scsk12.orgscsk12.org/ci/uploads/english/ELA Map Gr5 Q3.docx · Web viewEnglish Language Arts. 3. rd. Nine Weeks. Grade 5. Recurring standards—These standards are not listed each

Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.

English Language Arts 3rd Nine Weeks Grade 5

IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025.

By 2025,● 80% of our students will graduate from high school college or career ready● 90% of students will graduate on time● 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The plan ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students and across content areas. Destination 2025, the Comprehensive Literacy Improvement Plan, and TN State Standards establish common goals and expectations for student learning across schools and are the underpinning for the development of the curriculum maps.

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

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

A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum maps. Educators will use this map

Shelby County Schools2016/2017

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and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.

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

In order to plan effective lessons that allow students to do the majority of the thinking, teachers should employ strategies found in our comprehensive plan for improving literacy and learning. Our plan advises that during the literacy block teachers should use the following times:

Whole-Group Instruction (estimated time 20-25 minutes)-This time is used to engage all students in grade level information at the same time. The purpose of whole group is to introduce and/or reinforce new knowledge, skills or concepts, which often includes teacher modeling and practice.

Small-Group Instruction (estimated time 45-60 minutes)- During this time students engage in either teacher-led small group or student workstations. Small group instruction is a time to solidify the concepts learned in the whole group setting. This time allows the teacher to support students in a differentiated manner, and allows students to practice new skills and build on skills previously learned.

Whole-Group Closure (estimated time 5-10 minutes)-This time should be used to bring closure to the day’s lesson. This may include a quick assessment of students’ learning.

The above represents guidelines, but professional judgment should always be used when planning and instructing.


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How to Use the Literacy Curriculum MapsOur collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.

This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:

(1) Regular practice with complex text and its academic language.

(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.

(3) Building knowledge through content-rich nonfiction.

Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access:


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Complex Text

Rather than focusing solely on the skills of reading and writing, the Standards highlight the growing complexity of the texts students must read to be ready for the demands of college and careers.The standards build a staircase of text complexity so that all students are ready for the demands of college and career-level reading no later than the end of the high school.

Evidence from Text

The standards place a premium on students writing to sources. Rather than asking students questions they can answer solely from their prior knowledge or experience, the Standards expect students to answer questions that depend on their having read the text or texts with care. The standards also require the cultivation of narrative writing throughout the grades, and in later grades a command of sequence will be essential for effective argumentative and informational writing.

Building Knowledge

Building knowledge through content rich non-fiction plays an essential role in literacy and in the Standards. In K-5, fullfilling the standards requires a 50-50 balance between informational and literacy reading.Informational reading primarily includes content rich non-fiction in history/ social studies, sciences and the arts. The K-5 standards strongly recommend that students build coherent general knowledge both within each year and across years.



The Tennessee State ELA Standards

The Tennessee State ELA Standards (also known as the College and Career Ready Literacy Standards):http://tn.gov/education/article/english-language-arts-standards

Teachers can access the Tennessee State Standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.

Shift 1: Regular Practice with Complex Text and its Academic Language

Student Achievement Partners Text Complexity Collection:http://achievethecore.org/page/642/text-complexity-collection

Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection.

Student Achievement Partners Academic Word Finder: http://achievethecore.org/page/1027/academic-word-finder

Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.

Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text

Student Achievement Partners Text-Dependent Questions Resources:http://achievethecore.org/page/710/text-dependent-question-resources

Teachers can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.

Shift 3: Building Knowledge through Content-Rich Non-fiction

Student Achievement Partners Text Set Projects Sequenced:http://achievethecore.org/page/1098/text-set-project-sequenced-under-construction

Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.

Read Alouds, Shared Reading, Guiding Reading

https://www.tn.gov/assets/entities/readtobeready/attachments/Interactive_Read_Aloud_Toolkit.pdf

Guide to planning interactive read alouds.

http://www.k12reader.com/category/balanced-literacy/ Teachers can use this resource to learn about the components of a Balanced Literacy Program.

Literacy Work Stations

https://pals.virginia.edu/literacy-workstations.html Teachers can learn about why literacy workstations are important for Balanced Literacy, and gain tips for setting up literacy workstations.

http://www.readingrockets.org/strategies The library provides teachers with effective, research-based classroom strategies to help build and strengthen literacy skills in print awareness, phonological awareness, phonics, fluency, vocabulary, comprehension, and writing. Each strategy in the library includes instructions on how to use the strategy, downloadable templates, examples, recommended children's books to use with the strategy, differentiation for second language learners, students of varying reading skill, students with learning disabilities, younger learners and supporting research.

Using the Curriculum Maps, Grades 3-5


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http://www.readingrockets.org/strategies





Begin by examining the selected text(s). Read the text carefully and consider what topic or content students should learn from reading the text. Then, review the aligned essential question and culminating task for your topic focus for the week. Review the target Reading Foundational Skills resources to internalize the weekly outcomes for students.

Locate the TDOE Standards in the left column and the aligned evidence statements. Analyze the language of the standards and consider how the text supports the listed reading standards. Note that Reading Anchor Standard 1 and Reading Anchor Standard 10 are not included in the curriculum maps, but should be addressed every week, as students should consistently be reading rigorous grade-level texts and citing evidence when writing or speaking about the text:

o CCR Reading Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

o CCR Reading Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently. Consult your Journeys Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction. Plan your weekly and daily objectives, using the evidence statements and sample objectives as a guide. Be sure to plan your own objectives to meet the needs of your

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

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

When planning for the reading of a text, plan the questions you will ask each day using these three types of questions: those that derive general understanding, those that address craft and structure, and those that elicit an overall meaning of the text. Be sure that the questions you ask will lead students to better understand the text and lead to success on your selected performance assessments. They should also build toward your essential question. Remember at this grade band, complex texts need to be addressed through a read aloud or shared reading, as students have not fully mastered decoding skills well enough to tackle complex text on their own.

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

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

Remember to include differentiated activities for small group instruction. When planning keep in mind that foundational skills are taught both explicitly and implicitly. For further support on foundational skills instructional practices see the following

links:o http://www.readingrockets.org/article/phonics-watch-learn o https://www-k6.thinkcentral.com/content/hsp/reading/journeys2014/na/gr1/professional_development_video_9780547952857_/index.html


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https://www-k6.thinkcentral.com/content/hsp/reading/journeys2014/na/gr1/professional_development_video_9780547952857_/index.html

http://www.readingrockets.org/article/phonics-watch-learn



Two-Weeks at a Glance (TWAG) Outlines

Beginning in the 2016-17 school year, the SCS curriculum maps will include six or more “TWAG outlines” throughout the year in each grade. These outlines demonstrate how to spend two weeks digging deeply into a high-quality, complex anchor text from the Journeys series in order to build student knowledge around the topic of the story. By studying a high-leverage topic over two weeks, students will have more opportunities to grow their knowledge and vocabulary, while simultaneously building their literacy skills. The curriculum map will align to the TWAG outline, but the full outline will be found in the Appendix to the map. It is important to note that while the map will skip some texts in Journeys to build in time for the TWAG outlines, teachers should continue with the foundational skills strand as outlined in the text and the maps. The foundational skills strand follows a systematic, research based progression, and it is highly recommended that teachers use that progression to guide their instruction. SCS teachers and coaches in partnership developed TWAG outlines with Student Achievement Partners and other districts across the country. For further information regarding grade level TWAGs see the following: http://achievethecore.org/page/2881/journeys-2014-materials-adaptation-project?PID=1036

Extended Texts Weeks

In further efforts to build knowledge in harmony with literacy shift 3, Extended Text Weeks have been added to the maps. Like the TWAG, Extended Text Weeks allow more time to dig deeply into a high-quality, complex anchor text from the Journeys series. In order to build student knowledge around the topic of the anchor text, links to a variety of text/media have been included. By studying a high-leverage topic over two weeks or more, students will have more opportunities to grow their knowledge and vocabulary, while simultaneously building their literacy skills.

Using the WIDA MPIs

WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. Sentence frames aligned with the related Reading standard are also provided in the Speaking and Listening domain. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.


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http://achievethecore.org/page/2881/journeys-2014-materials-adaptation-project?PID=1036



Key Terms:

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

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

• Foundational Skills: The Foundational Skills are focused on developing students’ understanding and working- knowledge of print concepts, phonological awareness, phonics and word recognition and fluency. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will.

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

• Evidence Statements: Are taken directly from the standards. The standards contain multiple skills. Because the evidence statements usually divide each standard into individual skills, the statements can be used to support the crafting of objectives. It is important to note that although sample objectives are embedded in the map, teachers must still craft their own objectives based on the needs of their individual classes.

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

Skills Based and Meaning Based Competencies


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In early grade classrooms especially, there is a need for both skills-based and meaning-based competencies. Both types of instruction are equally important– instruction focused on reading foundational skills and instruction focused on building knowledge and vocabulary.


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Gradual Release of ResponsibilityOur comprehensive plan for improving literacy suggests the use of the Gradual Release of Responsibility Learning Model (GRR). In the Gradual Release of Responsibility learning model, the responsibility for task completion shifts gradually over time from the teacher to the student. To gradually release responsibility is to equip students with what they need to be engaged and self-directed learners. Teachers may find through checks for understanding that they need to revisit the ‘I do’ and/or ‘We do’ instructional phase before releasing the responsibility to the students. Therefore, it is not expected that teachers will move through all four stages during every single lesson.


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Week 1- Lesson 17Reading Selection: LAFFF (Lexile Level 800) From Dreams to Reality (Lexile Level 850; paired selection)

Instructional Resources for Building KnowledgeRelated Texts 3, 2, 1…Blast Off (Lexile Level 840) http://www.readworks.com/passages/3-2-1blast Inventions of the Future (Lexile Level 930) http://www.readworks.org/passages/inventions-futureNon Print Texts 10 Science Fiction Predictions That Came True - Science Video (4 min, 13 sec) https://www.youtube.com/watch?

v=oP8DiaFgj4w

Essential Question: What role does imagination play in the invention process?TDOE Curriculum Standards Evidence Statements Content & Tasks

Reading Literature and Informational TextRL.5.4- Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.RL.5.5- Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.RL.5.6- Describe how a narrator’s or speaker’s point of view influences how events are described.RI.5.4-Deteremine the meaning of general academic and domain -specific words and phrases in a text relevant to a grade 5 topic or subject area.

