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MAURY COUNTY PUBLIC SCHOOLS June 2015
Office of Instruction Page 1 of 23
Quarter 1
Ongoing Standards: These standards are year-long ongoing standards that should be taught to mastery by the end of the year. Cite Evidence Analyze Content Study & Apply
Grammar Study & Apply
Vocabulary Conduct Discussions
W.5.9 R.I.5.10, R.L5.10 L.5.1, L.5.2e, L 5.3, L.5.4
R.L.5.4, R.I.5.4, L.5.6 SL 5.1, SL 5.2, SL 5.3, SL 5.4, SL 5.5
Reading Foundation Skills Writing Process
Phonics and word recognition Fluency Writing Skills
RF 5.3, RF 5.4 RF 5.4 W 5.4, W 5.5, W 5.6, W 5.10
TNReady Assessment Percentages: Literature 23-28% 40-45 days Writing 39% 60 days Vocabulary 9-12% 16-21 days
SUGGESTED EXTENDED TEXT: Frindle
EXAMPLES OF SHORT TEXTS: (literary)
1. Journeys “A Package for Mrs. Jewels”
2. Journeys “Lunch Money”
SUPPLEMENTAL MATERIALS:
1. Scholastic Storyworks
2. Journeys leveled readers
WRITING FOCUS: informative/explanatory writing
WRITING TASKS:
1. SRSD pre-write using a graphic organizer
2. Model/Shared Writing
ROUTINE WRITING:
1. Reader Response Journals (respond to text)
2. Quick Writes
Formative Assessments: teacher observation, conferencing, exit tickets, quick writes, quizzes, peer edits, accountable talks, short response writing, timed writing Final Product/Assessment: What is the significance of Mrs. Granger’s letter to Nick? After reading Frindle, write an explanatory essay that explains the significance of the letter that Mrs. Granger wrote to Nick. Support your explanation with evidence from the book.
MAURY COUNTY PUBLIC SCHOOLS June 2015
Office of Instruction Page 2 of 23
W
eek
1 -
4
Standards Student Learning Target: Instruction/Strategies RL 5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 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. 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. W 5.2 Write informative/ explanatory texts to examine a topic and convey ideas and information clearly. (a-e)
inferences, story elements, cite evidence, paraphrase, vocabulary theme, analyze characters, plot, and conflict resolution, summarize the text. Story structure, sequencing events Write informative/explanatory text a. introduce topic clearly b. develop topic with text evidence c. Use transitions to link information d. use domain specific vocabulary e. conclusion
UNRA(A)VEL
Short answer question response
Graphic organizers
Text dependent question that require citing quotations as evidence
Close reading
Frayer models
SRSD strategies (ex. Pow-TIDE)
Summarizing mnemonic device Somebody/wanted/but/so
Think/pair share oral summary of text
Participate in shared writing experiences
Explain/elaborate on cited evidence
Write in response to literature
Edit/revise own writing using checklist
Peer edit/revise writing using checklist
Quick Writes
Consistently provide opportunities for students to write/respond to multiple texts.
MAURY COUNTY PUBLIC SCHOOLS June 2015
Office of Instruction Page 3 of 23
L 5.1(a-e) Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L 5.2 (a-e) Demonstrate
command of the
conventions of standard
English capitalization,
punctuation, and
spelling when writing.
L 5.3 (a-b) Use
knowledge of language
and its conventions
when writing, speaking,
reading, or listening.
Write different types of sentences using conjunctions, prepositions, and interjections. Write using proper capitalization, punctuation, and spelling. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Quarter 1 Continued
TNReady Assessment Percentages: Informational Text 23-28% 40-45 days Writing 39% 60 days Vocabulary 9-12% 16-21 days
EXTENDED TEXT: Frindle continued
EXAMPLES OF SHORT TEXTS: (informational)
1. Journeys “Everglades Forever”
2. Journeys “Cougars”
SUPPLEMENTAL MATERIALS:
MAURY COUNTY PUBLIC SCHOOLS June 2015
Office of Instruction Page 4 of 23
1. readworks.org
2. TNCORE.org Unit- Space
3. LDC.org CORE TOOLS for writing prompts
4. MICA/MIST portal for practice
WRITING FOCUS: informative/explanatory writing
WRITING TASKS:
1. Write introductory paragraph with topic sentence
2. Write body of essay
3. Write conclusion to essay
4. Revise/edit
ROUTINE WRITING:
1. Quick Writes
2. Text Dependent Questions
Formative Assessments: teacher observation, conferencing, exit tickets, quick writes, quizzes, peer edits, accountable talks, short response writing, timed writing
Final Product/Assessment: [Insert essential question] After (reading 2 informational texts on [content), write an essay in which you explain (content). Support your response with evidence from the texts.
