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Reading Workshop G5 - Bundle 3
Did They Come From? pp.182-197
RL.3 (5.3.3)
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).
-Guiding Readers and Writers p. 442-444 -Strategies That Work p.96 -The Harmonica by Tony Johnston -Character Graphic Organizer -Identifying Character Traits -Character Traits ppt. with stories -Can be taught and assessed with RL.2 with companion pieces within Reading Wonders
-Book Talk -Teacher observation/anecdotal records during literature circle -Reader’s Notebook -Interactive Read-aloud whole group discussion -Character graphic organizer -Students create “Wanted Posters” of character/s -Students create picture with two characters: speech bubbles with “he said…she said.” -Role play a character -Use a Venn Diagram to compare characters -Create a taxonomy of character traits found in stories -Create a resume for a main character
RL.4 (5.3.5)
Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
Define and identify personification.
-Teaching for Comprehending and Fluency pp.126-128, 140-141, 208-209 -Owl Moon by Jane Yolen
-Book Talk -Reader’s Notebook -Quiz -Treasures assessment -Interactive Read-aloud whole group discussion
Reading Workshop G5 - Bundle 3
RL.5 (5.3.1)
Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
Determine the author’s purpose for writing a text
Defend the appropriateness of the author’s choice of literary form to inform, entertain, or persuade
-Guiding Readers and Writers pp. 134-135, pp. 292-297 (mini-lessons), pp. 393-409
-Book Talks -Genre quiz/test
RL.6 (5.3.8)
Describe how a narrator’s or speaker’s point of view influences how events are described.
-Teaching for Comprehending and Fluency pp. 355, 366
-The Pain and the Great One by Judy Blume -So Far From the Sea by Eve Bunting -Voices in the Park by Anthony Brown -It’s Not Fair by Charlotte Zolotow -Struggle for a Continent: The French and Indian War by Betsy Maestro
-Narrator ppt. -Comparison of first and third person narrator Reading Wonders Unit 3 -(WK 1) pp. T2-T25, RW Workshop How Mighty Kate Stopped the Train pp. 238-241 - (WK 1) T25A-T29, Anthology Davey Crocket Saves the World and How Grandmother Spider Stole the Sun pp.262-281
-Book Talk -Anecdotal records from Guided Reading -Reading Wonders assessment -Interactive Read-aloud whole group discussion
RL.7 Analyze how visual and multimedia elements contribute to the meaning,
-Strategies That Work pp.293-294 -Teaching for Comprehending and Fluency, pp.140-141, 371
-Whole group/guided reading group discussion
Reading Workshop G5 - Bundle 3
tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
RL.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
a. Identify different genres.
b. Compare and contrast stories in the same genre.
c. Compare and contrast approaches to similar themes and topics of stories in the same genre.
-Strategies That Work Appendix A: pp.257-290 -The Writing Fix
-Reader’s Notebook -Teacher anecdotal records from guided reading group -Book Talk
5.1.1 Read aloud grade level appropriate narrative texts (stories) and expository text (information) fluently and accurately and with appropriate timing, changes in voice, and expression using self-correcting strategies.
Reading Wonders Unit 3 -(WK 1) pp. T2-T25, RW Workshop How Mighty Kate Stopped the Train pp. 238-241 - (WK 1) T25A-T29, Anthology Davey Crocket Saves the World and How Grandmother Spider Stole the Sun pp.262-281
-Teacher observation/anecdotal records
5.3.2 Identify the main problem or conflict of the plot and explain how it is resolved.
Identify the protagonist
-Guiding Readers and Writers p.135
-City of Snow: The Great Blizzard of 1888 by Linda Oatman High -Mufaro’s Beautiful Daughters by John Steptoe -Cowboy Camp by Tammy Sauer -Raymond and Nelda by Barbara Bottner -My Great-Aunt Arizona by Gloria Houston
-Book Talk -Teacher observation/anecdotal records during literature circle -Reader’s Notebook -Quiz -Reading Wonders assessment
Reading Workshop G5 - Bundle 3
Reading Wonders Unit 2 -(WK 2) pp. T67-T89, RW Workshop A Modern Cinderella pp. 108-111 - (WK 2) T89A-T93, Anthology Where the Mountain Meets the Moon and The Princess and the Pea pp.118-131
-Interactive Read-aloud whole group discussion -Story Map
5.3.6 Evaluate the meaning of patterns and symbols that are found in myth and tradition by using literature from different eras and cultures.