Related WIDA StandardRL.5.6- Describe how a narrator’s or speaker’s point of view influences how events are described.

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

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

Describes how a narrator’s or speaker’s point of view influences how events are described.

Determines the meaning of general academic words or phrases in a text relevant to grade 5 topics or subject area.

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

Sample Objectives (I Can…): Describe how a speaker’s point of view in LAFFF

influences the events in the text. Determine the meanings of words and phrases, including

figurative language in the text LAFFF. Determine and describe the story structure of the text

LAFFF.

Performance Assessments Journeys Grab-and-Go Assessments, Lesson 17 Journeys Reader’s Notebook, Lesson 17 Written summary of a “cold read” text or texts,

drawing on specific details from the text Teacher-made or district common assessments in

testing format. Anecdotal evidence from classroom discussions

Option for Reteaching Story Structure T150

Scaffold Close Reading T92(Teacher-led Small Group or Whole Group) First Read- Think Through the Text Second Read- Analyze the Text Independent Reading

Text Dependent Questions The story begins and ends with the same

statements; what connection does the author make between the “Around and Around” winning submission and the “LAFFF” story itself? (general understanding)

What types of conflict take place in “LAFFF,” and how do the characters respond to each type? (key details)

How does the author illustrate the differences between Peter and Dr. Lu Manchu? (text


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https://www.youtube.com/watch?v=oP8DiaFgj4w

https://www.youtube.com/watch?v=oP8DiaFgj4w

http://www.readworks.org/passages/inventions-future

http://www.readworks.com/passages/3-2-1blast



structure) Compare and contract both Angela and Peter.

Use details from the story to support your answer. (general understanding)

How does the author use figurative language to enhance the imagery of the text? (vocabulary)

Why does the author use onomatopoeia? What do the sounds “hissed” and “bleep, cheep, and gurgle” add to the story? (vocabulary)

On page 513, read the sentence, “I yelped and turned around.” Since yelped means to cry out, what is a synonym you could use to convey the same meaning? What is the difference between the denotation and the connotation of these words? (vocabulary/text structure)

How does the author’s emphasis on the writing contest and Angela’s self-esteem impact the rest of the story? (text structure)

Describe how would the story be different if told from Dr. Lu Manchu’s point-of-view? (author’s purpose)

How do the illustrations contribute to the mood of the story? (inferences)

Leveled Readers Advanced: Pancakes (770L) On-level: The Watch Girl (620L)-

Intervention Struggling Readers: Robot Rescue (400L)-

Intervention Vocabulary Reader: That’s a Wacky Idea

(630L)- Intervention English Language Support: Kendria’s

Watch (300L)- Intervention

Literacy Station Activities Comprehension Station-Have students work in

groups to discuss LAFF; students should use projectable 17.2 to analyze the text to plot LAFF- setting, characters, conflict, events, and resolution, write a summary of a passage, Journeys flip charts (modify to add rigor)


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http://www.fcrr.org/curriculum/ studentCenterActivities45.shtm Comprehension Part 1, C.005-Plotting the PlotLink to point of view practice http://www.internet4classrooms.com/grade_level_help/literature_point_of_view_language_arts_fifth_5th_grade.htm

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RI .4.2- Determine the main idea of a text and explain how it is supported by key details; summarize the text.Level 1: Entering Level 2: Emerging Level 3: Developing Level 4: Expanding Level 5: BridgingExplain the main idea and key details by summarizing the text using L1 and/or Pictures and Photographs, Gestures and high frequency, single words or answer yes/no or either/or questions.

Explain the main idea and key details by summarizing the text using L1 and/or using Pictures and Photographs, and key vocabulary in phrases and short sentences.

Explain the main idea and key details by summarizing the text using key vocabulary in a series of simple, related sentences.

Explain the main idea and key details by summarizing the text using key vocabulary in expanded and some complex sentences.

Explain the main idea and key details by summarizing the text using precise vocabulary in multiple, complex sentences.

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

Writing/ResearchW.5.1a- Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.W.5.1b-Provide logically ordered reasons that are supported by facts and details.W.5.1c- Link opinion and reasons that are supported by facts and details.W.5.1d- Provide a concluding statement or section related to the opinion presented.

Addresses the prompt and provides effective and comprehensive development of the topic and/or narrative elements by using clear reasoning, details, and/or description; the development is consistently appropriate to the task, purpose, and audience.

Demonstrates effective coherence, clarity, and cohesion and includes a strong introduction and conclusion.

Uses language well to attend to the norms and conventions of the discipline. The response includes concrete words and phrases, sensory details, linking and transitional words, and/or domain- specific vocabulary effectively to clarify ideas.

Demonstrates the command of the conventions of standard English consistent with edited writing. There may be a few distracting errors in grammar and usage, but meaning is clear.

Sample Objectives (I Can…): Brainstorm ways Peter and Angela developed as the

story LAFFF progressed. Give between 4 to 5 reasons from the text that support

my opinion.

Routine Writing Forming a text-based opinion Citing evidence to support opinion Using linking words Including topic sentence and concluding

statement

Performance Task- Culminating In the science fiction short story, “LAFFF”, the two

main characters, Peter and Angela, both change throughout the story. Brainstorm ways both characters develop as the story progresses. Write an opinion essay arguing for which character experiences the greatest transition.

Use scoring rubric from TDOE:https://www.tn.gov/assets/entities/education/attachments/rubric_writing_g4-5_opinion.pdf


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https://www.tn.gov/assets/entities/education/attachments/rubric_writing_g4-5_opinion.pdf


http://www.livebinders.com/play/play?id=1089921

http://www.livebinders.com/play/play?id=1089921

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/Visualizations/PicturesPhotographs.pdf


http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/Visualizations/Gestures.pdf


http://www.internet4classrooms.com/grade_level_help/literature_point_of_view_language_arts_fifth_5th_grade.htm



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




Use Linking words to connect my opinion to my reasons. Write my paragraphs always containing a clear topic

sentence. Writing my paragraphs with a clear concluding statement.

Speaking and ListeningSL.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.5.2- Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL 5.5- Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

Engages in a range of collaborative discussions on grade 5 topics and texts, building on others’ ideas and expressing own ideas clearly.

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

Summarizes a written text read aloud. Summarizes text presented in diverse media formats. Provides multimedia components (e.g., graphics, sound)

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

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

Sample Objectives (I Can…): Pose and respond to questions, make comments that

contribute to the discussion. Review key ideas and draw conclusions. Summarize a written text read aloud or information

presented in diverse media and formats. Report on a topic or text or present an opinion,

sequencing ideas logically. Include multimedia components (e.g., graphics, and

visual displays in presentations.

Performance Assessments Oral reports Adding audio and visual information Using formal English in appropriate situations Participating in and conducting discussions, read

alouds, and q/sessions Teacher observation

Sentence Frames to Support Reading StandardsRI.4.2 The main idea is _______________________. The most important details are

______________________, ______________________ and ________________.

The details that support the main idea are _____________, _____________ and ____________.

A detail that supports the main idea is _____________________.

Summary Paragraph Frame: The text is about ______________________.

The main idea is that _____________________. One detail that supports this main idea is ________________________________ . Another detail is ____________________________. The last detail that supports this main idea is ______________.

LanguageL.5.1d- Recognize and correct inappropriate shifts in verb tense.L.5.2- Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing.L.5.4c- Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify meaning of key words and phrases.

Identifies and edits inappropriate shifts in verb tense. Demonstrates the conventions of standard written

English. Determines the meaning of words and phrases, using

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

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

Vocabulary Reference Materials

Vocabulary for Explicit Instruction Produced, destination, infer, invention, reference http://achievethecore.org/content/upload/

Liben_Vocabulary_Article.pdf http://achievethecore.org/page/61/which-words-

do-i-teach-and-how-detail-pg (Supplemental


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http://achievethecore.org/page/61/which-words-do-i-teach-and-how-detail-pg


http://achievethecore.org/content/upload/Liben_Vocabulary_Article.pdf




Sample Objectives (I Can…): Identify adverbs and the verbs that they describe while

reading. Use adverbs correctly to enhance writing and speaking. Identify and adjust incorrect verb tense. Edit writing for capitalization errors and spelling. Use reference materials to find pronunciations and word

meanings

Resources, click Vocabulary Quadrant)

Literacy Activities Vocabulary Station-Using reference materials

have students locate and organize information on a topic.

Link to Reference Materialshttp://eduscapes.com/tap/topic9.htm

Link to adverb practice http://learnenglishkids.britishcouncil.org/en/grammar-games/adverbs

http://www.fcrr.org/curriculum/studentCenterActivities45.shtm Vocabulary Part 3, V.020-Word Parts

Language Arts Adverbs

Performance Assessments Edit for weekly grammar skill. Edit for grade-level capitalization and punctuation

errors.

Option for Reteaching Reference Materials T150

Reading Foundational SkillsRF 5.3a- Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of contrast.RF 5.4a- Read grade-level text with purpose and understanding.RF 5.4b- Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

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

Reads on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

Uses context to confirm or self-correct word recognition and understanding, rereading as necessary.

Sample Objectives (I Can…): Use knowledge of letter-sound correspondences,

syllabication patterns, and morphology to read accurately.

Read on-level text with purpose and understanding. Read orally with accuracy, appropriate rate, and

expression.

