5th grade unit 1 / week 1 forests of the world...

5th Grade Unit 1 / Week 1 Forests of the World - Nonfiction Article

***NOTE - This selection is actually the 3rd passage in your Teacher’s Guide; beginning pg 78A. This passage

is intentionally scheduled for the first week of school so that we will have time to teach classroom procedures

and a Reading lesson this week.

TG=Teacher Guide ST= Student Text

Whole Group (Grade Level Text) 30-45 Minutes Direct Instruction Treasures Core Reading Program

ELL Support pg 89U-89V(TG) Modeled/Shared Reading

Read Aloud: “A Symphony of Trees” pg 23-25 See Read Aloud Anthology

Oral Language

Build Background pg 78(TG)(ST)

Focus Question What would happen if

trees disappeared from the world?

Expand Vocabulary

pg 89E (TG) Practice Book A-B-O pg

21(TG)(ST)

Word Study Phonics

Decode /u/ pg 89E(TG)

Spelling Words pg 89G(TG) tuna, crooks, amuse, duty, hoog, plume, lose,

hooks, hue, few, booth, view, doom, handbook, bruise, bamboo, prove, union,

brood, mute Review

theme, coach, bride Challenge

strewn, accuse

Reading Comprehension: Text Structure/ Compare and Contrast

“TREE-RIFIC! pg 80(ST) Practice Book A-B-O pg 16

Forests of the World pg 82-85(TG)(ST)

Genre: Non Fiction Article Compare and Contrast pg 85A(TG)

Practice Book A-B-O pg 18 Answer Questions: Science

Text Feature: Research and Study skill The Science of Wildfires pg 86

Vocabulary

Teach Words In Context pg 80(TG)(ST),89C(TG), 81(TG) Practice Book A-B-O page 15(TG)(ST) quest, settings, reduce, buffet, major

Vocabulary Building pg 89F Homographs and Homonyms

Selection Words pg 82 barren, ermine, vegetation

Content Vocabulary homographs Practice Book A-B-O pg 20

Fluency Repeated Reading: Punctuation pg 85A

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http://activities.macmillanmh.com/reading/treasures/stories/teachsandv/5.html

http://activities.macmillanmh.com/reading/treasures/html/teacher_spelling.html


http://www.pinterest.com/OKCPS_ELA/5th-13-forests-of-the-world/

Small Group Differentiated Instruction 45-60 Minutes Daily 15-20 Minutes Per Group Teacher Directed Explicit Instruction

Group 1 Above / On-Level

Leveled Reader

The Survival of Muir Woods pg 89R Wildfire! pg 89T

Above/On-Level Passages Library Resources

Group 2 Approaching / Strategic

Leveled Reader

Partners Endangered Animals and Their Habitats. pg89M

Phonics pg 89M

Words with U sounds See Spelling words including Review and Challenge

words pg 89G

Multisyllabic Words with Short Vowels pg47M aluminum, musical, revolution, educate, peculiar,

souvenir, furious, perfume, vacuum, fabulous, resolution, valuable Fluency - pg 89N

Model Expressive Reading, Repeated/Timed Reading

Vocabulary pg 89N

Apply word meanings

Comprehension

“TREE-RIFIC” pg 80

Group 3 Intensive / Below

Phonics

Words with sounds /ü/, /ū/, /ů/ TG pg 89E

Phonics Lessons

prune, hue, hooks, flutes, few,

handbook, food, use, wood Practice Book A-B-O pg 21

Review Words See Spelling list pg 89G

Group 4 Intensive / Far Below

Phonics Words with sounds /ü/, /ū/, /ů/

TG pg 89E

See Spelling words TG pg 89G

Phonics Activities

Phonics Lessons

Support for English Language Learners TG pg 89U-89V

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

http://destiny.okcps.org/

https://sites.google.com/a/wvde.k12.wv.us/reading-first-information/phonics-lessons

http://www.fcrr.org/FAIR_Search_Tool/FAIR_Search_Tool.aspx


Literacy Centers 15-20 Minutes Per Group Small-Group or Independent Practice to Reinforce Key Skills

Independent Reading Find a book at the library about trees or forests and

read a chapter. TG pg 78I

Research Activity

Comprehension Use research to compare

and contrast trees. Science: Types of Trees Soc. St.: Nature in Your

State TG pg 78J

Vocabulary Recognize and use

homographs correctly. TG pg 78I

Word Study Short Vowels Generate and

recognize words with /ü/, /ū/, /ů/ TG pg 78I

Writing Descriptive and

Explanatory Passage pg 78J

Fluency

Timed Reading pg 78I Practice Book A-B-O pg 18

Whole Group Wrap-Up 10 Minutes Review

Closure to lesson Ticket Out - Check for Understanding

Strategic Intervention 30-45 Minutes Daily Teacher Directed Explicit Instruction All Students At-Risk for Reading Difficulties

Intensive Intervention 30 Minutes Teacher Directed Explicit Instruction All Students High At-Risk for Reading Difficulties

Writing Research and Inquiry: Graphic organizers, outlines pg 89A

Writer’s Toolbox pg 89B Prewrite, Draft, Revise

Grammar Daily Language Activities pg 89I - 89J

Combining sentences and punctuating compound sentences

ELA Standards: P.A.S.S. standards Identify and list standards and objectives


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http://www.thecurriculumcorner.com/thecurriculumcorner456/wp-content/pdf/classroommanagement/ticketoutthedoor.PDF

http://activities.macmillanmh.com/reading/treasures/html/teacher_exercises.html

http://ok.gov/sde/sites/ok.gov.sde/files/C3langartsPASS.pdf

5th Grade Unit 1 / Week 2 Miss Alaineus - Realistic Fiction


ELL Support pg 47U-47V

Modeled/Shared Reading Read Aloud: “LaBamba” pg 9-16 Read Aloud Anthology

Oral Language

Build Background TG/ST pg 16-17

Focus Question

“Talk About It” pg 17

Expand Vocabulary TG pg 17

Word Study Phonics

Short Vowels TG pg 47E Practice A-B-O pg 7

Spelling Words Short Vowels TG pg 47G

jut, nick, tenth, shrug, stuff, since, damp, cot, fling, notch, gush, scan, batch, rough, stump, tough, laugh, guess, lead, dove,

Review Words past, dock, plum

Challenge Words cinch, blond

Reading Comprehension

Analyze Story Structure Plot and Setting

“The Talent Contest” TG/ST 18-19 Miss Alaineous - Genre Realistic Fiction

Story Structure - Character and Plot Practice Book A-B-O pg 2 (TG pg 19B)

Informational Text: Social Studies TG/ST pg 42-45

Text features- photos and captions Practice Book A-B-O pg 5

Vocabulary

Teach words in context - TG/ST pg 18-19 (defined on TG 47C) Practice Book A-B-O pg 1 TG/ST

slumped, soggy, capable, categories, strands, gigantic, credit, luminous Vocabulary Building TG 47F

Synonyms TG pg 47D Practice A-B-O pg 6

Story Words archaeology, chalkboard, vocabulary TG 20

Fluency

Model Fluency TG/ST pg 17 Repeated Reading TG 41A shows ST Practice Book A-B-O pg 4



http://activities.macmillanmh.com/reading/treasures/stories/teachsandv/5.html


http://www.pinterest.com/OKCPS_ELA/5th-11-miss-alaineus/



Leveled Reader

Nadia Gomez Sees the Light TG 47R The Car Wash Chronicles TG 47T



Leveled Reader What’s the Buzz About the Geography

Bee? TG 47P

Phonics Short Vowels TG 47M-47N

See Spelling Words, TG pg 47G Review / Challenge TG pg 47G

Multisyllabic Words With Short

Vowels TG pg 47M abandon, accommodate, bacteria,

bandit, challenging, checkup, frantic, district

Fluency TG pg 47N


Vocabulary TG 470 downstairs, nonsense, nervous,

chuckled, fumbled, trudged Comprehension

Analyze Character and Plot TG 47o(Talent Contest) TG/ST 18-19


Words with short vowels TG 47E

Practice Book A-B-O pg 7

Word List_ TG pg 47E

Phonics Lessons

See Spelling List TG pg 47G


Word Work

Phonics Lessons


Independent Reading

Find a library book or Internet article

about school contests and competitive

events. TG pg 16R

Research Activity

Comprehension Research scientific contests

and competitions. Science: Science

Competitions Soc. St. World Records

TG pg 16S

Vocabulary Synonyms

Find and use synonyms of words.