Wee
ks 5
- 9
Standards Student Learning Target:
Instruction/Strategies:
RI 5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Citing evidence, using quotes from text, inferencing
UNRA(A)VEL
Graphic organizers
Text dependent question that require citing quotations as evidence
Close reading
Frayer models
MAURY COUNTY PUBLIC SCHOOLS June 2015
Office of Instruction Page 5 of 23
RI 5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. RI 5.4 Determine meaning of general academic and domain specific words and phrases in a text relevant to a grade 5 topic or subject area.
RI 5.6 Analyze multiple accounts of the same event or topic noting important similarities and differences and the point of view they represent. W 5.2 (a-e) Write informative/explanatory texts to examine a topic and convey ideas and information clearly. L 5.1 (a-e) Demonstrate command of the
Main idea, supporting details, summarize Vocabulary words, context clues Analyze two or more accounts of the same event noting similarities
and differences
a. introduce topic clearly b. develop topic with text evidence c. Use transitions to link information d. use domain specific vocabulary e. conclusion a. conjunctions, prepositions, interjections b. perfect verb tenses c. verb tenses in sequence, time, and conditions
KWL chart
SRSD strategies (ex. POW-TIDE)
Use main idea and details to form a summary
Think/pair share oral summary of text
Participate in shared writing experiences
Explain/elaborate on cited evidence
Write in response to informational text
Edit/revise own writing using checklist
Peer edit/revise writing using checklist
Quick Write
Consistently provide opportunities for students to write/respond to multiple texts.
MAURY COUNTY PUBLIC SCHOOLS June 2015
Office of Instruction Page 6 of 23
conventions of standard English grammar and usage when writing or speaking. L 5.2 (a-e) Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L 5.3 (a-b) Use knowledge of language and its conventions when writing, speaking, reading, or listening.
d. appropriate and inappropriate shifts in verb tenses e. correlative conjunctions
a. commas with items in series b. commas for introductory clauses/ phrases c. comma to set off yes and no, indicate direct address d. underling, quotation marks, or italics to indicate titles e. spell grade appropriate words correctly
a. expand, combine, and or reduce sentences for meaning, interest, or style
b. compare and contrast varieties of English used in stories, dramas, or poems
MAURY COUNTY PUBLIC SCHOOLS June 2015
Office of Instruction Page 7 of 23
Quarter 2
Ongoing Standards: These standards are yearlong ongoing standards that should be taught to mastery by the end of the year.
Cite Evidence Analyze Content Study & Apply Grammar
Study & Apply Vocabulary
Conduct Discussions
W.5.9 R.I.5.10, R.L5.10 L.5.1, L.5.2e, L 5.3, L.5.4
R.L.5.4, R.I.5.4, L.5.6 SL 5.1, SL 5.2, SL 5.3, SL 5.4, SL 5.5
Reading Foundation Skills Writing Process
Phonics and word recognition Fluency Writing Skills
RF 5.3, RF 5.4 RF 5.4 W 5.4, W 5.5, W 5.6, W 5. 10
TNReady Assessment Percentages: Literature 23-28% 40-45 days Writing 39% 60 days Vocabulary 9-12% 16-21 days
SUGGESTED EXTENDED TEXT: Bud, Not Buddy
EXAMPLES OF SHORT TEXTS: (literary)
1. Journeys “LAFF”
2. Journeys “Double Dutch”
SUPPLEMENTAL MATERIALS:
1. Journeys leveled readers
2. TNCORE.org unit- Pam Nunez Ryan
3. LDC.org CORE TOOLS for writing prompts
WRITING FOCUS: Opinion Writing
WRITING TASKS:
1. Is Bud brave? Write a multi-paragraph essay in which you explain reasons for your opinion. Be sure to cite reasons from the text
that support s your opinion.