Phonics and fluency Intonation Recognizing Common Word Parts

Performance assessments Oral reading fluency checks/running records Spelling of grade-appropriate words in

daily/weekly writing Use of learned patterns to decode unfamiliar

words

Option for Reteaching Recognizing Common Word Parts T151

Literacy Station ActivitiesShelby County Schools

2016/2017Page 14 of 48



http://learnenglishkids.britishcouncil.org/en/grammar-games/adverbs

http://learnenglishkids.britishcouncil.org/en/grammar-games/adverbs

http://eduscapes.com/tap/topic9.htm



Recognize common word parts. Decoding: Have students work in pairs to change 9-15 base words into new words. Give each student a blank 9-square grid (or 12 /15 square grid) as a game board. Write a variety of base words on the board, including familiar adjectives (kind, fresh, slow, etc.) and verbs (agree, cover, play, etc.) from the set. Have students copy 9-15 of the words onto their game boards in random order. Place the prefixes and suffixes cards in a bag. Students take turns to draw from bag and read it aloud. Students try to make a word by adding that prefix or suffix to one of their base words, and writing it in the square. Continue until one student has changed all of his or her words into new words. Use these words to write sentence and underline the new word.

Link to word part practice https://learnenglishkids.britishcouncil.org/en/category/vocabulary/word-building

Fluency (optional): Have students echo-read each sentence. Point out that the punctuation marks help them to know when to pause, when to stop, and when to make their voice rise or fall. Remind students that the author gives clues in the passage about how each character is speaking.

Weeks 2 and 3- Lesson 19 (Extended Unit)Reading Selections: Darnell Rock Reporting (Lexile Level 850) Volunteer! (Lexile Level 990; paired selection)

Instructional Resources for Building KnowledgeRelated Texts Cool to Be Kind (Lexile Level 890) http://www.readworks.com/passages/cool-be-kind The Volunteer (Lexile Level 1000) http://www.readworks.org/passages/volunteer Community Gardens Help At-Risk Youth Cultivate New Interests (Lexile Level 920)

http://www.starnewsonline.com/news/20150907/community-gardens-help-at-risk-youth-cultivate-new-interests Students at a Fresno School have a Hands-on Experience Growing Produce (Lexile Level 970)

https://newsela.com/articles/millennials-charity/id/13560/ Urban Students Grow Food at Los Angeles School Garden” (Lexile Level 910L)

http://tweentribune.com/article/tween56/urban-students-grow-food-los-angeles-school-garden/ Raising Awareness of Chicago’s Homelessness, One Sign at a Time (Lexile Level 910)

https://newsela.com/articles/homeless-sign/id/11167/ Millennials Like to do Hands-on Work for Charity, Study Shows (Lexile Level 860)

https://newsela.com/articles/millennials-charity/id/13560/Non Print Texts 100 Learning Gardens Coming to Shelby County area schools (1 min, 46 sec) http://wreg.com/2015/03/23/100-


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http://wreg.com/2015/03/23/100-learning-gardens-coming-to-shelby-county-area-schools/

https://newsela.com/articles/millennials-charity/id/13560/

https://newsela.com/articles/homeless-sign/id/11167/

http://tweentribune.com/article/tween56/urban-students-grow-food-los-angeles-school-garden/

https://newsela.com/articles/millennials-charity/id/13560/

http://www.starnewsonline.com/news/20150907/community-gardens-help-at-risk-youth-cultivate-new-interests

http://www.readworks.org/passages/volunteer

http://www.readworks.com/passages/cool-be-kind

https://learnenglishkids.britishcouncil.org/en/category/vocabulary/word-building

https://learnenglishkids.britishcouncil.org/en/category/vocabulary/word-building



learning-gardens-coming-to-shelby-county-area-schools/ Choose901: The Kitchen Community’s Teacher (2 min, 15 sec) https://vimeo.com/137174004 Kid President + Glad to Give present How Good Spreads (5 min, 10 sec) https://www.youtube.com/watch?

v=bH5ozEo1Ao4Essential Question (Target): Why is it important to be aware of your community needs?

TDOE Curriculum Standards Evidence Statements Content & TasksReading Literature and Informational TextRL.5.2- Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.RL.5.3- Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).RL.5.4- Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

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

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

Summarizes of the text. Compares and contrasts two or more characters in a

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

Compares and contrasts two or more settings in a story or drama, drawing on specific details in the text. (2)

Compares and contrasts two or more events in a story or drama, drawing on specific details in the text.


Sample Objectives (I Can…): Determine the theme in Darnell Rock Reporting. Describe and analyze the text structure of Darnell Rock

Reporting. Explain how the author uses reasons and evidence to

support the theme in Darnell Rock Reporting.




Option for Reteaching Author’s Purpose T298


Text Dependent Questions How do people, both adults and young people,

treat Darnell differently after his article is published? Cite evidence from the text to support your answer. (key details)

On page 525, the author states Linda began reading her article in the snootiest voice that Darnell had ever heard. Why does the author describe her voice this way? (vocabulary & text structure)

According to Darnell’s article, why does he think a community garden would offer Mr. Jones and other homeless people a chance to try to improve their lives? (inference)

Summarize the different views between Darnell’s article and Linda’s article. How do you think Darnell feels in the Oakdale Court building in comparison to Linda? Use details from the story


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https://www.youtube.com/watch?v=bH5ozEo1Ao4

https://www.youtube.com/watch?v=bH5ozEo1Ao4

https://vimeo.com/137174004

http://wreg.com/2015/03/23/100-learning-gardens-coming-to-shelby-county-area-schools/



to support you answer. (general understanding) What evidence does the author provide to show

that Darnell is a compassionate person? Use details from the text to explain why the council voted against the garden. (author’s purpose)

Leveled Readers Advanced: Another View (870L) On-level: Saving the General (700L)- Building

Knowledge and Intervention Struggling Readers: The Big Interview (620L)-

Intervention Vocabulary Reader: From Parking Lot to Garden

(550L)- Building Knowledge and Intervention English Language Support: The Old Tree

(430L)- Building Knowledge and Intervention

Literacy Station Activities Comprehension Station- Use a graphic

organizer to identify characterization; practice identifying the author’s purpose of texts (use projectable 19.2); write a summary of a passage, Journeys flip charts (modify to add rigor); Read a short description of an event. Identify a character trait that is revealed by each action. Explain your answer by referencing the text. Example-Jake is Cassie’s older brother. One day they are walking home from school when a cold front rolls in the temperature drops 20 degrees. Jake is dressed more appropriately for the weather than Cassie. He takes off his hooded sweatshirt and offers it to her. She gratefully accepts. Jake is now colder, but he is happier. What character trait does Jake demonstrate? Explain your answer by referencing the text.

http://www.fcrr.org/curriculum/ studentCenterActivities45.shtm Comprehension Part 3, C.030-What’s the Purpose?

Link to practice on characterization https://www.superteachertools.us/jeopardyx/jeopardy-review-game.php?gamefile=292007#.Vj6EIsss3DM


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WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RI.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

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

Read

ing

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

Match domain-specific words and phrases to definitions to determine the meaning of domain-specific words & phrases in an illustrated text with a peer.

Determine meanings of general academic and domain-specific words and phrases within grade-level text using an illustrated dictionary, online dictionary, and/or peer support.

Infer meanings of general academic and domain-specific words and phrases within grade-level text using context clues and glossary support.

Infer meanings of general academic and domain-specific vocabulary words and phrases from within the text.

For additional information on scaffolding within the domains of Reading, Writing, Speaking, and Listening please see:North Carolina Live binder http://www.livebinders.com/play/play?id=1089921 -Click on Transformed MPIs/ELAsWriting/ResearchW.5.2-Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).d. Use precise language and domain-specific vocabulary to inform about or explain the topic.e. Provide a concluding statement or section related to the information or explanation presented.





Sample Objectives (I Can…): Write to explain or inform readers about volunteering and

community service projects. Use Linking words to connect my key points. Write my paragraphs always containing a clear topic


Routine Writing Writing to explain or inform Using linking words Including topic sentence and concluding statement

Performance Task- Culminating You have read two stories about

volunteering/community service projects. Write an essay in which you compare and contrast the methods Darnell used to give back to the community with the methods used by other adults. Remember to cite evidence from both texts to create your key points.

Use scoring rubric from TDOE:https://www.tn.gov/assets/entities/education/attachments/rubric_writing_g4-5_explanatory.pdf

Speaking and ListeningSL.5.3- Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

Summarizes the points a speaker makes. Explains how each claim is supported by reasons and

evidence.

Performance Assessments Oral reports Adding audio and visual information


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https://www.tn.gov/assets/entities/education/attachments/rubric_writing_g4-5_explanatory.pdf




SL.5.4- Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.SL 5.6- Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

Reports on a topic or text, sequencing ideas logically. Uses appropriate facts and relevant, descriptive details to

support main ideas and/or themes. Speaks clearly at an understandable pace. Adapts speech to a variety of contexts and tasks. Uses formal English when appropriate to task and

situation.

Sample Objectives (I Can…): Come to discussions prepared with the necessary

materials. Pose and respond to specific questions. Summarize a written text aloud. Summarize points from the speaker. 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.

Using formal English in appropriate situations Participating in and conducting discussions, read

alouds, and q/sessions Teacher observation

Sentence Frames to Support Reading StandardsRL.5.4 The word ________ means ___________ in this

sentence. In this sentence, the word ________ means

_________. The author used this word because…

LanguageL.5.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.5.2- Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing.L.5.4b- Use common, grade-appropriate Greek and Latin roots as clues to the meaning of a word or phrase.L.5.4c- Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify meaning of key words and phrases.

Uses the conventions of standard English grammar and usage when writing or speaking.

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

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

Sample Objectives (I Can…): Recognize and explain the role of prepositional phrases

in sentences. Use prepositional phrases correctly when speaking and

writing. Identify indefinite, possessive, and interrogative pronouns

while reading. Use pronouns correctly when writing. Edit writing for capitalization errors and spelling errors. Learn and use words with the Greek and Latin prefixes.