TG pg 16R

Word Study Short Vowels and

Variants TG 16R

Writing Write a personal narrative.

Write a diary or journal entry and illustrate it.

TG pg 16S

Fluency Timed Reading TG 41a

Practice Book A-B-O pg4












Writing A Good Paragraph TG 47A and Writer’s Toolbox TG 47B

Prewrite, Draft, Revise Apply Vocabulary TG pg 47F

Write a paragraph about a school contest using the vocabulary words

Grammar Daily Language Activities TG 47I-47J

Sentences types and how to punctuate them




5th Grade Unit 1 / Week 3 Davy Crockett Saves the World- Tall Tale


ELL Support pg 77U-77V (TG) Modeled/Shared Reading

Read Aloud: “Sally Ann Thunder Ann Whirlwind” pg 17-22 See Read Aloud Anthology

Oral Language

Build Background TG/ST pg 48/49

Focus Question

Who are some of

the legendary figures of American History? And what

qualities must a person have to

become a legend? TG/ST pg 49

Expand Vocabulary

TG pg 49

Word Work Phonics

Decode Long Vowels TG pg 77E Practice Book A-B-O pg 14

Spelling Words TG pg 77G

paste, bride, shave, spice, greed, plead, greet, heap, paid, coach, theme, type, oak, growth, yolk, folks, aim, prey, tow, grind

Review Words

tenth, damp, stuff

Challenge Words decay, lifetime


Analyze Story Structure Plot and Setting

“Grandma’s Tales” TG/ST 50-51

Davy Crockett Saves the World TG/ST 52-69 Genre: Tall Tale

Story Structure-Plot and Setting Practice book A-B-O pg 10 (TG pg 53)


Online article using toolbar and link Content Vocabulary: exaggerating, superhuman, features

Vocabulary

Teach words in context - TG/ST pg 50-51 original, wring, advertisement, commenced, fireball, impress, elected, sauntered

(defined on TG 77C) Vocabulary Building TG 77F

Word Parts/Compound Words TG/ST 51 Practice A-B-O pg 8

Practice A-B-O pg 13(TG77D) woodsman, Halley’s Comet, tornadoes TG pg 52

Fluency Model Fluency

Repeated Reading: Punctuation TG 71A





http://www.pinterest.com/OKCPS_ELA/5th-12-davy-crocket-saves-the-world/


Leveled Reader

Johnny Appleseed TG 77R Old Stormalong TG 77T



Leveled Reader

Sluefoot Sue TG 77M Phonics 77M

Words with long vowels See Spelling Words TG 77G Review/Challenge TG 77G

Multisyllabic words with long vowels TG pg 77M

decrease, demonstrate, sneezing, exhale, otherwise, nickname,

exceed, failure Comprehension

Analyze Plot and Setting TG77O (Grandma’s Tales) TG/ST 50-51


Decode words with long vowels TG 77E


Phonics Lessons

See Spelling List TG 77G


Word Work

Phonics Lessons


Independent Reading

Find a library book or an online

encyclopedia article about a

person who made such an important mark on history that he or she is

considered a legend.

TG pg 48I

Comprehension Use research to compare life in the American West

and today. Map a famous person’s

travels and summarize the events in his or her life.

Science: Changes in the American West

Soc. St.: Legendary Lives TG pg.48J

Vocabulary Make

compound words

TG pg 48I

Word Study Phonics Links

Classify words with long vowels. Make compound words.

TG 48I

Writing Write a narrative about a

skilled person. Write a brief article about accomplishing a dream.

Write voluntarily for different purposes.

Fluency

Timed Reading TG 48I Practice Book A-B-O

pg11(TG 71A)

Whole Group Wrap-Up 10 Minutes






Review




Writing Writer’s Craft Topic Sentence TG 77A

Writer’s Toolbox Outlining and Organizing TG 77D Prewrite, Draft, Revise

Apply Vocabulary Write a description using “fireball” using TG pg 77F

Grammar Daily Language Activities TG 77I

Subjects and Predicates, commas in a series and in appositives




Title: Davy Crockett Saves the World Suggested Time: 5 days (45 minutes per day)

Teacher Instructions Refer to the Introduction for further details.

Before Teaching

1. Read the Big Ideas and Key Understandings and the Synopsis. Please do not read this to the students. This is a description for

teachers, about the big ideas and key understanding that students should take away after completing this task.

Big Ideas and Key Understandings

Tall tales embellish or stretch the truth to make a human and their deeds seem larger than life.

In this tall tale, Davy Crockett is a great American hero that will do what he has to do to protect the country.

Synopsis

In this tall tale, Davy Crockett lives in the woods where he combs his hair with a rake and shaves his beard with an ax.

Halley’s Comet is hurling towards Earth and the president is trying to stop it. The president puts an advertisement in the

newspaper calling for Davy Crockett to come to Washington to help. Davy climbs to the top of the Eagle Eye Peak and jumps

on Halley’s Comet and rides it into the Atlantic Ocean. The ocean put the comet’s fire out and Davey hurls it into outer

space. He becomes an American hero, is elected to Congress, and marries Sally Sugartree.

2. Read entire main selection text, keeping in mind the Big Ideas and Key Understandings.

3. Re-read the main selection text while noting the stopping points for the Text Dependent Questions and teaching Vocabulary.

During Teaching

1. Students read the entire main selection text independently.

2. Teacher reads the main selection text aloud with students following along.

(Depending on how complex the text is and the amount of support needed by students, the teacher may choose to reverse the

order of steps 1 and 2.)

3. Students and teacher re-read the text while stopping to respond to and discuss the questions and returning to the text. A variety

of methods can be used to structure the reading and discussion (i.e.: whole class discussion, think-pair-share, independent

written response, group work, etc.)

Text Dependent Questions

Text Dependent Questions Answers

Based on the text, where and when does the story take place (what is the setting)? What clues help you to identify the setting? (p. 54-55)

The story takes place in the south in the woods; you can tell because of the illustrations and because when Davy runs, “the trees have to step aside.” Also, it says he could drink the Mississippi River dry.

Dialect is a form of informal language that is spoken in a particular area by a specific group of people. Looking on page 55 and give an example of dialect used by the author.

Ex. “This here story tells exactly how he did it, and every single word is true, unless it is false.”

Read page 55 and think about the quote, “This here story tells exactly how he did it, and every single word is true, unless it is false.” Describe what the narrator means by this, in your own words. (Explain to or remind students, if necessary, that this story is a tall tale, i.e., it includes a lot of false and exaggerated information about real people, in which the information cannot always be trusted.)

The quote introduces the reader to the fact that there may be parts of the story that are false.

