF.5.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RI.5.3 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.RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high

RF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RF.5.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RI.5.3 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.RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

RF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.SL.5.1 Engage effectively in a

L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.RF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RF.5.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RI.5.1 Quote accurately from a text when explaining what the

end of the grades 4-5 text complexity band independently and proficiently.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.W.5.7 Conduct short research projects that use several

range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

text says explicitly and when drawing inferences from the text.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with

sources to build knowledge through investigation of different aspects of a topic.

diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.


Vocabulary Words: procedure, sequence, indicate, supreme, hair-raising, priorityWord-learning Strategies: Recognizing idioms, Recognizing synonyms, Recognizing words with multiple meaningsDay 1 Introduce and

define new words Discuss the words Vocabulary

activities Act out the words Discuss another

Day 2Review the wordsVocabulary activities

Day 3 Introduce and

define new words Review synonyms

and idioms

Day 4 Review words Vocabulary activities



“Find Another Word”

meaning of the word

Extension: Explore the suffix -tion

Assessment: word identification, comprehension of word meanings, using synonyms in writing

Common Core State Standards L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.L.5.4b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).L.5.6 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

L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied

L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.5.5b Recognize and explain the meaning of common idioms, adages, and proverbs.L.5.5c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however,

L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied

L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.5.5c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).SL.5.1 Engage

addition).RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about 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

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

although, nevertheless, similarly, moreover, in addition).RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and


effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

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

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



Review the reading Discuss and notice

chronological relationships

IDR: Read textbooks/record fact in IDR journals


Review the “Relationship in Expository Text” chart

Discuss and notice cause and effect relationships

Reflect on group work IDR: Read

textbooks/record facts in IDR journals

Day 3: Strategy Lesson/Guided Strategy Practice

Discuss and notice compare and contrast relationships

Identify relationships and record in double-entry journals

Discuss the double-entry journals

IDR: Practice self-monitoring and rereading textbooks

Day 4: Independent Strategy Practice

Review the “Relationships in Expository Text” chart

Read textbooks independently

Think about relationships and reread, marking with self-stick notes

Discuss readings as a class

Reflect on taking responsibility

Assessment: text organization, cause and effect, compare and contrast, chronological relationships

Individual Comprehension

Assessment: reading and making sense of expository nonfiction

Social Skills Assessment: social development

Common Core State StandardsRF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the textRI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.RI.5.10 By the end of the year, read and comprehend

RF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the textRI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.RI.5.10 By the end of the year, read and comprehend

RF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RF.5.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RI.5.3 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 textRI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or

RF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the textRI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.RI.5.10 By the end of the year, read and comprehend

informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time

informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time

information in two or more texts.RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon 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.

informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon 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.

frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

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.


Vocabulary Words: resolve, compel, comply, squander, clash, defenselessWord-learning Strategies: Recognizing synonyms, Using the suffix –less to determine word meaningsDay 1 Introduce and

define new words Discuss ways to

solve a problem Discuss the words

1.

Day 2 Review the words Think more about

the words

Day 3 Introduce and

define new words Vocabulary

activities Review synonyms Review the suffix –

less

More Strategy Practice: Play “Synonym Match”

Day 4 Review words Tell Me a Story



“What’s the Missing Word?”

Common Core State StandardsL.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.5.5c Use the

L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast,

L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.5.5c Use the

L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast,

L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a

relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building

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

relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building

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

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

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


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



Helpful TipsMaking Meaning

Decide how you will randomly assign partners to work together during the unit. Collect magazine and newspaper articles for the students to examine during independent reading. Prepare a sheet of paper with the title “Functional Texts.” Collect a variety of functional texts for students to examine and read. Make a transparency of “Native American Land” maps (BLM27). Decide which of the students’ social studies textbooks you would like them to read during IDR. Prepare a sheet of paper with the title “Relationships in Expository Text.” (Step 2 p. 406) Choose a passage from the students’ social studies textbook for the class to read during IDR> Make copies of the Unit 7 Parent Letter to send home at the end of the unit. (BLM16)

Making Meaning Vocabulary Review More Strategy Practice on pp 332-333, 341-342, 362, 365-366, 389-390, and 438 Write the “What’s the Missing Word?” sentences on the board (BLM11) (Step 2 p. 335), (BLM15) (Step 2 p. 368), and

(BLM17) (Step 2 p. 443) Write the “Use the Clues” sentences on the board (BLM12) (BLM14) Write the context sentence from “The Debate of Banning Junk Food Ads” on the board (BLM13) (Step 1 p. 355) Write the “Find Another Word” sentences on the board (BLM16) (Step 2 p. 419) Collect a map of the United States. You will use the map to discuss the word indicate. Collect and use the following word cards for ongoing review: 9, 32, 60, 62, 64, 66, 67, 71, 73, 74, 75, 76, 77, 78, 80, 82, 83,

84, 85, 86, 87, 91, 92, 94, and 101

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