Vocabulary Using Context Greek and Latin Suffixes –ism, -ist, -able, -ible

Vocabulary for Explicit Instruction Issue, exception, dialogue, dependent http://achievethecore.org/content/upload/


do-i-teach-and-how-detail-pg (Supplemental Resources, click Vocabulary Quadrant)

Literacy Station Activities Vocabulary Station- Students read sentences

and determine the meaning of the word using cross sentence clues or prior knowledge. Then explain what clues in the sentence helped determine the word meaning.

Link to context clues practice http://www.tv411.org/reading/understanding-what-you-read/using-context-clues/activity/1/1


Page 19 of 48

http://www.tv411.org/reading/understanding-what-you-read/using-context-clues/activity/1/1








Use reference materials to find pronunciations and word meanings.

Vocabulary Station- Using a piece of text, have students underline prepositions and highlight phrases.

Link to prepositions and prepositional phrases practice http://www.eduplace.com/cgi-bin/hme-quiz-start.cgi?Grade=6&Unit=7&Topic=Prepositional+Phrases&x=25&y=9

http://www.tv411.org/reading/understanding- what-you-read/using-context-clues/activity/1/1

Vocabulary- Scan the text, Darnell’s Rock Reporting. Find 5-10 new vocabulary words that you would like to learn. Write the words and definitions in your vocabulary log.

Vocabulary- Have students create words with suffixes –ism, -able-, ible. Write the meaning of the word and use it in a sentence.

Link to Greek and Latin suffixes http://teacher.scholastic.com/activities/athens_games/game.htm

Link to pronoun practice https://www.superteachertools.us/jeopardyx/jeopardy-review-game.php?gamefile=542342#.Vj6HGsss3DM

Language Arts Propositions Prepositional Phrases Pronouns (indefinite, possessive, interrogative)


errors.

Option for Reteaching Prepositions and Prepositional Phrases T223 Pronouns T299

Reading Foundational SkillsRF.5.3a- Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words


Reads on-level prose and poetry orally with accuracy,

Phonics and fluency Phrasing: Punctuation Recognizing Suffixes

Performance assessmentsShelby County Schools

2016/2017Page 20 of 48

https://www.superteachertools.us/jeopardyx/jeopardy-review-game.php?gamefile=542342#.Vj6HGsss3DM



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

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



http://www.eduplace.com/cgi-bin/hme-quiz-start.cgi?Grade=6&Unit=7&Topic=Prepositional+Phrases&x=25&y=9





in context and out of contrast.RF.5.4a- Read grade-level text with purpose and understanding.

appropriate rate, and expression on successive readings.

Sample Objectives (I Can…): Use combined knowledge of all letter-sound

correspondences, syllabication patterns, and morphology to read accurately unfamiliar multisyllabic words in context and out of contrast.

Read grade-level text with purpose and understanding.

Oral reading fluency checks/running records Spelling of grade-appropriate words in

daily/weekly writing. Participating in and conducting discussions, read

alouds, and q/a sessions Use of learned patterns to decode unfamiliar

words

Option for Reteaching Suffixes T223 More Suffixes T299

Literacy Station Activities Decoding/Word Study- Choose a passage and

have students work in pairs to decode words with suffixes. Identify and chart different words with suffixes –ful, -less, -ness, -ment. Draw (or use) a four-column chart with headings –ful, -less, -ness, -ment. Then write the words in the correct columns of the chart and have students copy it into their notes. Have students add words on display on chart, then write suffix word meanings, suffix word used in a sentence, and suffix word illustration.

Link to suffix practice http://www.vocabulary.co.il/suffixes/#intermediateLinks to suffix practice http://www.tv411.org/vocabulary/understanding-how-words-work/suffixes/activity/1/1

Fluency (optional)- Read aloud and pause appropriately using punctuation as a guide; time each other and graph results.

http://www.fcrr.org/curriculum/ studentCenterActivities45.shtm Fluency Part 2, F.018-Follow My Lead

Week 4- Lesson 20Reading Selections: The Black Stallion (Lexile Level 720) Horse Power (Lexile Level 1090; paired selection)

Instructional Resources for Building KnowledgeRelated Texts Horses Pay the Price (Lexile Level 820) https://newsela.com/articles/horse-neglect/id/51/Non Print Texts Breaking Wild Horses | Outback Wrangler (2 min, 41 sec) https://www.youtube.com/watch?v=eHwGWBJyMSg


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https://www.youtube.com/watch?v=eHwGWBJyMSg

https://newsela.com/articles/horse-neglect/id/51/



http://www.tv411.org/vocabulary/understanding-how-words-work/suffixes/activity/1/1

http://www.tv411.org/vocabulary/understanding-how-words-work/suffixes/activity/1/1

http://www.vocabulary.co.il/suffixes/#intermediate

http://www.vocabulary.co.il/suffixes/#intermediate



Essential Question: What can be learned from building a relationship with an animal?

TDOE Curriculum Standards Evidence Statements Content & TasksReading Literature and Informational TextRL.5.3- Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).RL.5.5- Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.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).

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

Related Science StandardGLE 0507.5.1 Investigate physical characteristics associated with different groups of animals.

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

Compares and contrasts two or more settings in a story or drama, drawing on specific details in the text.



Explains how an author uses reasons to support particular points in a text.

Explains how an author uses evidence to support particular points in a text.

Identifies which reasons and/or evidence support which points.

Sample Objectives (I Can…): Compare and contrast different events in the text Black

Beauty to get meaning from the text. Explain how the author of Black Beauty uses evidence to

show how Alec adapts to survive.




Option for Reteaching Story Structure T380


Text-Dependent Questions What was the first thing Alec needed once he

reached the island? How did he find it? (general understanding)

On page 604, the author uses the word “carragheen.” What is “carragheen?” Use your context clues and evidence from the text to support your meaning. (vocabulary and text structure)

What is the main conflict in the text Black Beauty? (text structure)

What things did Alec need to survive? How did he meet that need? Would you have done anything differently? (opinion)

Leveled Readers Advanced: Day of the Coyotes (880L) On-level: Wilderness Rangers (660L)- Building

Knowledge and Intervention Struggling Readers: The Deer (590L)-


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Intervention Vocabulary Reader: Island Ponies (510L)-

Building Knowledge and Intervention English Language Support: Lost in a Canyon

(380L)- Build Knowledge and Intervention

Literacy Station Activities Comprehension-Create a web of animals that

humans bred to exhibit certain traits to allow them to help others. Write a summary of a passage, Journeys flip charts (modify to add rigor)http://www.fcrr.org/curriculum/studentCenterActivities45.shtm Comprehension Part 1, C.009-Story Mapping

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RL.5.5- Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.


Read

ing

Identify transitional words in the text that signify sequence to explain how a series of events fit together using a word bank.

Sequence main events (cited directly from text) from a single page or multiple paragraphs to explain how a series of events fit together using a sequential thinking map with text support.

Sequence events from the text to explain how a series of events fit together using a plot line and peer support.

Analyze specific events to determine whether they are the cause or effect of other actions to explain how a series of events fit together using a graphic organizer.

Evaluate the effect of including specific events within the text and the resulting overall plot.

For additional information on scaffolding within the domains of Reading, Writing, Speaking, and Listening please see:North Carolina Live binder http://www.livebinders.com/play/play?id=1089921-Click on Transformed MPIs/ELAsWriting/ResearchW.5.1a- Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.W.5.1b-Provide logically ordered reasons that are supported by facts and details.W.5.1c- Link opinion and reasons that are supported by facts and details.W.5.1d- Provide a concluding statement or section related to the opinion presented.




Demonstrates the command of the conventions of standard English consistent with edited writing. There

Routine Writing Forming a text based opinion Using linking words Including topic sentence and concluding statement

Performance Task- Culminating In the Black Stallion, Alec is shipwrecked on a

deserted island with only a wild horse for company. The way he responds to this challenge reveals his inner qualities. Think about Alec’s actions and what they show about him. Write a paragraph that explains how Alec’s relationship with the stallion changes over the course of the


Page 23 of 48



may be a few distracting errors in grammar and usage, but meaning is clear.

Sample Objectives (I Can…): Write an opinion piece about how Alec’s response to

challenges reveal his inner qualities. Use text evidence to support my writing.

text. Support your explanation with details from each major interaction Alec has with the horse. Use text evidence to support your writing.


Speaking and ListeningSL.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 for discussions 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.

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


Follows agreed-upon rules for discussions. Carries out assigned roles. Poses and responds to specific questions by making

comments that contribute to the discussion. Elaborates on the remarks of others in order to contribute

to the discussion.

Sample Objectives (I Can…): Come to discussions prepared with the necessary

materials. Follow agreed upon rules. Pose and respond to specific questions. Review key ideas expressed. Summarize a written text aloud.

Performance Assessments Participating in and conducting discussions, read

alouds, and q/a sessions Oral reports Adding audio and visual information Using formal English in appropriate situations

Sentence Frames to Support Reading StandardsRL.5.5 The structure of the text is…I know this

because… The structure of the text is…The clue I used to

help me was… These texts have a different structure because

______________. These text are both examples of the

_______________ structure.

LanguageL.5.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.5.2d- Use underlining, quotation marks, or italics to indicate titles of works.L 5.5a- Interpret figurative language, including similes and metaphors, in context.L 5.5b- Recognize and explain the meaning of common idioms, adages, and proverbs.

Uses the conventions of standard English grammar and usage when speaking and writing.

Uses underlining, quotation marks, or italics to indicate titles of works.

Determines meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.

Explains the meaning of common idioms, adages, and proverbs.

Sample Objectives (I Can…): Use underlining, quotation marks, or italics to indicate

Vocabulary Figurative Language

Vocabulary for Explicit Instruction Piercing, fury, bared, savage, peered http://achievethecore.org/content/upload/




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titles. Know the rules for capitalization of titles. Use the correct rules to indicate titles when I am writing. Edit writing for mechanical, capitalization and spelling

errors. Determine the meanings of words and phrases, including

figurative language and idioms. Interpret the meaning of similes and metaphors in

context.