Based on the text, describe what is a threat to America at this time? (p. 57)

“Scientists have discovered the biggest, baddest ball of fire and ice and brimstone” (sulfur-used in gunpowder and burns with a strong odor). It is Halley’s Comet and it is “hurling” towards America.

Based on the text, what does the word hurling mean? (p. 57) Hurling means to travel really fast, like a comet moves.

Based on the context clues, what is an advertisement? (p. 58) An advertisement is something in the newspaper that gets

people’s attention.

On page 58, the president is looking for Davy Crockett. Based on what the text has told us about Davy Crockett’s character so far, why did the president choose him to help save America from the comet? (p. 58)

The president heard Davy Crockett was a brave man that lived in the mountains far away. We know that Davey is strong because he “could whip ten times his weight in wildcats.”

What are some examples of dialect from page 60? The author uses the words “purty,” and “hurrycane,” and the phrases “right smart” and a “mite faster.”

Reread the first sentence of the 2nd paragraph on page 60. Based on the context clues, what does the word “commenced” mean?

The word commenced means to begin. Sally Sugartree climbed the tree and started looking for Davy.

Give some details about the setting on page 63 that remind the reader that this is a tall tale.

“Eagle Eye Peak was so high you could see every state and river and mountain in a whole geography book.”

Davy was told by the president to “wring the comet’s tail off.” Based on the context clues, what does wring mean? (pg. 63)

When you wring something you hold onto it tightly and twist.

What words and phrases does the author use to describe Halley’s Comet? (p. 64)

“Lightning and thunder flew out of its tail that even though it was night, the entire countryside lit up and all the roosters set to crowin’!”

How does the illustrator of this tall tale use details from the story to make the events of the plot entertaining? Explain how the pictures support the elements of a tall tale. (p. 66)

The author personifies the comet (eyes, mouth, nose). On page 66, the picture of the comet give is an evil look, with a pointed nose and a mean smile on his face. This also supports that this story is a tall tale because comets don’t have human qualities like faces.

Explain how the comet’s attempt to drown Davy helped solve the problem. Do you think the comet meant for this to happen, or do you think it was an accident? Why or why not? (p. 67)

When the comet plunges into the ocean, its fire is put out and Davy is able to throw it into outer space.

How does the author describe what happened to Davy’s hair after the comet burned it off? How do you know that her description is an exaggeration? (p. 69)

The author says that Davy’s hair grew back in tufts like grass and it was in such a snarl that he could no longer comb it with the rake.

KEY WORDS ESSENTIAL TO UNDERSTANDING BIG IDEAS OF TEXT

Words addressed with a question or task

WORDS WORTH KNOWING Words to be part of systematic vocabulary instruction,

not essential for understanding the big ideas of the text TE

AC

HER

PR

OV

IDES

DEF

INIT

ION

no

t en

ou

gh c

on

text

ual

clu

es p

rovi

ded

in

the

text

Page 56 - brimstone Page 58 - sauntered Page 69 - infernal, tufts

STU

DEN

TS F

IGU

RE

OU

T T

HE

MEA

NIN

G

suff

icie

nt

con

text

clu

es a

re p

rovi

ded

in

the

text

Page 54 - reckon, woodsman, aside Page 55 crow Page 57 – tail Page 57 - hurling, lickety-split, smithereens Page 58 – purty, advertisement Page 67 - whirlwind Page 69 - fireball

Page 56 - heap Page 58 - impress Page 60 - bridled, commenced, varmints, mite Page 63 - wring Page 64 - cannonball Page 67 - tender, discombobulated Page 68 - elected Page 69 - snarl

Vocabulary

Culminating Task

Re-Read, Think, Discuss, Write

In your own word, write a definition of a tall tale. Use examples from “Davy Crockett Saves the World” to support your definition.

Answer: There are many different answers. Accept answers from the text that mention and describe examples of

exaggeration and/or make believe, such as: Davey combs his hair with a rake, shaves with an ax, defeats a comet, rides a

bear. The teacher may have a rubric that gives students a certain amount of points for each example they can provide.

Student’s answer should provide quotes and information that related back to at least two different elements of a tall tale.

For example: “A tall tale is a story that exaggerates stories about a person’s life. Davey Crockett was a man who grew up in

the woods, but he did not ‘comb his hair with a rake’” or have a pet bear. A tall tale also makes the person seem larger than

life, such as when Davey Crockett rode the comet into the ocean and then hurled him into outer space.”

Additional Tasks

Look at the illustrator’s picture of Halley’s comet on pages 65 -67. How does this compare to the pictures of Halley’s comet in

the book The Life of a Comet by Sandy Probst? (Publisher: Benchmark Education Co., ISBN: 1410862429)

Fluency: Explain that tempo is how quickly or slowly someone reads (or plays music, etc.). Model reading page 64 at a moderate

pace with little to no expression. Then repeat with highly exaggerated expression. Have the class work in pairs to read the

paragraphs with and without exaggeration and to discuss what makes the experiences different.

5th Grade Unit 1 / Week 4 Ultimate Field Trip - Nonfiction

TG=Teacher Guide ST= Student Text Whole Group (Grade Level Text)

30-45 Minutes Direct Instruction Treasures Core Reading Program ELL Support pgs. 111U-111V TG

Modeled/Shared Reading Read Aloud: “Who’s There?” pgs. 26-32 See Read aloud Anthology (Science Fiction selection)

Oral Language


Focus Question “Talk About It” pg 91 What draws people to

want to explore space? Why should we

continue to explore space?

Expand Vocabulary

TG pg 91 example:

orbit, spaceships, satellite

Words that help identify a passage as science

fiction as in “Who’s There?”

from Read Aloud Anthology selection pg

26-32

Word Study Phonics

Decode words “r” controlled sounds /är/, /âr/, /ôr/

TG pg 111E Practice Book A-B-O pg 28 (TG 111E)

Spelling Words/Review/Challenge

TG 111G heart, swear, aboard, squares, swore,

chart, scorn, starch, source, fare, barge, thorn, marsh, force, harsh, scarce, coarse,

flare, course, sword Review brood, prove, hoof Challenge uproar, gorge

Reading Comprehension:

Generate Questions and Summarize “Jobs in Space” TG/ST pgs 92-93

Practice Book A-B-O pg 23 (TG pg 93B) Ultimate Field Trip 5: Blasting Off to Space Academy

TG/ST pgs. 94-105 Genre: Nonfiction

Strategy: Generate Questions Skill: Summarize

Practice A-B-O pg 24 (TG pg 95) Poetry: TG/ST pg 108-109

Rhyme Scheme and Rhythm - defined on pg 108 Vocabulary

Teach words in context - TG/ST pgs 92-93 (Words defined TG pg 111C)

mission, disasters, environment, zone, gravity maze, adjusted, function Practice Book A-B-O pg 22 (TG pg 93)

Vocabulary Building TG pg 111F Selection Words

simulators, weightless (TG pg 94) Content Vocabulary

Words in Context TG 111C Practice Book A-B-O pg 27 (TG pg 111D)

Fluency Repeated Reading: Partner Read Practice Book A-B-O pg 25 (TG pg 90i) I





Leveled Reader TG 90E

Mission to Mars On-Level TG pg 111R

Space Station Beyond TG pg 111T



Leveled Reader

On the Moon TG pg 111O

Phonics Words with /är/, /âr/, /ôr/ TG 111M See all Spelling Words TG 111G

Multisyllabic Words with /ä/, /â/, /ô/

award, hardship, pardon, hairy, border, harpoon, remarkable, marvelous, export,

import, scarlet, wearable Vocabulary: Context Clues TG 111O simulators, gyroscope, nucleus, tethered

Comprehension: Generate Questions,

Summarize TG 111O

Fluency - TG 111N Model Expressive Reading,

Repeated and Timed Reading


Phonics

Words with “r” controlled vowels See Spelling List TG pg 111G


Phonics Activities

Phonics Lessons

Support for English Language Learners TG pg 111U-111V






Independent Reading Find a book at the library about space travel, the

science of speed, or gravity.