2. SRSD (self-regulated-strategy-development)
ROUTINE WRITING: RESEARCH CONNECTIONS:
MAURY COUNTY PUBLIC SCHOOLS June 2015
Office of Instruction Page 8 of 23
1. Reader Response Journal
2. Quick Write
3. Text Dependent Questions
1. The Great Depression
Formative Assessments: teacher observation, conferencing, exit tickets, quick writes, quizzes, peer edits, accountable talks, short response writing, timed writing Final Product/Assessment: In your opinion, which character do you relate to more, Bud or Todd? After reading Bud, Not Buddy, write an opinion essay in which you compare and contrast yourself to the traits of the character you choose. Be sure to support your opinion with evidence from the text.
Wee
ks 1
- 4
Standards Student Learning Target: Instruction/Strategies: RL 5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RL 5.3 Compare and contrast two or more characters, settings, events, in a story or drama, drawing on specific details in 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 5.9 Compare and contrast stories in the
inferences, story elements, cite evidence, paraphrase, vocabulary compare and contrast two or more characters, settings, or events figurative language such as metaphors, similes, idioms, adages, and proverbs using context clues compare and contrast characters, settings, and events within one and across two literary pieces from the same genre with similar
Compare and contrast-Venn Diagram Quick writes
T chart
UNRA(A)VEL
Short answer question response
Graphic organizers
Text dependent question that require citing evidence
Close reading
Frayer models
SRSD strategies (ex. OREO)
Think/pair share
Participate in shared writing experiences
Explain/elaborate on cited evidence
Write in response to literature
Edit/revise own writing using checklist
Peer edit/revise writing using checklist
Consistently provide opportunities for students to write/respond to multiple texts.
MAURY COUNTY PUBLIC SCHOOLS June 2015
Office of Instruction Page 9 of 23
same genre on their approaches to similar themes and topics. RL 5.6 Describe how a narrator’s or speaker’s point of view influences how events are described.
themes Explain how the narrator’s point of view and text structure influence text
W 5.1 (a-d) Write opinion pieces or texts supporting a point of view with reasons and information.
a. Introduce topic and state an opinion b. Provide logical ordered reasons and support with text
evidence c. Use transition words to link d. Conclusion
L 5.4 (a) Determine or clarify the meaning of general academic and domain- specific words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. L 5.5 (a-c) Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L 5.1, 5.2, 5.3
Context clues and vocabulary Figurative language, word relationships, and nuances in word meanings. Ongoing (see above)
MAURY COUNTY PUBLIC SCHOOLS June 2015
Office of Instruction Page 10 of 23
Quarter 2 Continued
TNReady Assessment Percentages: Informational Text 23-28% 40-45 days Writing 39% 60 days Vocabulary 9-12% 16-21 days
EXTENDED TEXT: Bud, Not Buddy continued
SHORT TEXTS: (informational)
1. Journeys Quest for the Tree Kangaroo
2. Journeys ‘They Called Her Molly Pitcher”
3. Journeys “James Forten: Now is Your Time”
SUPPLEMENTAL MATERIALS:
1. Journeys leveled readers
2. readworks.org
3. LDC.org CORE TOOLS for writing prompts
WRITING FOCUS: Opinion Writing
WRITING TASKS:
1. SRSD (self-regulated-strategy-development)
2. publish final draft of opinion essay from Bud, Not Buddy
ROUTINE WRITING:
1. Quick Writes
2. Reader Response Journal
3. Text Dependent Questions
MAURY COUNTY PUBLIC SCHOOLS June 2015
Office of Instruction Page 11 of 23
Formative Assessments: teacher observation, conferencing, exit tickets, quick writes, quizzes, peer edits, accountable talks, short response writing, timed writing
Final Product/Assessment: [Insert essential question] After (reading 2 informational text/s on [content), write a multi-paragraph opinion essay in which you compare (content). Support your opinion with evidence from the texts.
W e e k s 5 - 9
Standards Student Learning Target: Instruction/Strategies:
MAURY COUNTY PUBLIC SCHOOLS June 2015
Office of Instruction Page 12 of 23
RI 5.3 Explain the relationships between two or more individuals, events, ideas, or concepts. RI 5.5 Compare and contrast the overall structure of concepts in two or more texts (e.g. chronology, cause/effect, and problem/solution). RI 5.6 Analyze multiple accounts of the same event or topic noting important similarities and differences and the point of view they represent. RI 5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence supports which points.