Literacy Station Activities Vocabulary Station-Create a class Word wall

using words that describe the Black Stallion and Alec. Add to the Word Wall as you continue to read the book.

Vocabulary Station: Using the sentence, “The island seemed to be totally uninhabited.” Find as many words as you can that have the same meaning as uninhabited and write on a synonym word web. Use the word in a sentence. Complete this task with other vocabulary words.

Link to figurative language practicehttp://www.learninggamesforkids.com/vocabulary_games/syllables.html

Language Arts Proper Mechanics (underlining, quotation marks,

italics for titles) Capitalizing Titles


errors.

Option for Reteaching Figurative Language T380

Reading Foundational SkillsRF 5.3a- Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of contrast.RF 5.4a- Read grade-level text with purpose and understanding.RF 5.4b- Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.



Uses context to confirm or self-correct word recognition and understanding, rereading as necessary.

Sample Objectives (I Can…): Use combined knowledge of all letter-sound

correspondences, syllabication patterns, and morphology.

Phonics and fluency Accuracy Stress in Three-Syllable Words

Performance assessments Oral reading fluency checks/running records Use of learned patterns to decode unfamiliar

words

Option for Reteaching Stress in Three- Syllable Words- T381


Page 25 of 48



Read grade-level text with purpose and understanding. Read grade-level prose and poetry orally with accuracy,

appropriate rate, and expression on successive readings.

Literacy Station Activities Decoding/Word Study- Students work in pairs

with a list of words. Have students sort the three syllable words, re-write the words in segments. Take turns pronouncing each word in segments, then blend syllables together. Sample words-fantastic (fan tas tic), adventure (ad ven ture). Be sure to use other words so that students can determine if it is a three syllable word.

Link to practice three syllable words http://www.learninggamesforkids.com/vocabulary_games/syllables.html

Fluency (optional)- Read aloud for accuracy and self-correction; Time each other and graph results (examples on:http://www.fcrr.org/curriculum/studentCenterActivities45.shtm Fluency Part 2, F.016-Reading Results)http://www.fcrr.org/curriculum/studentCenterActivities45.shtm Fluency Part 2, F.016-Reading Results

Weeks 5 and 6- Lesson 21 (Extended Unit)Reading Selections: Tucket’s Travels (Lexile Level 820) Wild Weather (Lexile Level 940; paired selection)

Instructional Resources for Building KnowledgeRelated Texts Geology of the Great Plains and Mountain West (Lexile Level 970) https://www.getepic.com/app/read/5700 *create

educator’s account for free access to online book Westward Expansion (Lexile Level 750) http://www.readworks.org/passages/westward-expansion-introduction-

westward-expansion The Oregon Trail (Lexile Level 820) https://newsela.com/articles/historic-news-oregon-trail/id/19753/ Manifest Destiny and annexing California and Texas (Lexile Level 1010) https://newsela.com/articles/historic-news-

annexation-Texas-California/id/16969/ Westward Expansion Timeline (NP) http://www.readworks.org/passages/westward-expansion-westward-expansion-

timelineNon Print Texts Oregon Trail (3 min, 28 sec) http://kids.britannica.com/comptons/art-184326/Emigrants-on-the-Oregon-Trail-

journeyed-across-some-2000-miles?&articleTypeId=31


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http://kids.britannica.com/comptons/art-184326/Emigrants-on-the-Oregon-Trail-journeyed-across-some-2000-miles?&articleTypeId=31

http://kids.britannica.com/comptons/art-184326/Emigrants-on-the-Oregon-Trail-journeyed-across-some-2000-miles?&articleTypeId=31

http://www.readworks.org/passages/westward-expansion-westward-expansion-timeline

http://www.readworks.org/passages/westward-expansion-westward-expansion-timeline

https://newsela.com/articles/historic-news-annexation-Texas-California/id/16969/

https://newsela.com/articles/historic-news-annexation-Texas-California/id/16969/

https://newsela.com/articles/historic-news-oregon-trail/id/19753/

http://www.readworks.org/passages/westward-expansion-introduction-westward-expansion

http://www.readworks.org/passages/westward-expansion-introduction-westward-expansion

https://www.getepic.com/app/read/5700





Go West Across America website http://www.nationalgeographic.com/west/index.html Life on the Plains Preparing Supper (sketch from 1866) https://www.loc.gov/item/2003674116/ Pilgrims on the Plains (sketch from 1869) https://www.loc.gov/item/2003674117/

Essential Question (Target): What role does the environment in the American Plains play in the welfare of pioneers traveling during the Westward Expansion?TDOE Curriculum Standards Evidence Statements Content & Tasks

Reading Literature and Informational TextRL.5.3- Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).RL.5.4- Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.RL.5.5-Explain how a series of chapters, scenes, or stanzas fit together to provide the overall structure of a particular story, drama, or poem.RL.5.6- Describe how a narrator’s or speaker’s point of view influences how events are described.RI.5.6-Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

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

Related Science StandardGLE 0507.8.1 Analyze and predict how major landforms and bodies of water affect atmospheric conditions.

Related Social Studies Standard5.31 Analyze the appeal of the Great Plains to settlers and immigrants, including geographical factors, railroads, homesteading rights, and the absence of American Indians. (G, H)

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

Compares and contrasts two or more settings in a story or drama, drawing on specific details in the text.




Describes how a narrator’s or speaker’s point of view influences how events are described.

Analyzes multiple accounts of the same event, noting important similarities and/or differences in the point of view they represent.

Analyzes multiple accounts of the same topic, noting important similarities and/or differences in the point of view they represent.

Sample Objectives (I Can…): Create a timeline that summarizes the events in Tucket’s

Travels. Describe how the author uses figurative language in

Tucket’s Travels to convey meaning.




Option for Reteaching Sequence of Events T78


Text Dependent Questions The author gives clues to let readers know the

children are exhausted. Using evidence from the text, describe and list the clues words given. (general understanding)

On page 642, the author uses the word, salvation. What does salvation mean? Why do you think the author uses this word. Support you answer by using evidence from the text. (vocabulary and text structure)

Look at the illustration on pages 638-639, how does this picture express the children’s feelings? Use evidence from the text to support your answer. (inferences)

Leveled Readers


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https://www.loc.gov/item/2003674117/

https://www.loc.gov/item/2003674116/

http://www.nationalgeographic.com/west/index.html



Advanced: Decision at Fort Laramie (810L) On-level: Riding with the Pony Express (660L)-

Building Knowledge and Intervention Struggling Readers: Voyage to California

(450L)- Building Knowledge and Intervention Vocabulary Reader: Four Stops on the Santa Fe

Trail (830L) English Language Support: Ned Rides for the

Pony Express (430L)- Build Knowledge and Intervention

Literacy Station Activities Comprehension Station- Create a timeline using

the text, Tucket’s Travels. Have students work in pairs to generate questions for Tucket’s Travels, write a summary of a passage, Journeys flip chartshttp://www.fcrr.org/curriculum/studentCenterActivities45.shtm Comprehension Part 1, C.006-Plot Plan

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for 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.


Read

ing

Represent figurative language expressions by locating online images with peer or instructor support.

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

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

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

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

For additional information on scaffolding within the domains of Reading, Writing, Speaking, and Listening please see:North Carolina Live binder http://www.livebinders.com/play/play?id=1089921-Click on Transformed MPIs/ELAsWriting/ResearchW.5.2-Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.



Uses language well to attend to the norms and conventions of the discipline. The response includes

Routine Writing Forming a text-based opinion Citing evidence to support opinion Using linking words Including topic sentence and concluding

statement


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c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).d. Use precise language and domain-specific vocabulary to inform about or explain the topic.e. Provide a concluding statement or section related to the information or explanation presented.

concrete words and phrases, sensory details, linking and transitional words, and/or domain- specific vocabulary effectively to clarify ideas.


Sample Objectives (I Can…): Form an opinion based on something I have read. Give between 4 to 5 reasons from the text that support

my opinion. Use Linking words to connect my opinion to my reasons. Write my paragraphs always containing a clear topic


Performance Tasks- Culminating As event follows event in Tucket’s Travels,

readers wonder what will happen next and whether the characters will solve their conflict. Write a paragraph explaining how the events build on one another until the moment the storm clouds burst and the footprints are washed away. Be sure to include quotations and other evidence from the text that show how the author leads to this climax and resolution.

Use scoring rubric from TDOE:https://www.tn.gov/assets/entities/education/attachments/rubric_writing_g4-5_explanatory.pdf

Speaking and ListeningSL.5.1.c- Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.SL.5.2- Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Poses and responds to specific questions by making comments that contribute to the discussion.

Elaborates on the remarks of others in order to contribute to the discussion.

Summarizes a written text read aloud. Summarizes text presented in diverse media formats.

Sample Objectives (I Can…): Prepare for a discussion and then participate actively by

contributing comments and questions. Compare and contrast story settings, drawing on details

and other evidence in the text. Participate in a collaborative discussion, drawing on

preparation and carrying out assigned roles. Make contributions to the discussion, review key ideas

expressed and draw conclusions. Identify the reasons and evidence a speaker uses. Organize information for an oral report.

Performance Assessments Participating in and conducting discussions, read

alouds, and q/a sessions Oral reports Adding audio and visual information Using formal English in appropriate situations

Sentence Frames to Support Reading StandardsRL.5.4 The word ________ means ___________ in this

sentence. In this sentence, the word ________ means

_________. The author used this word because…

LanguageL.5.1b- Form and use the perfect verb tense.L.5.1c- Use verb tense to convey various times, sequences,

Forms and uses the perfect verb tense. Uses verb tenses to show times, sequences, states, and

conditions.

Vocabulary Shades of Meaning


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states, and conditions.L.5.4a- Use context as (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.L.5.5a- Interpret figurative language, including similes and metaphors, in context.

Uses context to determine meaning of words and phrases.

Interprets figurative language.