TG pg 90I

Comprehension Use a Venn diagram to

make comparisons between planets.

Research skills an astronaut must have Science: Comparing

Planets Soc. St.: Space Careers

TG pg 90J

Vocabulary Generate context clues for

vocabulary words TG pg 90I

Word Study Identify and use words with

/är/, /â/, /ôr/ sounds

Generate context clues for vocabulary words TG pg 90I

Writing Write a personal narrative using precise language. Research and write an

informational paragraph. Be enthusiastic about writing and learning to

write.

Fluency Partner Reads


Timed Readings Same Practice Book pg.

25





Writing Writer’s Craft and Writer’s Toolbox TG 111A-111B

Write a paragraph with stated main idea in a topic sentence and supporting details. Incorporate author’s voice, denotation, connotation, complex sentence structure, and phonic vocabulary from this week’s selection or words with ‘r’ controlled vowels.

Prewrite, Draft, Revise

Grammar Daily Language Activities TG pg 111I-111J

More Sentences and Complex Sentences, Capitalization, and Comma usage



5th Grade Unit 1 / Week 5 Pipiolo and the Roof Dogs - Fantasy


ELL Support pg 139U-139V Modeled/Shared Reading

Read Aloud: “Barry: The Dog Who Saved People” pg. 33-38 Reading Anthology

Oral Language


Focus Question “Talk About It” TG/ST pg 113

In what situations do you hear about dogs

coming to the rescue? What abilities do dogs have that make them

useful for rescue work?


Descriptive words about “Barry” in anthology story

Word Study Phonics

Decode Words with r-controlled vowels, TG pg 139E

/îr/, /ûr/ Practice Book A-B-O pg. 35

Spelling Words including Review

and Challenge TG pg 139G clear, stern, jeer, nerve, spurts, sneer, squirt, lurch, dreary, verse, blurt, squirm, surf, thirst,

swerve, lurk, spur, yearns, year, engineer Review: aboard, barge, scarce

Challenge: smear, rehearse

Reading Comprehension: Generate Questions and Cause/ Effect

“It’s a Dog’s Life” TG/ST pg 114-115 Genre: Nonfiction

Skill: Cause and Effect Practice Book A-B-O pg 30 (TG pg. 115B)

Pipiolo and the Roof Dogs TG/ST 116-131

Genre: Fantasy Strategy: Generate Questions

Skill: Cause and Effect

Informational Text- Social Studies TG/ST 134-137 Text features: Charts

Content vocabulary: relays, characteristics stamina retrieve Practice Book A-B-O pg 33 (TG pg 136)

Vocabulary

Use of a thesaurus/synonyms - TG/ST pg 115 Practice Book A-B-O pg. 29 (TG 115)

canceled, celebration, cooperation, fragrance, moistened, theory, transformed, variety (vocab. defined TG pg 139C)

Vocabulary Building TG 139F

Synonym using thesauruses and/or dictionaries and game Story Words

adobe, aromas, savoir

Fluency Model Fluency TG/ST Repeated Reading





Leveled Reader

“The Wag Brigade” On-Level TG 139R

“Rusty to the Rescue” Beyond TG 139T



Leveled Reader

“It’s Fun When Sam Listens” TG pg 139M

Phonics

Decode one-syllable and multisyllabic words that include “r” controlled vowels

TG pg 139M “It’s a Dog’ Life” pg 114-115

Teacher’s Resource book pg 9 for more decodable passages.

See Spelling words pg. TG 139G

Multisyllabic Words With Short Vowels TG

pg 139M burden, burglar, fertilizer, furrow, hurdle, merchant, perfume, purchase, serpent,

neighborhood, furnish, survey

Fluency TG pg 139N


Vocabulary TG 139O

Synonyms - thesaurus use for same parts of speech

Comprehension TG 139O-139P

Analyze Cause and Effect using “It’s a Dog’s Life” pg 114-115

and leveled reader, “It’s Fun When Sam Listens”


Phonics Lessons


Decode words with “r” controlled vowels

Vocabulary Review of last week’s words (upper left TG 139O) along with this week’s

words


Word Work

Phonics Lessons






Independent Reading TG 112I

Find a library book with information about your

favorite dog breed TG pg 112I

Comprehension Content Literacy TG pg 112J

Science: Research a Dog Soc. St. Compare Two

Breeds using library books or Internet sites TG pg 112J

Vocabulary Identify and sort words

with /îr/, /ûr/ TG pg 112I

Word Study Use thesaurus to find

synonyms. Use synonyms in

sentences. TG pg 112J

Writing Write a journal entry.

Write a proclamation or award certificate.

Write voluntarily for different purposes.

Write in reading log and reflect on gains.

TG pg 112 J

Fluency Timed reading TG 112I Practice book A-B-O pg

32





Writing Writer’s Craft and Writer’s Toolbox TG pg 139A-139B

Deleting unimportant details, word choice, peer conferencing, run-on sentences, phonics “r” controlled vowels Prewrite, Draft, Revise

Apply Vocabulary See vocabulary TG/ST pg 115 writings this week.

Grammar Daily Language Activities TG pgs 139I-139J



5th Grade Unit 2 / Week 1 Shiloh - Realistic Fiction



ELL Support pg 89M-89V(TG)

Modeled/Shared Reading Read Aloud: “Close Encounters of the Bear Kind” pg 39-42 See Read Aloud Anthology

Oral Language


Focus Question How do people help

animals? What are the differences between helping wild animals and helping pets? pg

145 (TG)


Word Study

Phonics

Compound Words Spelling Words pg 169G(TG)

afternoon, background, overcome, pillowcase, rooftop, flagpole, footstep, vice president, cornfield, cornmeal, ice-skating, cardboard, field trip, ninety-one, all right,

cheerleader, armchair, earthworm, mountaintop

Review blurt, jeer, thirst

Challenge first-class, briefcase


Monitor Comprehension “A Real Survivor” TG/ST 146-147

Shiloh Genre Realistic Fiction Make Inferences

Practice Book A-B-O pg 40 TG 144L Informational Text: Social Studies TG/ST pg 164-167

Text Features-photos and captions Practice Book A-B-O pg 42

Vocabulary

Teach Words In Context - TG/ST pg 146-147 Practice Book A-B-O pg 38

injury, slurp, mournful, shrieks, sympathy, decency, delivering, bulletin board Vocabulary Building TG pg 169F

Idioms

Selection Words TG 148 beagle, county, turpentine

Content Vocabulary

anatomy, contamination, diagnose, fractures, veterinarian

Fluency Repeated Reading: Intonation TG 163A





Leveled Reader

Black Bear’s Backyard TG 169T The Elephant In The Room TG 169R



Leveled Reader

The Habits of Rabbits TG 169P

Phonics pg 169M

Decode Compound Words See Spelling words pg 169G

More Compound Words

blueberry, handkerchief, marketplace, timepiece, outstanding, pineapple, typewriter,

underline, warehouse, newspaper, thanksgiving, wheelbarrow

Fluency - pg 169N Model Expressive Reading, Repeated/Timed

Reading

Vocabulary TG pg 146

Comprehension

Make Inferences TG 169O


Phonics

Decode Compound Words See Spelling List (TG) pg 169G

Phonics Lessons


Phonics Activities

Phonics Lessons


Independent Reading Find a book a book or

article in the library about veterinarians.