-The Butterfly by Patricia Polacco
-American Folklore -Myths with Jane Yolen Reading Wonders Unit 2 -(WK 2) pp. T67-T89, RW Workshop A Modern Cinderella pp. 108-111 - (WK 2) T89A-T93, Anthology Where the Mountain Meets the Moon and The Princess and the Pea pp.118-131 Reading Wonders Unit 3 -(WK 1) pp. T2-T25, RW Workshop How Mighty Kate Stopped the Train pp. 238-241 - (WK 1) T25A-T29, Anthology Davey Crocket Saves the World and How Grandmother Spider Stole the Sun pp.262-281
-Book Talk -Teacher Observation during Guided Reading -Reading Wonders assessment
5.3.7 Evaluate the author’s use of various techniques to influence readers’ perspectives.
-Read Like a Reader, Read Like a Writer (literary)
-Earrings by Judith Viorst -Dear Mrs. LaRue by Mark Teague -I Wanna Iguana by Karen Kaufman Orflof -The Salamander Room by Anne Mazer
-Book Talks -Reader’s Notebooks -Interactive Read-aloud whole group discussion
Reading Workshop G5 - Bundle 3
Correlating CC/Learning Targets Teacher Notes
RI.1 RI.10 5.2.5
RF.3 a RF.4 a,c
Unit 3 The Trumpet of the Swan E.B. White Fantasy So You Want to Be an Inventor? Judith St. George & David Small Expository Text Frindle Andrew Clements Realistic Fiction All Stations! Distress! April15, 1912: The Day the Titanic Sank Don Brown Expository Text
Writing Workshop G5 - Bundle 3
CC/Learning Targets Resource of Ideas Evidence of Learning W.3 (5.4.3) (5.5.1)
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
Choose a clear narrative setting, conflict, plot and point of view
b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events.
-6+1 Traits of Writing pp. 68-99 (organization) -6+1 Traits of Writing pp. 139-174 (word choice) -Strategies That Work pp.136-137 -Student examples
-More student examples pp.26-36
-6+1 traits rubrics
-Personal narrative ppt.
-Narrative Leads -Great Leads
-A Picnic in October by Eve Bunting -Let My Colors Out by Courtney Filigenzi -Strong to the Hoop by John Coy -Owl Moon by Jane Yolen -Little by Little by Jean Little -Homesick by Jean Fritz -Olive’s Ocean, ch. 11 by Kevin Henkes -Papa Who Wakes Up Tired in the Dark (on Calkins CD) -Shortcut by Donald Crew -Peter’s Chair by Ezra Jack Keats
-Graphic Organizer
-Write Source pp. 299-310 -Write Source pp. 116-117 (dialogue) -Write Source pp. 56-57 (transitions) -Write Source pp.87-118, 300-310 Reading Wonders-Unit 1 -(WK 1)(Ideas) pp. T30-T31, R/W Workshop pp.246-247 -(WK 2) (Voice; style and tone ) pp. T94-T97, R/W Workshop pp. 260-261 -(WK 3) (Word Choice) pp. T158-T161, R/W Workshop pp. 58-59
-Writers Notebook -Conference during Writing Workshop -Evidence from writing pieces
Writing Workshop G5 - Bundle 3
-(Personal Narrative)pp. T350-T355 Reading Wonders – Unit 3 -(WK 2)(Word Choice: Connotation and Denotation) pp. T94-T97, R/W Workshop pp. 188-189 Reading Wonders-Unit 4 -(WK 1)( Voice: style and tone) pp. T30-T31, R/W Workshop pp.246-247 - (WK 2) (Ideas) pp. T94-T97, R/W Workshop pp. 260-261 - (WK 3) (Organization) pp. T158-T161, R/W Workshop pp. 274-275 -(Fictional Narrative)pp. T350-T355 Reading Wonders – Unit 6 -(WK 3)(Sentence Fluency: Vary Sentence Structure) pp. T158-T161, R/W Workshop pp. 418-419 Lucy Calkins eDocs for Writing Memoir pp. 10-29 Historical Fiction pp.97-112 Fantasy Writing pp.112-124
W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 5 Reading standards to literature (e.g., "Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]").
Teaching for Comprehending and Fluency pp.445-460 -Reader’s Notebook -Evidence from writing pieces
5.5.7
Write summaries that contain the main ideas of the reading selection and the most significant details.
-Guiding Readers and Writers pp. 277-278, 361-362 -Strategies that Work pp.179-189
-Reader’s Notebook -Evidence from writing pieces -Graphic Organizer p.113
Writing Workshop G5 - Bundle 3
-Incredible Shrinking Notes Lesson -Summary Lesson -Summary (Ohio Resource Center)
Correlating CC/Learning Targets Teacher Notes
W.4 W.5 W.6
W.10 5.4.7 5.5.5
-Units of Study for Teaching Writing for Grades 3 and Up by Lucy Calkins – Book 4: Writing Fiction: Big Dreams, Tall Ambitions
Language and Word Study G5 - Bundle 3
CC/Learning Targets Resource of Ideas Evidence of Learning L.1 (5.6.3)
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. e. Use correlative conjunctions (e.g., either/or, neither/nor).