Sample Objectives (I Can…): Identify and use the verbs be and have in all their forms

correctly in speaking and writing. Edit writing for capitalization errors and spelling errors. Use context as a clue to the meaning of a word or phrase

and to confirm understanding. Interpret the meaning of similes and metaphors in

context.

Vocabulary for Explicit Instruction Seep, pace, vain, factor, travel http://achievethecore.org/content/upload/



Literacy Station Activities Vocabulary Station- create a T-chart and list

similes and metaphors in the text, Tucket’s Travel.

Link to Shades of Meaning practicehttp://www.k12reader.com/subject/vocabulary/shades-of-meaning/

Links to verb “Be” practice http://www.englishexercises.org/makeagame/viewgame.asp?id=2813 and http://www.eclecticenglish.com/grammar/PresentSimpleToBe1A.html

Language Arts “Be” and “Have” Verbs

Performance Assessments Edit pre-assessment draft for weekly grammar

skill Edit for grade-level capitalization and punctuation

errors

Option for Reteaching Shades of Meaning T78

Reading Foundational SkillsRF.5.3a- Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of contrast.RF.5.4a- Read grade-level text with purpose and understanding.



Phonics and fluency Phrasing: Pauses Common Final Syllables

Performance assessments Oral reading fluency checks/running records


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Sample Objectives (I Can…): Use knowledge of letter-sound correspondences,

syllabication patterns, and morphology to read accurately.

Read on-level text with purpose and understanding. Read orally with accuracy, appropriate rate, and

expression.

Use of learned patterns to decode unfamiliar words

Option for Reteaching Common Final Syllables T79

Literacy Station Activities Decoding-word building with final syllable

words, word sorts with final syllable words, word building with multisyllabic words, review decoding skills not mastered.

Fluency (optional)-Using projectable 21.1, read aloud modeling pausing. Have students re-read with you pausing at commas and end punctuation.

Week 7- Lesson 22Reading Selection: The Birchbark House (Lexile Level 980) Four Seasons of Food (Lexile Level 790; paired selection)

Instructional Resources for Building KnowledgeRelated Texts North American Diversity (Lexile Level 880) http://www.readworks.com/passages/north-america-north-american-

diversity Bear Care (Lexile Level 960) http://www.readworks.com/passages/bear-care Creepy Cave Crawlers (Lexile Level 980) http://www.readworks.com/passages/creepy-cave-crawlers-1Non Print Texts In the Beginning - Ojibwe-Chippewa (2 min, 57 sec) http://viewpure.com/O6vN_LUkplo?ref=bkmk Seven Ojibwe Teachings (5 min, 54 sec) http://viewpure.com/RANG90w1I10?ref=bkmk Bullying Is Not the Ojibwe Way- Made by present day Ojibwe students (1 min, 41 sec)

http://viewpure.com/mnuVZsVvApY?ref=bkmk Mesa Verde National Park - Pueblo Cliff Dwellings (4 min, 30 sec) http://viewpure.com/eJBuoDexUrc?

start=0&end=0

Essential Question (Target): How does American Indian culture view our relationship to nature?

TDOE Curriculum Standards Evidence Statements Content & Tasks

Reading Literature and Informational TextRL.5.2- Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize 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

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

Summarizes the text. Determines the meaning of words and phrases as they

are used in a text, including figurative language such as metaphors and similes.




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http://viewpure.com/eJBuoDexUrc?start=0&end=0


http://viewpure.com/mnuVZsVvApY?ref=bkmk

http://viewpure.com/RANG90w1I10?ref=bkmk

http://viewpure.com/O6vN_LUkplo?ref=bkmk



and similes.RL.5.3- Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).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.5.5- Compare and contrast the overall structure of events, ideas, concepts, or information in two or more texts.

Related WIDA StandardRL.5.2- Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

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

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

Explains the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text.

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

Sample Objectives (I Can…): Determine a theme of a story from details in the text. Explain how a series of chapters fit together to provide

the overall structure of a story. Examine the author’s word choice. Use text details to visualize a story’s characters, settings,

and events.


Option for Reteaching Theme T152


Text Dependent Questions What kind of person is Omakayas? What words

does the author use to describe her culture? Use evidence from the text to support your answer. (general understanding and key details)

What context clues help you figure out the meaning of the word envy? (vocabulary)

How does the author describe the bear’s breath? Why do you think the author describes the bear’s breath this way? (text structure)

On page 675, why do you think the author uses this illustration in this story? (inference)

Leveled Readers Advanced: Old Bark’s Cure (770L) On-level: Buffalo Hunt (770L) Struggling Readers: City in the Cliffs (530L)-

Building Knowledge and Intervention Vocabulary Reader: Meet the Ojibwa (500L)-

Building Knowledge and Intervention English Language Support: The Big Hunt

(480L)- Building Knowledge and Intervention

Literacy Station ActivitiesComprehension Station-Create a character web for Omakayas, write a summary of a passage, Journeys flip charts

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.


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Model Performance Indicator for RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.


Read

ing

Match the main ideas in illustrated text (cited directly from the text) to paragraphs in the text.

Identify the main idea of illustrated text at the paragraph level by selecting from a choice of two answers.

Identify the main idea of individual pages in the text with illustrated support.

Identify themes of multiple pages within the text with graphic organizer support and analyze character response using a cause & effect graphic organizer.

Determine the themes and positive/negative outcomes of characters’ actions within the entire text using a graphic organizer.






Sample Objectives (I Can…): Explain how Omakayas thoughts and actions provide

clues about her character. Use Linking words to connect my opinion to my reasons. Write my paragraphs always containing a clear topic


Routine Writing Forming a text-based opinion Citing evidence to support opinion Using linking words Including topic sentence and concluding statement

Performance Tasks- Culminating How do the descriptions of Omakayas’s thoughts and

actions provide clues about her character? Write a paragraph describing the author’s characterizations of Omakayas. Include text evidence and details that help you make inferences about Omakayas’s traits, such as her courage or her respect of nature.


Speaking and ListeningSL.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.


Demonstrates readiness for discussions by drawing on required reading or study of material and other

Performance Assessments Oral Reports Using formal English in appropriate situations Participating in and conducting discussions, read alouds,

and q/a sessions


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SL.5.1b-Follow agreed-upon rules for discussions 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.

information known about the topic to explore ideas under discussion.



to the discussion.

Sample Objectives (I Can…): Restate, sequentially, the main idea/events/points from a

story. Stay on topic by making comments about information

being discussed. Present my ideas and/or opinions with facts and details.

Adding audio and visual information Teacher observation

Sentence Frames to Support Reading StandardsRL.5.2 I read ___________________________. The theme of the

text is ______________________. One detail about the theme is _________________. Another detail about the theme is ________________________________. Another detail about the theme is ____________________________. These details all support the theme ____________________.

The main idea is _______________________. The most important details are ______________________,

______________________ and ________________.

Summary Paragraph Frame: The text is about ______________________. The theme is

_____________________. One detail that supports this theme is ________________________________. Another detail is ____________________________. The last detail that supports this theme is ______________.

LanguageL.5.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.5.1b- Form and use the perfect verb tenses.L.5.2- Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing.L.5.4c- Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify meaning of key words and phrases.L.5.5b- Recognize and explain the meaning of common idioms, adages, and proverbs.

Uses standard English conventions. Forms and uses perfect verb tenses. Consults reference materials to find the pronunciation

and determine or clarify the meaning of key words and phrases.


Sample Objectives (I Can…): Identify perfect tenses when writing. Form and use perfect tenses when writing and speaking. Edit and revise writing for incorrect verb tense usage. Use reference materials to find pronunciations and word

meanings. Recognize and explain the meaning of idioms, adages,

and proverbs.

Vocabulary Reference Materials

Vocabulary for Explicit Instruction Spared, bared, nerve, bark, birch http://achievethecore.org/content/upload/

Liben_Vocabulary_Article.pdf http://achievethecore.org/page/61/which-words-do-i-teach-

and-how-detail-pg (Supplemental Resources, click Vocabulary Quadrant)

Literacy Station Activities Look up your vocabulary words in a thesaurus and make a

list of synonyms for each word; write a sentence using all vocabulary words.

Link to Reference Materials practicehttp://eduscapes.com/tap/topic9.htm

Link to perfect tense practice


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https://learnenglish.britishcouncil.org/en/english-grammar/verbs/present-tense/present-perfect

Language Arts Perfect Tense

Performance Assessments Edit for weekly grammar skill Edit for grade-level capitalization and punctuation errors.

Option for Reteaching Reference Materials T152

Reading Foundational SkillsRF.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.



Sample Objectives (I Can…): Read aloud with accuracy, appropriate rate, and

expression. Use tone, volume, and pace to read with expression. Use text cues to adjust intonation.

Phonics and fluency Fluency: Rate More Final Syllables

Performance assessments Oral reading fluency checks/running records Spelling of grade-appropriate words in daily/weekly writing Use of learned patterns to decode unfamiliar words

Option for Reteaching More Final Syllables T153

Literacy Station Activities Decoding/Word Study-Work in pairs to sort words with final

syllables /ij/, /iv/, /is/. Use two colors of markers to write the final syllable words one syllable at a time . Have partner sound out the syllable and then blend the word as a whole. After words are decoded, briefly discuss meanings of the words that may be unfamiliar.

Provide students with copies of final syllable sentences. Have them locate and circle words with final syllables. Write your own sentence using the final syllable circled. Then practice reading the sentences with a partner.

Fluency (optional)- Read aloud repeatedly to improve reading rate; Time each other and graph results.