TG 144 R

Comprehension

Make a Venn diagram to compare and contrast.

Design a public area with pets in mind.

Science - Animal Science Social Studies - Plan a Park for Pets TG 144S

Vocabulary links

Use a dictionary to make

a list of ten compound words.

TG 144R

Word Study

Use a dictionary or online search engine to identify idioms that feature the take, such as “take charge” or “take five.” TG 144R

Writing

Write a public service announcement. Write letters to describe and solve a problem. TG 144S

Fluency

Timed Reading TG 144R Practice Book A-B-O pg

41







Review




Writing Writer’s Craft A Strong Opening and Writer’s Toolbox Word Choice and Use of Thesaurus TG pg 169A-169B


Apply Vocabulary

Grammar Daily Language Activities pg 169I-169J



5th Grade Unit 2 / Week 2 Rattlers! - Nonfiction


ELL Support TG pgs. Modeled/Shared Reading

Read Aloud: “Snakebite” pg 43-47 Read Aloud Anthology

Oral Language


Focus Question

When you hear the word “snake” what do you think of? What are some

facts that you know about snakes?

TG 171

Expand Vocabulary TG pg171

Word Study Phonics Plurals

Spelling Words pg 191G (TG) rattlers, fangs, countries, liberties, potatoes, rodeos, taxes, reptiles, surroundings, beliefs, difficulties,

batches, abilities, lashes, identities, losses, possibilities, notches, zeroes,

eddies ,

Review Words flagpole, vice president, ninety-one

Challenge Words mangoes, sinews


Summarize Main Idea and Details

“Poisonous Snakes” TG/ST 172-173 Rattlers! - Genre Nonfiction Article

Practice Book A-B-O pg 46 (TG) 173B Vocabulary

Teach Words In Context TG/ST pg 172-173 Practice Book A-B-O pg 45

species, survive, alert, vibrates, surroundings, prey, predators, lunging Vocabulary Building: Restatement TG 191F

Selection Words slither, woodlands, fangs (TG) 174

Fluency Repeated Reading: Pauses and Intonation (TG) 187A





Leveled Reader Alien TG 191T

Sea Snakes TG 191R



Leveled Reader

Giants of the Snake World TG 191P

Phonics Plurals TG 191N

Multisyllabic Words

attach, certificate, county, descendant, goddess, hostess, kindness, laboratory, mattress, melody, nursery, opportunity,

festival, liberty, porcupine, annex Fluency

TG pg 191N Model Expressive Reading, Repeated/Timed

Reading Vocabulary TG 172

Comprehension Identify the main idea and details

TG 191O


Form plurals with -s, -es, or by changing the y

to i and adding -es. Practice Book A-B-O pg 51

(TG) 191E

Phonics Lessons


Word Work

Phonics Lessons


Independent Reading Find a book or an article about snakes. TG 170I

Comprehension Compare and contrast

information about snakes. Write a summary of a true

story. Science - Fact or Fiction Social Studies - Snake

Behavior (TG) 170J

Vocabulary Create context clues to

practice synonyms. TG 170I

Word Study Practice making correct

plural forms of nouns. TG 170I

Writing Write a letter to the editor Write a short report based on research Write a personal essay about snakes TG 170J

Fluency Read fluently and with

expression. Timed Reading

Practice A-B-O pg 48 TG 170I











Apply Vocabulary

Grammar Daily Language Activities TG pg 191I - 191J



5th Grade Unit 2 / Week 3 Maya Lin - Nonfiction Article



ELL Support

Modeled/Shared Reading Read Aloud: “The Great Mall Memorials” pgs 48-51 See Read Aloud Anthology

Oral Language

Build Background TG/ST 192-193

Focus Question Is it important to remember what

happened in the past? Why or why not?

TG 192 Expand Vocabulary

TG pg 193

Word Study Phonics

Decode words with inflectional endings (TG) pg 203E

Spelling Words (TG) 203G

jogging, dripping, skimmed, raking, amusing, easing, regretted, forbidding,

referred, injured, deserved, applied, relied, renewing, complicated, qualified,

threatening, gnarled, envied. fascinated Review Words

difficulties, notches, rodeos Challenge Words

adoring, diaries


Identify and summarize main ideas and details “Toward Freedom” TG/ST 194-195

Maya Lin: Architect of Memory - Genre Nonfiction Article Practice Book A-B-O pg 53 (TG) 195B

Vocabulary Teach Words in Content TG/ST 194-195

Practice Book A-B-O pg 52 dedicated, equality, artifacts, exhibits, site

Vocabulary Building TG 203F Selection Words

granite, spheres, quest (TG) 196 Fluency

Repeated Reading: Punctuation (TG) 199A Practice Book A-B-O pg 62





Leveled Reader

Ellis Island TG 203R The Erie Canal TG 203T



Leveled Reader

The Oregon Trail - Westward Ho! TG 203P Phonics

Inflected Endings TG 203M Multisyllabic Words

accompanied, apologize, bartered, challenging, concentrated, demonstrated,

glimpsed, proposed, forgetting, blundered, distressing, multiplied

Fluency - TG 203N


Vocabulary TG194 Comprehension

Identify Main idea and details TG 203O


Phonics Decode words with inflectional endings. Learn the rules for adding inflectional endings. Practice Book A-B-O pg58 (TG) 203E

Phonics Lessons

Review Words


Phonics Activities

Phonics Lessons

Support for English Language Learners TG 203U-203V


Independent Reading Find a book or an article about national monuments in the United States. (TG) 192I

Comprehension Summarize information based on research. Write a description of a national monument. Science - Monuments and Weather Social Studies - State Monuments

(TG) 192J

Vocabulary Build and read words with

-ed and -ing. TG 192I

Word Study Use and identify inflectional endings. TG 192I

Writing Write an expository essay about a monument Write a dialogue from a different point of view. TG 192J

Fluency

Timed Reading Read aloud for

smoothness and understanding.

TG 192I

Practice Book A-B-O pg55










Writing Writer’s Toolbox TG pg 203B





5th Grade Unit 2 / Week 4 The Night of San Juan - Fiction


Modeled/Shared Reading Read Aloud: “Tradition” pg 52-54 See Read Aloud Anthology

Oral Language Build Background TG/ST pg 204-205

Focus Question

What would it be like to live in the Caribbean? What makes island culture different from mainland

culture? TG/St pg 205

Expand Vocabulary

TG 205

Word Study Phonics

Decode words with /o/, /ou/, and /oi/ TG 227E

Spelling Words (TG) 227G joint, foul, coil, stout, dawdle, mouthful,

counter, brought, bawl, fountain, sprawls, douse, clause, sprouts, cautious, turmoil,

scrawny, foundation, turquoise Review Words

relied, forbidding, easing Challenge Words buoyant, renown


Identify problems and solutions “Johanna in Jamaica” TG/ST 206-207 The Night of San Juan - Genre Fiction

Practice Book A-B-O 60 (TG) 207B Vocabulary

Teach Words in Content TG/ST 206-207 Practice Book A-B-O pg 59

forbidden, reluctant, gossiped, irresistible, elegant, blared, mischievous, hesitation

Vocabulary Building TG 227F Story Words balcony, curtsied, sherbet, plantains

Fluency Repeated Reading: Intonation and Pausing (TG) 221A Practice Book A-B-O pg 62