Reading Wonders-Unit 1 -(WK3)(Compound sentences)pp. T162-T163, Grammar Practice pp. 11-15 -(WK4)(Commas, Complex Sentences)pp. T226-T227, T255(ELL), Grammar Practice pp. 16-20 -(WK5)(Run-on Sentences &Fragments)pp. T290-T291, T319(ELL), Grammar Practice pp. 21-25 Reading Wonders-Unit 2 -(WK5)(Prepositional Phrases, Punctuating Titles, letters)pp. T290-T291, T319(ELL), Grammar Practice pp. 46-50 - Around the House the Fox Chased the Mouse by Rick Walton -Conjunctions and Interjections ppt. -Write Source pp. 428-429, 598-599
-Students highlight prepositions and prepositional phrases in previous writing - Quiz -Interactive Read-Aloud whole group discussion -Author/Writer Talk -Quiz -Daily writing exercises, Reader’s Notebook, and Writer’s Notebook -Teacher observation during Writer’s Workshop
L.2 (5.6.5) (5.6.7)
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. b. Use a comma to separate an introductory element from the rest of the sentence. c. Use a comma to set off the words yes and no (e.g., Yes, thank you.), to set off a tag question from the rest of the
-Comma in a series pp.45-50 -Short Introductory Elements video
-Students work in groups of 3. One student says a complete sentence, a second student says, “semi-colon-however-comma” and the third student ends with another complete sentence. -Quiz -Evidence in Writer’s Notebook and Reader’s Notebook
Language and Word Study G5 - Bundle 3
sentence (e.g., It's true, isn't it?), and to indicate direct address (e.g., Is that you, Steve?).
L.4 (5.1.4)
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
Deduce the meaning of more complex words using knowledge of Greek and Latin roots
c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
-Teaching for Comprehending and Fluency pp. 534-539 -Word Matters -Greek Roots Games -embedded through vocabulary strategies within Reading Wonders
-Guiding Readers and Writers Weekly Buddy Study Activities pp. 32-35 -Quiz
L.5 (5.1.3) (5.1.5)
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figurative language, including similes and metaphors, in context. b. Recognize and explain the meaning of common idioms, adages, and proverbs. c. Use the relationship between particular words to better understand
Figurative Language -Go Figure ppt. Idioms -Teaching for Comprehending and Fluency pp. 22-23 -Group Challenge -Comic idioms Synonyms, Antonyms, Metaphors -Bass Cannot Play Bass by Carey Molter -Thesaurus Rex by Laya Steinberg
-Create a cartoon using synonyms or antonyms -Quiz -Interactive read-aloud whole group discussion -Create homograph slogans
Language and Word Study G5 - Bundle 3
each of the words (e.g., synonyms, antonyms, homographs).
-Ideas for Teaching Synonyms and Antonyms -Furious Frogs Competition Game -Homograph Game Reading Wonders-Unit 1 -(WK2)(Idioms)pp. T88-T89, T124-T125(ELL)R/W Workshop pp.43, Reading Wonders-Unit 2 -(WK2)(Similes &Metaphors)pp. T88-T89, T124-T125(ELL), R/W Workshop pp.115 -(WK4)(Personification)pp. T216-T217, T252-T253(ELL), R/W Workshop pp.143 Reading Wonders-Unit 4 -(WK5)(Similes &Metaphors)pp. T280-T281, T316-T317(ELL), R/W Workshop pp.301 Reading Wonders-Unit 5 -(WK2)(Idioms)pp. T88-T89, T124-T125(ELL), R/W Workshop pp.331 Reading Wonders-Unit 6 -(WK5)(Personification)pp. T280-T281, T316-T317(ELL), R/W Workshop pp.445
L.6 (5.5.5)
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
-6+1 Traits of Writing pp. 142-174 -Guiding Readers and Writers pp.423-424 (Writer Talk) -Like a Hundred Drums by Annette Greismann -Word Choice Post-It Note -Writing Fix- Word Choice Activities
-Author/Writer Talk -Teacher anecdotal records from conferences during Writing Workshop -District writing prompt to be given to students for anecdotal records and teacher evaluation
5.6.1
Identify and correctly use prepositions/prepositional phrases, appositive, main /subordinate clauses.
-6+1 Traits of Writing pp. 92-93 - Around the House the Fox Chased the Mouse by Rick Walton
-Students highlight prepositions and prepositional phrases in previous writing - Quiz
Language and Word Study G5 - Bundle 3
-Write Source pp. 428-429, 598-599 Reading Wonders-Unit 6 -(WK5)(Prepositional Phrases)pp. T290-T291, T319(ELL) , Grammar Practice pp. 121-125
-Interactive Read-Aloud whole group discussion -Author/Writer Talk -Quiz -Daily writing exercises, Reader’s Notebook, and Writer’s Notebook -Teacher observation during Writer’s Workshop
5.6.2 Use transitions and conjunctions to connect ideas.
-6+1 Traits of Writing pp. 92-93 Reading Wonders-Unit 1 -(WK3)(Compound Sentences)pp. T162-T163, T191(ELL), Grammar Practice pp. 111-115 -(WK4)(Complex Sentences)pp. T226-T227, T255(ELL), Grammar Practice pp. 116-120 Reading Wonders-Unit 4 -(WK4)(Transitions)pp. T222-T223, T254(ELL), R/W Workshop pp.288-289
-List of Transition Words -Write Source p. 429
-Quiz -Daily writing exercises, Reader’s Notebook, and Writer’s Notebook -Teacher observation during Writer’s Workshop
Correlating CC/Learning Targets Teacher Notes
L.1 b-d L.2 a, e L.3 a, b 5.6.6
SL.1 a-d SL.2 SL.5 SL.6