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Week 8 –Extended Text (Novel Study) Chapters 1-8

Reading Selection: The Birchbark House (Lexile Level 980)

Instructional Resources for Building KnowledgeRelated Texts North American Diversity (Lexile Level 880) http://www.readworks.com/passages/north-america-north-american-diversity Bear Care (Lexile Level 960) http://www.readworks.com/passages/bear-care Creepy Cave Crawlers (Lexile Level 980) http://www.readworks.com/passages/creepy-cave-crawlers-1 American Indian tribes fight to keep grizzly bears alive (Lexile Level 860)

https://newsela.com/articles/sacred-bear/id/13083/ Louis Pasteur (Lexile Level 870) https://newsela.com/articles/historic-news-pasteur/id/15572/ Saving the World from Smallpox (Lexile Level 900) http://www.readworks.org/passages/saving-world-smallpoxNon Print Texts In the Beginning - Ojibwe-Chippewa (2 min, 57 sec) http://viewpure.com/O6vN_LUkplo?ref=bkmk Seven Ojibwe Teachings (5 min, 54 sec) http://viewpure.com/RANG90w1I10?ref=bkmk Bullying Is Not the Ojibwe Way- Made by present day Ojibwe students (1 min, 41 sec) http://viewpure.com/mnuVZsVvApY?

ref=bkmk Mesa Verde National Park - Pueblo Cliff Dwellings (4 min, 30 sec) http://viewpure.com/eJBuoDexUrc?start=0&end=0



Reading Literature and Informational TextRL.5.2- Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize 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.RL.5.3- Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).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.5.5- Compare and contrast the overall structure of events, ideas, concepts, or information in two or more texts.







Sample Objectives (I Can…):

Performance Assessments Written summary of assigned chapter(s) Respond to a series of text dependent questions Written summary of a “fresh read” text or texts drawing

on specific details from the text Book reports (oral and written) Graphic organizers for character trait analysis Teacher observation

Performance Task Throughout the reading of this text have students create

a flow chart (either linear or circular) with the four seasons: summer, fall, winter, and spring. Underneath each season, ask students to(1) identify and describe the main event (characters involved, setting, specific details, etc.)(2) explain how the main event affects Omakayas(3) identify the changes that occur in Omakayas and any


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http://www.readworks.org/passages/saving-world-smallpox

https://newsela.com/articles/historic-news-pasteur/id/15572/

https://newsela.com/articles/sacred-bear/id/13083/





Describe and analyze the events in Chapters 1-8 in the Birchbark House.

Recognize cause and effect relationships in the Birchbark House.

Determine the meaning of unfamiliar words by using context clues and reference sources in the Birchbark House.

lessons she learns, and(4) include important quotations and evidence from the novel that reveal Omakayas’s thoughts and point of view regarding each event. Ensure students note the Ojibwe interactions with white people and the movement of Omakayas’s family from season to season. Ask students to maintain the use Seasons Graphic Organizer throughout the reading of the novel.

Read Aloud/ Close Read/ Small Group Samples

• Read the Preface aloud as students follow along to become familiar with the language presented in this novel.

• Have students read Chapters 1-4 in small groups. After each chapter, have students work in small groups to summarize the text.

• Note for Small-Group Reading: Teachers may choose to engage struggling readers with additional readings of whole- class texts either before or after the texts are read as a whole class. This will provide extra time for students to process the information and receive additional support through basic comprehension questions. This can help students be more prepared to participate in the whole-class discussion. Several chapters in The Birchbark House contain sentence variety and dialogue. As such, these passages are useful for working with struggling readers on fluency and reading with expression.

• Reread key passages in Chapters 1-4 aloud as students follow along. Stop at specific points in the text and ask students to interpret figurative language, including similes and metaphors, in context. During the read-aloud, have students circle strong, descriptive words and phrases that “stick out” to them (e.g., “the moon went down to a fingernail’s sliver,” “the fire was down to red winking eyes,” “the bird’s eyes glittered greedily”). Project the words and phrases that students have circled and conduct a class discussion about the meaning of the words and phrases based on the context and their relationship to each other.


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Additional Resources are found at: https://learnzillion.com/resources/99796?card_id=115793

Text-Dependent Questions

What is the struggle that Omakayas is facing in these chapters? (general understanding)

How does she respond to the challenges? (key details) How does her point of view influence the descriptions of

events? (author’s purpose) In chapter 5, Omakayas speaks to the bear in front of her

mother. What does this tell us about Omakayas? (inferences)

Reread page 97, beginning with “Here,” said Two Strike Girl, dumping hers off.” And ending with, “As the rice cooked, it gathered the taste of the maple.” How does the author show us the importance of obedience in Native American culture through this scene? (opinions)

What happened to Two-Strike girl and Omakayas after working together? Support your response with evidence from the text. (inferences)

Literacy Station Activities Comprehension Station- Use a character map to web

each of the characters’ qualities in The Birchbark House. Write a summary of an event, compare and contrast two characters from the story

http://www.fcrr.org/curriculum/ studentCenterActivities45.shtm Comprehension Part 1, C002-Character Connections

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.


Read

ing







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https://learnzillion.com/resources/99796?card_id=115793








Sample Objectives (I Can…): Work with a partner to write responses to questions about

the text Birchbark House. Give between 4 to 5 reasons from the text that support my

opinion. Use Linking words to connect my opinion to my reasons. Write my paragraphs always containing a clear topic


Routine Writing Forming a text-based opinion Citing evidence to support opinion Using linking words Including topic sentence and concluding statement

Performance Task- Cumulative Have students work in pairs to write a formal response

to the following questions: How does Louise Erdrich use factual details to support her story? How do these details support your understanding of the setting? How does Omakayas’s point of view in the text influence your understanding of the setting and events?

Use scoring rubric from TDOE: https://www.tn.gov/assets/entities/education/attachments/rubric_writing_g4-5_opinion.pdf






to the discussion.

Performance Assessments Participating in and conducting discussions, read alouds,

and q/a sessions Oral reports Adding audio and visual information Using formal English in appropriate situations

Sentence Frames to Support Reading StandardsRL.5.2 I read ___________________________. The theme of

the text is ______________________. One detail about the theme is _________________. Another detail about the theme is ________________________________.


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Sample Objectives (I Can…) Restate, sequentially, the main idea/events/points from a



Another detail about the theme is ____________________________. These details all support the theme ____________________.

The main idea is _______________________. The most important details are

______________________, ______________________ and ________________.

Summary Paragraph Frame: The text is about ______________________. The

theme is _____________________. One detail that supports this theme is ________________________________. Another detail is ____________________________. The last detail that supports this theme is ______________.

LanguageL.5.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speakingL.5.1b- Form and use the perfect verb tensesL.5.2- Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing.L.5.4c- Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify meaning of key words and phrasesL.5.5b- Recognize and explain the meaning of common idioms, adages, and proverbs

Uses standard English conventions. Forms and uses perfect verb tenses. Consults reference materials to find the pronunciation and

determine or clarify the meaning of key words and phrases.


Sample Objectives (I Can…): Identify perfect tenses when writing. Form and use perfect tenses when writing and speaking. Edit and revise writing for incorrect verb tense usage. Use reference materials to find pronunciations and word

meanings. Recognize and explain the meaning of idioms, adages,

and proverbs.


Vocabulary for Explicit Instruction Pickle, rave, teeming, immense, fragrant, similes,

metaphors http://achievethecore.org/content/upload/

Liben_Vocabulary_Article.pdf http://achievethecore.org/page/61/which-words-do-i-

teach-and-how-detail-pg (Supplemental Resources, click Vocabulary Quadrant)

Literacy Station Activities Vocabulary Station-Scan the novel, The Birchbark

House, for figurative language phrases. Record and label each phrase. Share with your group.

Link to Activities-figurative language practicehttp://www.timeforkids.com/homework-helper/study-helper/figurative-language

Link to complex sentences practicehttp://www.eduplace.com/cgi-bin/hme-quiz-directions6-8.cgi?Grade=7&Unit=8&Topic=Complex+Sentences

Link to conjunction practice http://www.softschools.com/quizzes/grammar/conjunction/quiz350.html

Link to clauses practice http://www.harcourtschool.com/activity/sentence_speedway/index_pre.htm


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http://www.harcourtschool.com/activity/sentence_speedway/index_pre.htm


http://www.softschools.com/quizzes/grammar/conjunction/quiz350.html


http://www.eduplace.com/cgi-bin/hme-quiz-directions6-8.cgi?Grade=7&Unit=8&Topic=Complex+Sentences


http://www.timeforkids.com/homework-helper/study-helper/figurative-language








Whole Group Vocabulary Activity• Have students create a Vocabulary Display. For this

section of The Birchbark House, consider adding academic vocabulary words, such as fastened, quick-tempered, enigmatic, mischievous, hesitation, disdain, intimidate, abruptly, bawled, blithered, and contented.

• The chapters also contain domain-specific vocabulary, such as birchbark, Anishinaabe, tallow, makizins, basswood, awl, spirits, and tikinagan. Discuss how the use of vocabulary native to the Ojibwe people contributes to the meaning and setting of the text. Using context clues, define the various unknown words, verifying their definitions using a dictionary. Display these words and phrases for students to use when they write about the text.

Language Arts Compound Sentences Complex Sentences Coordinating Conjunctions Dependent Clauses Subordinating Conjunctions

Performance Assessments Edit pre-assessment draft for weekly grammar skill. Edit for grade-level capitalization and punctuation errors.

Reading Foundational SkillsRF.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.





Phonics and fluency Fluency: Rate

Performance assessments Oral reading fluency checks/running records Spelling of grade-appropriate words in daily/weekly

writing Use of learned patterns to decode unfamiliar words

Literacy Station Activities Decoding/Word Study-Work in pairs to sort words with

final syllables /ij/, /iv/, /is/. Use two colors of markers to write the final syllable words one syllable at a time . Have partner sound out the syllable and then blend the word


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as a whole. After words are decoded, briefly discuss meanings of the words that may be unfamiliar.