Explain relationships between events, ideas, or procedures from an informational text and use text to support explanation Compare and contrast overall structure of events or ideas in two or more texts Analyze two or more accounts of the same event noting similarities and differences Explain how author uses reasons and evidence to support his points
• UNRA(A)VEL • Graphic organizers • Text dependent question that require citing quotations as evidence • Close reading • Frayer models • KWL chart • SRSD strategies (ex. POW-TIDE) • Use main idea and details to form a summary • Think/pair share oral summary of text • Participate in shared writing experiences • Explain/elaborate on cited evidence • Write in response to informational text • Edit/revise own writing using checklist • Peer edit/revise writing using checklist
• Consistently provide opportunities for
students to write/respond to multiple texts.
MAURY COUNTY PUBLIC SCHOOLS June 2015
Office of Instruction Page 13 of 23
W 5.1 (a-d) Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
a. Introduce topic and state an opinion b. Provide logical ordered reasons and support with text evidence c. Use transition words to link d. Conclusion
Quarter 3
MAURY COUNTY PUBLIC SCHOOLS June 2015
Office of Instruction Page 14 of 23
Ongoing Standards: These standards are year-long ongoing standards that should be taught to mastery by the end of the year. Cite Evidence Analyze Content Study & Apply
Grammar Study & Apply
Vocabulary Conduct Discussions
W.5.9 R.I.5.10, R.L5.10 L.5.1, L.5.2e, L 5.3, L.5.4
R.L.5.4, R.I.5.4, L.5.6 SL 5.1, SL 5.2, SL 5.3, SL 5.4, SL 5.5
Reading Foundation Skills Writing Process
Phonics and word recognition Fluency Writing Skills
RF 5.3, RF 5.4 RF 5.4 W 5.4, W 5.5, W 5.6, W 5. 10
TNReady Assessment Percentages: Informational Text 23-28% 40-45 days Writing 39% 60 days Vocabulary 9-12% 16-21 days
EXTENDED TEXT:
SHORT TEXTS: (informational)
1. Journeys Reading Adventures
2. provide numerous informational texts for close reading and opportunities to respond in writing
SUPPLEMENTAL MATERIALS:
1. readworks.org
2. Time for Kids
3. LDC.org CORE TOOLS for writing prompts
WRITING FOCUS: Opinion and informative/explanatory writing to prepare for writing assessment in February
WRITING TASKS:
1. provide numerous opportunities for students to respond to texts
2. quick writes to practice writing conventions and mechanics
ROUTINE WRITING:
1. Text Dependent Questions
MAURY COUNTY PUBLIC SCHOOLS June 2015
Office of Instruction Page 15 of 23
2. Quick Writes
Formative Assessments: teacher observation, conferencing, exit tickets, quick writes, quizzes, peer edits, accountable talks, short response writing, timed writing
Final Product/Assessment: [Insert essential question] After reading (literary texts and/or informational texts on [content], write an essay in which you analyze how (content) contributes to an understanding of (content). Support your response with evidence from the texts.
Wee
ks 1
- 5
Standards Student Learning Target: Instruction/Strategies: RI 5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RI 5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. RI 5.3 Explain
relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific
Citing evidence, using quotes from text, inferencing Main ideas, supporting details, and summarize
Explain relationships between events, ideas, or procedures, from informational text
• UNRA(A)VEL • Graphic organizers • Text dependent question that require citing quotations as evidence • Close reading • Frayer models • KWL chart • SRSD strategies (ex. POW-TIDE) • Use main idea and details to form a summary • Think/pair share oral summary of text • Participate in shared writing experiences • Explain/elaborate on cited evidence • Write in response to informational text • Edit/revise own writing using checklist
• Peer edit/revise writing using checklist
• Consistently provide opportunities for
students to write/respond to multiple texts.
MAURY COUNTY PUBLIC SCHOOLS June 2015
Office of Instruction Page 16 of 23
or technical text based on specific information in the text.
