literacy.cmswiki.wikispaces.netliteracy.cmswiki.wikispaces.net/file/view/… · Web view · 2014-09-24The Legend of Sleep Hollow. Review of . ... RF.5.3 Know and apply grade-level

Curricular Plan for Making Meaning and Making Meaning VocabularyGrade 5

Unit 9: Synthesizing (Fiction and Expository Nonfiction)4 Weeks

Students should understand and be able to:Comprehension Focus

Students synthesize by making judgments and forming opinions about a text, using evidence from the text to support their conclusions.

Students read independently.

Social Development Focus Students relate the values of respect and responsibility to their behavior. Students develop the group skills of giving reasons for their opinions, discussing their opinions respectfully, and

expressing their true opinions. Students develop the group skills of giving and receiving feedback. Students have a class meeting to discuss the importance of expressing true opinions.

Mentor Texts “Mrs. Buell” in Hey World, Here I Am! “Zoo” “12 seconds from death” in True Stories of Heroes “Is Dodge Ball Too Dangerous?” “Turn It Off!” Review of The Legend of Sleep Hollow Review of The Ballad of Lucy Whipple

Making MeaningWeek 1

Day 1: Strategy Lesson – “Mrs. Buell”

Pair students and discuss sharing opinions respectfully

Review the story Read and discuss a

review of the story Explore other reviews Reflect on discussing

opinions IDR: Review and discuss

self-monitoring

Day 2: Read-aloud – “Zoo”

Discuss the importance of forming opinions when reading

Introduce the story Read aloud and discuss

as a class IDR: Document IDR

conferences/use important ideas to summarize verbally

Extension: Read more science fiction

Day 3: Guided Strategy Practice

Review the story and reread

Discuss the story Read a summary of the

story and model writing an opinion

Reflect on discussing opinions respectfully

IDR: Document IDR conferences/ use important ideas to summarize verbally

Extension: Draw mental images from “Zoo”


Review forming opinions in writing reviews

Discuss factors to consider when forming an opinion

Think about and discuss opinions

Write opinion paragraphs Analyze and revise

reviews Share reviews as a class Add to the “Reading

Comprehension Strategies” chart

IDR: Write a review of their reading in IDR journals

Extension: Create a class book of reviews

Assessment: express opinions, support opinions

Common Core State StandardsRF.5.3 Know and apply grade-level phonics and word analysis skills in decoding

L.5.3 Use knowledge of language and its conventions when writing, speaking,



words.RF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RF.5.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that

reading, or listening.L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.RF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RF.5.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RL.5.2 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.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to

reading, or listening.L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.RF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RF.5.4b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsRF.5.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RL.5.10 By the end of the year, read and comprehend literature, including stories,

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

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

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

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

topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 5 on pages 28 and 29.)

W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.W.5.9a 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]").W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Making Meaning Vocabulary – No Vocabulary this week


Day 1: Read-aloud – “12 seconds from death”

Introduce the week Introduce the story and

read aloud Discuss the story as a

class IDR: Document IDR



Review the article Discuss opinions of the

story Reread the story aloud Discuss opinions as a

class Reflect on discussing

opinions respectfully IDR: Document IDR


Extension: Read other stories from True Stories of Heroes

Day 3: Independent Strategy Practice

Review forming opinions Read independently Record opinions in a

double-entry journal Model using the double-

entry journal Reread independently

and record evidence Discuss opinions in pairs

and as a class


Day 4: Class Meeting

Gather for a class meeting

Discuss the importance of expressing true opinions

Discuss solutions Reflect on the class

meeting IDR: Write a review of

their reading in IDR journals

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

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

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

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

strategies.RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.RF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RF.5.4b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsRF.5.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.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.5.10 By the end of the year, read and comprehend

strategies.RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.RF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RF.5.4b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsRF.5.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.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.5.10 By the end of the year, read and comprehend

RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

or how the speaker in a poem reflects upon a topic; summarize the text.RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by makingcomments that contribute to the discussion and elaborate on the remarks of others.

literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by makingcomments that contribute to the discussion and elaborate on the remarks of others.

literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by makingcomments that contribute to the discussion and elaborate on the remarks of others.

W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Making Meaning VocabularyWeek 25

Vocabulary Words: significant, insignificant, intrigue, cluster, grotesque, throngWord-learning Strategy: Recognizing antonymsDay 1 Introduce and

define new words Discuss the words Review antonyms Vocabulary

activities

Day 2 Review words Vocabulary

activities

Day 3 Introduce and

define new words Discuss words Vocabulary

activities

Day 4 Review words Think about the

words

Day 5 – Ongoing Review Display word cards

and review words “Make a Choice”

Common Core State StandardsL.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.L.5.4b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word

L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5

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



meanings.L.5.5c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse

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

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



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

upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.


Day 1: Read-aloud – “Is Dodge Ball Too Dangerous?”

Discuss expressing opinions

Introduce the article and read aloud

Discuss as a class IDR: Review previewing

a text before reading

Day 2: Strategy Lesson

Review the article and reread

Discuss opinions as a class

IDR: Discuss points of view


Day 3: Read-aloud – “Turn It Off!”

Discuss forming opinions about articles with a single point of view

Introduce the article and read aloud

Discuss the article IDR: Discuss points of

view/Document IDR conferences


Review the article and reread

Discuss opinions as a class

Reflect on expressing opinions truthfully and respectfully

IDR: Write about an article in IDR journals

Extension: Read and discuss more articles

Common Core State StandardsRF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they

RF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they

RF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they

L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.

represent.RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.