Leveled Reader Where We Belong TG 227R

All Or Nothing TG 227T Above/On-Level

Passages Library Resources


Leveled Reader Nothing Is Impossible 227P

Phonics Decode words with /o/, /ou/, and /oi/ sounds TG 227M

Multisyllabic Words bounty, caution, counsel, faucet, foundation, household,

naughty, royal, sausage, devour, lawyer, tawny Fluency TG 227N

Model Expressive Reading, Repeated/Timed Reading Vocabulary TG 206

Comprehension Identify problem and solution

TG 227O


Phonics Decode words with /o/, /ou/, and /oi/

Practice Book A-B-O pg 65 (TG) 227E

Phonics Lessons



Phonics Lessons









Independent Reading Find a Caribbean cookbook or a book about Caribbean food. (TG) 204I

Comprehension Use a Venn diagram to compare geography. Make a chart of information based on research. Science - Compare Geography Social Studies - Culture (TG) 204J

Vocabulary Build and use words with

/o/, /ou/, and /oi/ TG 204I

Word Study

Build and use words with the suffixes -ous, -tion, and -ity. TG 204I

Writing Write a letter to persuade Write a descriptive travel article for children Write voluntarily for different purposes. TG 204J

Fluency Timed Reading

TG 204I Practice Book A-B-O

pg 62 (TG) 227N






Prewrite, Draft, Revise Apply Vocabulary

Grammar

Daily Language Activities (TG) 227I-227J

5th Grade Unit 2 / Week 5 Black Cowboy Wild Horses - Biography


Modeled/Shared Reading Read Aloud: “Born in the Saddle” pgs 55-59 Read Aloud Anthology

Oral Language


Focus Question

What do you know about cowboys and

cowgirls? What kinds of skills do you need to

be a cowboy or cowgirl?

Expand Vocabulary TG 229

Word Study Phonics

Build and use words with VCCV patterns (TG) 255E

Spelling Words (TG) 255G dentist, jogger, fifteen, flatter, mutter,

mustang, absent, hollow, empire, blizzard, culture, goggles, summon, champion,

kennel, valley, fragment, gallop, vulture, pigment

Review Words sprawls, sprouts, mouthful

Challenge Words clammy, hammock

Reading Comprehension Make Inferences

“The Life of a Cowboy” TG/ST 230-231 Black Cowboy Wild Horses - Genre Biography

Practice Book A-B-O pg 67 (TG) 231B Vocabulary

Teach Words in Content TG/ST 230-231 Practice Book A-B-O pg 66

vastness, enthusiasm, horizon, ravine, presence, swerved, flickered, suspended Selection Words

corral, stallion, mustangs, canteen (TG) 232 Fluency

Repeated Reading: Tempo (TG) 251A Practice Book A-B-O pg 69



Leveled Reader Alice Greenough TG 255R William F. Cody TG 255T

Above/On-Level



Leveled Reader Nat Love TG 255P

Phonics Decode words with VCCV patterns TG 255M

Multisyllabic Words blunder, bonfire, burden, checker, dresser, kernel, member,

practical, ransom, champion, mascot, sacrifice Fluency

TG pg 255N Model Expressive Reading, Repeated/Timed Reading

Practice Book A-B-O pg 69 Vocabulary TG 230

Comprehension Make Inferences TG 255O


Build and use words with VCCV patterns

Practice Book A-B-O pg 72 (TG) 255E

Phonics Lessons

Review Words


Phonics Lessons








Literacy Centers

15-20 Minutes Per Group Small-Group or Independent Practice to Reinforce Key Skills

Independent Reading Find a poem about life in the Old West. (TG) 228I

Comprehension Research and record facts about plains ecology Research Native American tribes in the Old West. Science - Ecology of the American West Social Studies - Native American Culture (TG) 228J

Vocabulary Use antonyms in analogies. TG 228I

Word Study Build and use words with a VCCV pattern.

TG 228I

Writing Use prior knowledge to write a summary of a movie script. TG 228J






Writing Writer’s Craft and Writer’s Toolbox TG pg 255A-255B


Grammar Daily Language Activities TG 255I

5th Grade Unit 3 / Week 1 When Esther Morris Headed West -Biography

***NOTE - This is NOT the first selection in Unit 3. The first selection was intentionally moved to later in the year so that it’s content would have greater

correlation with American Revolution content. This selection begins on pg. 290A. ****Consequently, Unit 3 will have only 4 weeks of stories, because 1

selection, Sleds on Boston Commons, has been moved to February timeframe.


ELL Support pgs. 313U-313V Modeled/Shared Reading Read Aloud: ”A Visit with Kids Voting USA” pg. 64-68 Read Aloud Anthology

Oral Language


Focus Question “Talk About It”

pg291 Why should people

vote?

Why do you think it took women so

long to win the vote in the United

States?

Expand Vocabulary

ballot, tabulation, polling

TG pg 291

Word Study Phonics

Decode words with V/V Pattern TG pg 313E

Practice A-B-O pg 88

Use a Dictionary: Pronunciation Key, TG pg 293

Spelling Words including Review and

Challenge TG pg 313G

video, poet, riot, piano, radio, diary, ideas, ruin, diet, patriot, fluid, rodeo,

cruel, genuine, casual, trial, fuel, meteor, diameter, meander

Review: recent, closet, minus Challenge: situation, variety


Evaluate and Fact/Opinion “Your Vote, Your Voice” TG/ST 292-293

Practice Book A-B-O pg 83 (TG pg 293B)

When Esther Morris Headed West TG/ST pg 294-307

Genre: Nonfiction / Biography

Evaluate / Fact and Opinion Practice Book A-B-O pg 84 (TG pg 295)

Vocabulary TG/ST pg. 292

representative, colonel, attorney, quality, postpone, submit, legislature, satisfactory (defined TG pg 313C )

Practice Book A-B-O pg 82 (TG pg 293) Vocabulary Building: Pronunciation Key TG pg 313F

Informational Text: Soc. Studies TG/ST pgs 308-309

Skill: Text features - timeline

Content Vocabulary TG/ST pg 308 suffrage, amendment, polling, media

Selection Words suffrage, escorted, physician TG pg 294 Vocabulary Building Pronunciation Key TG pg 313F

Fluency Model Fluency Repeated Reading/Timed TG pg 307A Practice Book A-B-O pg 85





Leveled Reader

“How Women Got the Vote” On-level TG 313R

“The Story of African American Voting Rights” Beyond TG pg 313T



Leveled Reader

“Let’s Vote” TG pg 313M

Phonics

Words with V/V Patterns TG 313E

See Spelling Words including Review and


Multisyllabic Words biology, rodeo, science, coordinate, genuine

dietary, society, society, heroic, riot, geography, reinstate, coincidence, video, museum,

triumph, diagram

Fluency TG pg 313N


Vocabulary

See pg 292 list Review last week’s words

Comprehension

Identify facts and opinions TG 313O

“Your Vote, Your Voice” TG/ST 292-293


Phonics


See Spelling List TG pg 313G-313H

Phonics Lessons


Word Work


See Spelling list TG 313G-313H

Phonics Lessons





Literacy Centers


Independent Reading

Find an article or a passage from a book

about a protest that was called over an issue.

TG pg 290I

Comprehension

Make a Chart of the voting population.

Research the history of

voting rights in the United States.

Science: Voting Changes

Over Time Soc. St.: History of Voting

Rights

TG pg 290J

Vocabulary

Use a dictionary pronunciation key to learn how to pronounce words.

TG pg 290I

Word Study

Build and use words with the V/V pattern.