RI 5.5 Compare
and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. RI 5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and
Compare and contrast structure of events or ideas in two or more text Locate information from various sources to answer a question or solve a problem Explain how author uses reasons and evidence to support points
MAURY COUNTY PUBLIC SCHOOLS June 2015
Office of Instruction Page 17 of 23
evidence support which point(s). W.5.1 W.5.2 L.5.1, L.5.2, L.5.3
Opinion writing Informative/explanatory writing Ongoing (see above)
MAURY COUNTY PUBLIC SCHOOLS June 2015
Office of Instruction Page 19 of 23
Quarter 3 Continued
TNReady Assessment Percentages: Informational Text 23-28% 40-45 days Writing 39% 60 days Vocabulary 9-12% 16-21 days
EXTENDED TEXT:
SHORT TEXTS: (informational)
1. Journeys Reading Adventures
2. provide numerous informational texts for close reading and opportunities to respond in writing
SUPPLEMENTAL MATERIALS:
1. TNCORE.org units – Space
2. various primary and secondary sources
3. LDC.org CORE TOOLS for writing prompts
WRITING FOCUS: short research project
WRITING TASKS:
1. note taking during research
2. After conducting research, students will complete a research project of the teacher’s choice.
ROUTINE WRITING:
1. Reader Response Journal
2. Text Dependent Questions
Formative Assessments: teacher observation, conferencing, exit tickets, quick writes, quizzes, peer edits, accountable talks, short response writing, timed writing
Wee
ks 6
- 9
Standards Student Learning Target: Instruction/Strategies: RI 5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing
Use specific quotes from text to draw inferences and explain text
• UNRA(A)VEL • Graphic organizers • Text dependent question that require citing quotations as evidence • Close reading • Frayer models • KWL chart
MAURY COUNTY PUBLIC SCHOOLS June 2015
Office of Instruction Page 20 of 23
inferences from the text. RI 5.7 Draw on information from multiple print or digital sources demonstrating the ability to locate and answer to a question quickly or to solve a problem efficiently. RI 5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. W 5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
Locate information from various sources to answer questions or solve problems Combine information from two texts on the same topic to write or speak about the subject Research project using several sources, note taking
• SRSD strategies (ex. POW-TIDE) • Note taking from source • Outline • Chunk project • Explain/elaborate on cited evidence • Write in response to informational text • Edit/revise own writing using checklist
• Peer edit/revise writing using checklist
• Consistently provide opportunities for
students to write/respond to multiple texts.
MAURY COUNTY PUBLIC SCHOOLS June 2015
Office of Instruction Page 21 of 23
L.5.1, L 5.2, L 5.3
Ongoing (see above)
Quarter 4
Ongoing Standards: These standards are year-long ongoing standards that should be taught to mastery by the end of the year. Cite Evidence Analyze Content Study & Apply
Grammar Study & Apply
Vocabulary Conduct Discussions
W 5.9 R.I.5.10, R.L5.10 L.5.1, L.5.2e, L 5.3, L.5.4
RL 5.4, RI 5.4, L5.6 SL 5.1, SL 5.2, SL 5.3, SL 5.4, SL 5.5
Reading Foundation Skills Writing Process
Phonics and word recognition Fluency Writing Skills
RF 5.3, RF 5.4 RF 5.4 W 5.4, W 5.5, W 5.6, W 5. 10
TNReady Assessment Percentages: Literature 23-28% 40-45 days Writing 39% 60 days Vocabulary 9-12% 16-21 days
Writing Focus: No writing/ Review for TNReady Test
Formative Assessments: teacher observation, conferencing, exit tickets, quick writes, quizzes, peer edits, accountable talks, short response writing
Wee
k 1
– 5
Standards Student Learning Target: Instruction/Strategies: RL 5.1 – RL 5.3 Text evidence, inferences, summarizing, theme, characters, setting, plot, structure of
text, point of view, compare and contrast Study Island
Jeopardy
Games
Team Competitions
Quia.com
TNReady Practice Portal
L 5.4 L 5.5
Multiple meaning words, context clues, root words, affixes, and reference materials Figurative language, idioms, analogies, word meanings, synonyms, antonyms, homographs
RI 5.2 - RI 5.6
Main idea, supporting details, events, ideas, and concepts, cause and effect, academic
language, text structure, point of view
Quarter 4 Continued
Writing Focus: Narrative Writing (TNREADY is over by this time)
Assessment:
W e e k 6 - 9
Standards Student Learning Target: Instruction/Strategies:
MAURY COUNTY PUBLIC SCHOOLS June 2015
Office of Instruction Page 22 of 23
W 5.3(a-e) Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
SRSD Writing Strategies and Process