RF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RF.5.4b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsRF.5.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more textsRI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.SL.5.1 Engage effectively in a

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



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


Vocabulary Words: plummet, knowledgeable, lurch, impact, billow, engrossedWord-learning Strategy: Using context to determine word meanings, Recognizing words with multiple meaningsDay 1 Introduce the word

and use context clues to determine meaning

Discuss the words Introduce multiple

meanings of words Vocabulary

activities

More Strategy Practice: Play “Use the Clues”

Day 2 Review words Create a sentence

Day 3 Introduce and

define new words Discuss words Act out the words Vocabulary

activities

Day 4 Review words Vocabulary

activities


and review the words

“Describe the Character”

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

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

L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).


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


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

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

RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that

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



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

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


Day 1: Read-aloud – Review of The Legend of Sleepy Hollow and Review of The Ballad of Lucy Whipple

Review the focus for the week

Introduce the summer reading list

Read the reviews aloud Analyze the reviews Discuss the reviews Reflect on sharing

opinions IDR: Review the

“Reading Comprehension Strategies” chart

Extension: Explore websites with book reviews written by young people


Prepare to write a review Model gathering

information for a review Gather information about

books IDR: Document IDR

conferences/form opinions about reading


Review information to include in book reviews

Model writing a review from notes

Write reviews IDR: Document IDR

conferences/form opinions about reading


Prepare to give feedback about reviews

Model reading a passage aloud

Choose passages and practice reading aloud

IDR: Write an opinion about reading in IDR journals/document IDR conferences

Extension: Create a class book of reviews

Assessment: communicate what books are about, support recommendations, give and receive feedback effectively

Common Core State StandardsRF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RI.5.1 Quote accurately from a

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



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

multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.RF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RF.5.4b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsRF.5.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.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

multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.RF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RF.5.4b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsRF.5.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.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

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

reflects upon a topic; summarize the text.RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.W.5.1a Introduce a topic or text clearly, state an opinion, and

reflects upon a topic; summarize the text.RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.W.5.1a Introduce a topic or text clearly, state an opinion, and

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

create an organizational structure in which ideas are logically grouped to support the writer's purpose.W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.W.5.9a 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]").W.5.9b Apply grade 5 Reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]").W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

create an organizational structure in which ideas are logically grouped to support the writer's purpose.W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.W.5.9a 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]").W.5.9b Apply grade 5 Reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]").W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 5 on pages 28 and 29.)W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.W.5.9a 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]").W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.


Vocabulary Words: disallow, fiddle, avid, participant, excessive, motivateWord-learning Strategy: Using context to determine word meanings, Using prefix dis- to determine word meanings, Recognizing antonymsDay 1 Introduce the word

use the prefix dis- to determine word meaning

Review antonyms Discuss the words

Day 2 Review words Create a sentence

Day 3 Introduce new

words and use context clues to determine word meanings

Discuss words

Day 4 Review words Vocabulary activities


and review the words

“Imagine That!”

Individual Vocabulary Progress Assessment: Word Check 7 (BLM29)

Student Self-Assessment: (BLM30)

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

L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly,

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

L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in

L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in

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

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

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

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

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

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

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

Helpful TipsMaking Meaning

Decide how you will randomly assign partners to work together during the unit. Make a transparency of the “Review of ‘Mrs. Buell’” (BLM40). Collect reviews of books and movies (Step 4, p. 523). Prepare a chart for exploring reviews (Step 4, p. 523). Make a transparency of the “Review of ‘Zoo’” (BLM41). Prepare a chart for discussing opinions (Step 3, p. 530). Prepare a chart with directions for writing a review (Step 3, p. 538). Prepare a chart with questions about “12 seconds from death” (Step 2, p. 549). Prepare a chart with questions about independent reading text (Step 3, p. 552-553). Prepare to model recording opinions and evidence (Step 4, p. 553). Make a transparency of “Double-entry Journal: My Opinions About ___________” (BLM42). Collect newspapers and magazines at a variety of reading levels for IDR. Prepare a chart for discussing the article “Is Dodge Ball Too Dangerous?” (Step 2, p. 566). Prepare a chart for discussing the article “Turn It Off!” (Step 2, p. 575). Have each student select a book to recommend to classmates for summer reading (“Teacher Note” p. 586). Prepare to model gathering information for a book review (Step 2, p. 591). Make transparencies of the “Review of The Legend of Sleepy Hollow” (BLM43-44). Make a transparency of “Things to Include in My Book Review” (BLM45). Prepare a chart for giving feedback about reviews (Step 2, p. 597). Prepare to read a passage aloud (Step 3, p. 598). Make copies of the Unit 9 Parent Letter to send home at the end of the unit (BLM18).

Making Meaning Vocabulary Write the context sentences from “12 seconds from death” on the board (BLM20). Write “Use the Clues” sentences on the board (BLM21). Review More Strategy Practice on pp. 569 Collect and use the following word cards for ongoing review during the unit: 109, 116, 125, 126, 129, 131, 134, 140, 144, and

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literacy.cmswiki.wikispaces.netliteracy.cmswiki.wikispaces.net/file/view/… · Web view · 2014-09-24The Legend of Sleep Hollow. Review of . ... RF.5.3 Know and apply grade-level