TG pg 290I

Writing

Write a fictional narrative. Write a rhyming poem

based on a wide variety of grade level appropriate

published poetry. TG pg 290J


Partner Reads


Timed Readings Same Practice Book pg 85





Writing Writer’s Craft “Word Choice” and Writer’s Toolbox “Organizational Patterns and Verb Tense” TG 313A-313B and TG/ST 312-313


Write an Ad TG pg 313F


Verb Tenses, Capitalization and punctuation with in poem

Title: When Esther Morris Headed West

Suggested Time: 5 days (45 minutes per day)

Teacher Instructions

Refer to the Introduction for further details.

Before Teaching






“It takes courage to have an idea and use your idea to positively change a person’s way of thinking.”

“Our liberties and freedoms have been established by the courage of people from our past.”

Synopsis

In this biography, Esther Morris defied odds and with her fierce determination, fought so that women in the state of

Wyoming would have the right to vote. Not only did she fight for suffrage, she also applied for and won the position of the

City Justice of the Peace. This position had never been held by a woman before! Through her hard work and beliefs in equal

rights, Esther Morris changed the way that people thought about the power and influence of women’s rights.



During Teaching


5. Teacher reads the main selection text aloud with students following along. (Depending on how complex the text is and the

amount of support needed by students, the teacher may choose to reverse the order of steps 1 and 2.)





Text-dependent Questions Evidence-based Answers

In paragraph 2, on page 296, what does the author mean when she says, “South Pass City sprouted out of nearly nothing at the

The author is letting the reader know that the city grew as people began to believe they could get gold in South Pass City.

mention of the word gold”?

What details does the author provide that show that Esther Morris is full of ideas? (Pg. 296)

The author states that “Mrs. Morris was a large woman with wide-open ideas that needed more room than could be had in New York or Illinois.” These details make the reader believe that she had so many ideas that they would fill up the states of New York and Illinois. The author also thought a woman should be able to vote and hold office the same as a man.

Using details from the text to support your answer, how do you know that Esther Morris and Colonel William Bright are similar? (Pg. 297)

Esther Morris and Colonel William Bright both believed women should be able to vote and hold office. This is known because the text says, “She paid a call on a man who had already argued hard for the same new and crazy sounding idea she was bringing from the East.” This sentence tells that they had similar ideas in regards to women being able to vote and hold office.

How does the illustration help in the understanding of Benjamin Sheeks view on the idea of women voting and holding office? (Pg. 298)

The illustration shows Sheeks looking upset by throwing his fist in the air and his facial features. The author also states that he wants to keep the idea from ever being voted on at all.

How is the message in the third newspaper headline different from that of the other two headlines? (Pg. 298)

The third headline implies that giving the women the right to vote and hold office is a “fool thing”, while the other two headlines simply inform the public that a change has been made.

In the first paragraph on page 301, the author states, “So Mrs. Morris applied for the position of South Pass City Justice of the Peace. The whole Wyoming territory let out a gasp.” What is the author trying to call attention to? What message is the author trying to convey?

The author is trying to call attention to just how revolutionary/important it was for a woman to apply and qualify to hold office in 1869. Even more, how incredible it was that a woman would eventually hold that office.

Being courageous means facing a difficulty without fear. Select two sentences and/or phrases on page 301 that show how courageous Esther Morris was.

It is stated in the text that, “Esther stepped away from her cooking and gardening for a spell and do a thing that might help women coming along later on.” “Ms. Morris applied for the position of South Pass City Justice of Peace”, and the man she was replacing as Justice of Peace reused to give her the court

docket.

On page 302, Esther stated, “Like all pioneers, I have labored more in faith and hope.” What evidence does Esther use to support her statement?

It stated in the text that Esther says, “My position as Justice of the Peace was a test to women’s ability to hold public office.”

Reread page 303. List specific events from the text that support what you see happening in the illustration this page.

On page 303, people are celebrating the courage of past inhabitants from their town that made history with a monument that was created. On page 302, the author states that a professor from the University of Wyoming came to South Pass City and collected stones for William Bright who had the courage to propose a crazy new idea. He also collected for Esther Morris, who had the courage to show what the crazy new idea looked like in action, and for Ben Sheeks, who hated the new idea at first, but later had the courage to change his mind. On page 305, it states, “The professor piled the stones into a monument and invited the remaining inhabitants of South City pass to a dedication ceremony.”

South Pass women were given the right to vote long before women in the rest of the United States. How many years later was it that the United States made the same change to the Constitution, which gave women the right to vote? Use information from the text to answer the question. (Pg. 305)

In 1869, Wyoming made the change and 1920 the rest of the United States made the change, so the students must subtract 1920-1869 to get the answer of 51 years.

Vocabulary

KEY WORDS ESSENTIAL TO UNDERSTANDING

WORDS WORTH KNOWING General teaching suggestions are provided in the Introduction

TEA

CH

ER P

RO

VID

ES D

EFIN

ITIO

N

no

t en

ou

gh c

on

text

ual

clu

es p

rovi

ded

in

the

text

suffrage - p. 297

escorted - p. 301

highfalutin - p. 301

opposed - p. 301

docket - p. 301

contempt - p. 302

physician - p. 302

wheelbarrow - p. 303

inhabitants - p. 305

colonel - p. 297

postpone - p. 298

legislature - p. 299

attorney - p. 301

qualify - p. 301

opposed - p.301

submit - p. 302

STU

DEN

TS F

IGU

RE

OU

T T

HE

MEA

NIN

G

suff

icie

nt

con

text

clu

es a

re p

rovi

de

d in

the

text

feisty - p. 298

hogwash - p. 298

hankering - p. 301

humbleness - p. 302

Culminating Task


Esther Morris believed that women should have the right to vote and do other things that men can do. She also took action to

show how this would look in practice. If you could meet with Esther and talk with her about a change or creation of a law that

would have an effect on you, what would you say? Write an interview between you and Esther to discuss specific actions she took

to prove her point as well as suggestions that she can give you to help you change a law or implement a law.

Answers will vary; students may right about laws dealing with bullying, nutrition, transportation, or policies involving cell

phone usage in school. Students should create a series of draft interview questions and review the questions with a partner

before the finalizing their interview to turn in or discuss with the class.

Using your social studies textbook and other sources, research the history of the right to vote in the United States. Create awards

for states or for people who made a difference in expanding the right to vote.

Answers will vary; for example: In 1791, Vermont became a state, its constitution allowed all white males to vote, even if

they did not own property. Students can create an award that states “Vermont, the State That Moved a Nation Forward.

Additional Tasks

Select a time in history when a new group of people has been given the right to vote. Write a narrative from the point of view of

a person in the group who has just voted for the first time. (Students can use a group of people from the past (slaves) or present

(women in Saudia Arabia 2011) to complete this task. They can research events that happened during these times and major

laws created or abolished to receive the right to vote.)

Note to Teacher Esther Morris was a suffragist. Students will need a lesson about the suffrage movement and other women

(Elizabeth Cady Stanton, Sojourner Truth) who played an important role in that movement.

5th Grade Unit 3 / Week 2 Beyond the Horizon - Nonfiction Article


ELL Support pg TG 325U-325V Modeled/Shared Reading

Read Aloud: “Dear World” Read Aloud Anthology pg. 69-72

Oral Language



Why should people

care about the environment?