Week 9 –Extended Text (Novel Study) Chapters 9-14

Reading Selection: The Birchbark House (Lexile Level 980)

Instructional Resources for Building KnowledgeRelated Texts North American Diversity (Lexile Level 880) http://www.readworks.com/passages/north-america-north-american-diversity Bear Care (Lexile Level 960) http://www.readworks.com/passages/bear-care Creepy Cave Crawlers (Lexile Level 980) http://www.readworks.com/passages/creepy-cave-crawlers-1 American Indian tribes fight to keep grizzly bears alive (Lexile Level 860)

https://newsela.com/articles/sacred-bear/id/13083/ Louis Pasteur (Lexile Level 870) https://newsela.com/articles/historic-news-pasteur/id/15572/ Saving the World from Smallpox (Lexile Level 900) http://www.readworks.org/passages/saving-world-smallpoxNon Print Texts In the Beginning - Ojibwe-Chippewa (2 min, 57 sec) http://viewpure.com/O6vN_LUkplo?ref=bkmk Seven Ojibwe Teachings (5 min, 54 sec) http://viewpure.com/RANG90w1I10?ref=bkmk Bullying Is Not the Ojibwe Way- Made by present day Ojibwe students (1 min, 41 sec) http://viewpure.com/mnuVZsVvApY?

ref=bkmk Mesa Verde National Park - Pueblo Cliff Dwellings (4 min, 30 sec) http://viewpure.com/eJBuoDexUrc?start=0&end=0



Reading Literature and Informational TextRL.5.2- Determine a theme of a story, drama, or poem from details in the text, including how characters in a story


Performance Assessments Written summary of assigned chapter(s) Respond to a series of text dependent questions


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http://www.readworks.org/passages/saving-world-smallpox

https://newsela.com/articles/historic-news-pasteur/id/15572/

https://newsela.com/articles/sacred-bear/id/13083/



or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize 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.RL.5.3- Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).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 of events, ideas, concepts, or information in two or more texts.








Sample Objectives (I Can…): Analyze how Omakayas responds to a key event in

Birchbark House.

Written summary of a “fresh read” text or texts drawing on specific details from the text

Book reports (oral and written) Graphic organizers for character trait analysis Teacher observation

Performance Task Throughout the reading of this text have students create

a flow chart (either linear or circular) with the four seasons: summer, fall, winter, and spring. Underneath each season, ask students to(1) Identify and describe the main event (characters involved, setting, specific details, etc.),(2) Explain how the main event affects Omakayas,(3) Identify the changes that occur in Omakayas and any lessons she learns, and(4) Include important quotations and evidence from the novel that reveal Omakayas’s thoughts and point of view regarding each event. Ensure students note the Ojibwe interactions with white people and the movement of Omakayas’s family from season to season. Ask students to maintain the use Seasons Graphic Organizer throughout the reading of the novel.

Summative Assessment and Group Discussion SampleStudents read Chapters 12-14 of The Birchbark House independently or in pairs. They will reread specific pages of the novel and write a descriptive summary of Omakayas and Old Tallow. Then they will examine the changes of the relationship over the course of the novel and work as a class to determine a theme of the novel. Lastly, students finish their Seasons Graphic Organizer. Have students read Chapters 12-14 independently or in

pairs. Have students build on the Vocabulary Display. For this

section of The Birchbark House, consider adding academic vocabulary words, such as confinement, pitiful, fashioning, anticipation, nuisance, penetrating, and indistinguishable. Consider also noting the domain-specific vocabulary in this section, such as tobacco, fur-trading post, voyageur, and wigwams, and discussing how these words help further establish the setting and characters of the text.


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Ask students to select at least two significant or figurative phrases (e.g., “I managed to cheat the old hungry skull” and “her heart tumbled into darkness”) and interpret them based on context. Discuss how the language contributes to the setting, characters, plot, and reader understanding and interest.

Ask students to reread pages 22-24, 150-151, 160-161, and 230-237 of The Birchbark House in pairs and write a short description of Old Tallow and Omakayas. Discuss the relationship between the two characters changes over the course of the story. Then have each pair create a graphic organizer (H-chart or Venn diagram) to compare and contrast Old Tallow and Omakayas. Ensure that students include evidence.

As a class, determine a theme of The Birchbark House from details in the text. Rely on notes as a reference and consider the following questions: Where did this story begin? What role did Old Tallow play in Omakayas’s life?

Ask students to review the Seasons Graphic Organizer and add details from this section of The Birchbark House.

Text-Dependent Questions

How is Omakayas portrayed in chapter 10? Cite evidence to support your explanation. (inference)

How does Omakayas respond to the major event that occurs in chapter 10? What does this show about her character? (inference)

What can a reader infer about Omakayas based on her response to the challenges she faces? (inference)

Which details help you visualize what is occurring in this chapter? (key details)

How does the visitor impact the village? (inference) What was wrong with the visitor? Why was his condition

so dangerous to the Ojibwa people? (inference)

Literacy Station Activities Comprehension Station- Use a character map to web

each of the characters’ qualities in The Birchbark House. Write a summary of an event, compare and contrast two characters from the storyhttp://www.fcrr.org/curriculum/


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studentCenterActivities45.shtm Comprehension Part 1, C002-Character Connections

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.


Read

ing






For additional information on scaffolding within the domains of Reading, Writing, Speaking, and Listening please see:North Carolina Live binder http://www.livebinders.com/play/play?id=1089921-Click on Transformed MPIs/ELAsWriting/ResearchW.5.2-Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).d. Use precise language and domain-specific vocabulary to inform about or explain the topic.e. Provide a concluding statement or section related to the information or explanation presented.





Sample Objectives (I Can…): Compare and contrast the main events of the Birchbark

House and explain how Omakayas gained strength. Draw on specific details and use direct quotations from

the text the Birchbark House in my writing. Give between 4 to 5 details from the text that support my

main idea. Use Linking words to connect my details to my main idea. Write my paragraphs always containing a clear topic

Routine Writing Self-edit draft to bring to a final copy

Performance Task- Culminating Compare and contrast the main events of each season

of The Birchbark House and explain how they prepare Omakayas to gain strength and understand and accept her past. Draw on specific details and use direct quotations from the text for the essay (e.g., how characters interact and their attitudes toward the events). Write an essay that demonstrates command of proper grammar, usage, punctuation, and spelling, and uses grade-appropriate words and phrases.



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to the discussion.

Sample Objectives (I Can…): Restate, sequentially, the main idea/events/points from a



Performance Assessments Participating in and conducting discussions, read alouds,

and q/a sessions Using formal English in appropriate situations Teacher observations

Sentence Frames to Support Reading StandardsRL.5.2 I read ___________________________. The theme of

the text is ______________________. One detail about the theme is _________________. Another detail about the theme is ________________________________. Another detail about the theme is ____________________________. These details all support the theme ____________________.

The main idea is _______________________. The most important details are

______________________, ______________________ and ________________.

Summary Paragraph Frame: The text is about ______________________. The

theme is _____________________. One detail that supports this theme is ________________________________. Another detail is ____________________________. The last detail that supports this theme is ______________.

LanguageL.5.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.5.1b- Form and use the perfect verb tenses.L.5.2- Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing.L.5.4c- Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify meaning of key words and phrases.L.5.5b- Recognize and explain the meaning of common

Uses standard English conventions. Forms and uses perfect verb tenses. Consults reference materials to find the pronunciation and

determine or clarify the meaning of key words and phrases.


Sample Objectives (I Can…): Identify perfect tenses when writing. Form and use perfect tenses when writing and speaking. Edit and revise writing for incorrect verb tense usage.


Vocabulary for Explicit Instruction Pickle, rave, teeming, immense, fragrant, similes,

metaphors http://achievethecore.org/content/upload/

Liben_Vocabulary_Article.pdf http://achievethecore.org/page/61/which-words-do-i-

teach-and-how-detail-pg (Supplemental Resources, click Vocabulary Quadrant)

Literacy Station Activities Vocabulary Station-Scan the novel, The Birchbark


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idioms, adages, and proverbs. Use reference materials to find pronunciations and word meanings.

Recognize and explain the meaning of idioms, adages, and proverbs.

House, for figurative language phrases. Record and label each phrase. Share with your group.

Link to Activities-figurative language practicehttp://www.timeforkids.com/homework-helper/study-helper/figurative-language

Link to complex sentences practicehttp://www.eduplace.com/cgi-bin/hme-quiz-directions6-8.cgi?Grade=7&Unit=8&Topic=Complex+Sentences

Link to conjunction practice http://www.softschools.com/quizzes/grammar/conjunction/quiz350.html

Link to clauses practice http://www.harcourtschool.com/activity/sentence_speedway/index_pre.htm

Whole Group Vocabulary Activity Have students build on the Vocabulary Display. For this

section of The Birchbark House, consider adding academic vocabulary words, such as confinement, pitiful, fashioning, anticipation, nuisance, penetrating, and indistinguishable. Consider also noting the domain-specific vocabulary in this section, such as tobacco, fur-trading post, voyageur, and wigwams, and discussing how these words help further establish the setting and characters of the text.

Ask students to select at least two significant or figurative phrases (e.g., “I managed to cheat the old hungry skull” and “her heart tumbled into darkness”) and interpret them based on context.

Discuss how the language contributes to the setting, characters, plot, and reader understanding and interest.

Language Arts Compound Sentences Complex Sentences Coordinating Conjunctions Dependent Clauses Subordinating Conjunctions

Performance Assessments Edit pre-assessment draft for weekly grammar skill. Edit for grade-level capitalization and punctuation errors.

Reading Foundational Skills Uses combined knowledge of all letter-sound Phonics and fluency


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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.

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




Fluency: Rate

Performance assessments Oral reading fluency checks/running records Spelling of grade-appropriate words in daily/weekly

writing Use of learned patterns to decode unfamiliar word

Literacy Station Activities Decoding/Word Study-Work in pairs to sort words with

final syllables /ij/, /iv/, /is/. Use two colors of markers to write the final syllable words one syllable at a time. Have partner sound out the syllable and then blend the word as a whole. After words are decoded, briefly discuss meanings of the words that may be unfamiliar.




Page 48 of 48

Documents

scsk12.orgscsk12.org/ci/uploads/english/ELA Map Gr5 Q3.docx · Web viewEnglish Language Arts. 3. rd. Nine Weeks. Grade 5. Recurring standards—These standards are not listed each