Expand


Word Study Phonics

Decode Words with VCCCV Patterns TG pg 325E

Practice Book A-B-O pg 95 (TG pg 325E)

Spelling Words including Review and Challenge

hilltop, fairground, dolphin, grassland,

address, orphan, footprint, fiddler, concrete, handsome, reckless,

complain, landlord, pilgrim, district, partner, improve, although, cockpit,

instant Review: ideas, piano, fuel

Challenge: mischief, laughter


Evaluate / Fact and Opinion “Environmental Dangers” pg TG/ST 316-317 Practice Book A-B-O pg 90 (TG pg 317B)

Beyond the Horizon TG/ST pgs. 318-321

Genre: Nonfiction Article Evaluate Fact and Opinion

Answering Questions: Think and Search TG pg 322

“Keeping the Wilderness Wild” pg 322

Vocabulary Teach words in context - TG/ST pg 316-317

Practice Book A-B-O pg. 89 (TG pg 317) humanity, inevitable, unheeded, enlightened, prevailing

(TG 325C defined)

Vocabulary Building - Prefixes Practice Book A-B-O pg 94

TG 325D

Selection Words revolution, prosperity, destiny TG pg 318

Fluency Model Fluency TG/ST pg 321A Repeated Reading – Punctuation Practice Book A-B-O pg 92





Leveled Reader

“Animals in the Neighborhood” TG 325R

“Farming for the Future”

TG 325T Above/On-Level Passages

Library Resources


Leveled Reader “Garbage Where Does It Go?” TG 325P

Phonics Decode words with VCCCV Patterns,

“Environmental Dangers” and “An Earth Day of Their Own” TG pg 325M

See Spelling Words including Review and Challenge

TG pg 325G

Multisyllabic Words VCCCV Patterns

apprentice, congratulate, nickname, compliment, astonishment, doughnut,

panther, embroider, atmosphere, electronic, settlement, subtraction

Fluency

TG pg325N Model Expressive Reading, Repeated/Timed Reading

Practice Boo A-B-O pg 92

Vocabulary Review last week’s words

TG 325O

Word Parts - Prefixes TG 325O VCCCV Pattern

TG pg 324N- 325N (additional vocabulary,

harmful, wildlife, coastlines, newspapers, and enlightened, humanity, inevitable, unheeded, prevailing)

Comprehension

Analyze fact and opinion “Environmental Dangers”

TG/ST pg 316


Phonics

Words with VCCCV Patterns TG/ST pg 316

See Spelling List TG 325G

Phonics Lesson


Word Work Words with VCCCV Patterns

TG/ST pg 316 See Spelling List TG 325G

Phonics Lessons





Literacy Centers

15-20 Minutes Per Group Small-Group or Independent Practice to Reinforce Key Skill

Independent Reading Find a book in the library

or an article on the Internet about recycling.

Comprehension Research and plan a home science project.

Use research to write a speech about conserving

water. Science: Environment

Soc. T. Environment and Community TG pg 314J

Vocabulary Build and recognize words

with absorbed prefixes. TG pg 314I

Word Study Build and use words with

VCCCV Patterns TG pg 314I

Writing Write a letter to request

guidance. Write to synthesize

information. TG pg 314J







Writing Writer’s Toolbox TG pg 325B

Citing Sources, Creating an Organizing Web, and Research Tips Prewrite, Draft, Revise

Apply Vocabulary Write a Letter to the Editor TG 325F


Main and Helping Verbs, Present/Past Participles, Mechanics and Usage: Contractions

Unit 3/Week 3

Title: Time For Kids: Beyond the Horizon

Suggested Time: 3 days



Before Teaching






Society must come to understand the importance of protecting Earth and her natural resources in order to continue to

increase the standard of living for the world’s people.

Synopsis

In this article, Mr. Koffi Annan spoke to world leaders on the issue of protecting our environment. He states that since the

beginning of time, people have constantly used resources from the Earth for survival. Now it is time for the citizens of the

world to conserve the Earth’s resources to improve our standard of living.



During Teaching









Who is Kofi Annan? To whom is he speaking, and what is he speaking about?” (Pg. 318)

He is the Secretary-General of the United Nations. He is speaking to the World leaders, and he is speaking about the health of the environment.

In the very beginning of the article, Mr. Annan’s address to the world leaders had two very strong messages about vision of the future of our environment. Re-read the introductory paragraph and cite specific visions he had. (Pg. 318)

If environmental warning signs go un heeded, he said, the future looks grim. But if people are willing to change their ways, the future can be bright.

Compare the two different visions at the top of page 319. Explain the feelings each vision evokes in the reader. Use the illustration on pgs. 318-319 to support your discussion.

The first vision discusses people at war with each other over water and other natural resources. The reader should have feeling of compassion as well as concern. The photos on these pages of the dried up land lends to this concern. The second vision presents a future that is energy efficient with a focus of improving the standard of living for all of the world’s people. The reader has a feeling of relief and hope.

Reread the third paragraph on pg. 319. What was Annan’s purpose for presenting these two visions? Explain how he appeals to a reader’s emotions as a persuasive technique.

Kofi Annan’s purpose of presenting these two visions, is to give the reader an idea of how people need to live in a more environmentally conscious manner and to show what could happen if we continue to ignore the fact that we need to take steps to protect the environment. He uses the feelings of fear/concern and then relief/hope to affect the reader’s emotions as a persuasive technique.

Annan claims the result of the Industrial Revolution was “a revolution in living standards that the world had never seen.” Explain what Annan means by this claim, and discuss what details helped you to understand what a revolution is. (Pg. 319)

Annan means that during the Industrial Revolution, people began to use natural resources in ways that led to greatly improving their standard of living. The following details helped to support this idea: “Improvements in farming methods and machinery pushed people from farms into factories and cities.” “People learned to take advantage of the energy locked in such as fossil fuels as coal, oil, and gas.” These details help to show that “revolution” means a great change.

At the beginning of page 320, Annan claims, “Today we need another revolution. We need to change our attitude toward the global environment.” What specific attitude is he asking society to change? (Pg. 320)

Mr. Annan is asking society to change their mindset about the ways our environment can be protected. Society can’t depend on technology to protect our environment or the idea that issues can be fixed just by our beliefs. Annan wants society to begin taking ownership of the environment.

Reread the second paragraph on page 320, why would these attitude changes be considered a revolution?

These changes are a revolution because people across the word can now understand that a great change needs to take place to protect the environment. Kofi Annan states, “We know that an atmosphere filled with poisons puts us at risk.” Also he says, “We realize that we cannot continue to over-fish the oceans.

On page 320, what does Annan mean when he says people or society have become “enlightened”? What evidence does Annan present that supports this claim?

The word enlightened means we have begun to see the dangers in the prevailing way of doing things. People and society are now seeing the effects of what happens when we don’t take care of our environment. Anna states that, “We can see the dangers in continuing to cut down forests and use up natural water supplies. He also says, “The climate itself has begun to talk back in the form of storms

and droughts.”

Explain how Annan uses logic or reason as a technique to persuade his audience that this new revolution needs to take place. (Pg. 320)

He is stating this if changes are not made, then the impact to our environment may be beyond repair. When he states that people have become “enlightened,” he also implies that they are knowledgeable and therefore logical and reasonable.

On page 320 and 321, Annan claims that, “prosperity that destroys the environment is no prosperity at all.” What clues help you figure out what prosperity is and what does his statement mean?

Annan states that, “For the poorest members of the human family, development offers hope. It means the chance to feed, school, and care for themselves and their children.” Annan statement helps the reader understand that “prosperity” is to do well or better; to prosper. His previous examples of over-fishing the oceans, and cutting down the forests can also indicate that “to prosper” can also mean to make money or even be greedy. His statement means that if the environment is harmed or destroyed because people are trying to “prosper,” then they truly are not bettering mankind, as people need a healthy environment to live.

Annan states in the last paragraph, “We know that development is possible without using up natural resources or ruining the environment.” What evidence does Annan use throughout the article to support his statement? (Pg. 321)

Annan uses the example of the steam engine and internal combustion engine. He also cites improved farming methods. He shares that development can help the poorest members to feed, care, and educate their families. He also states that mankind is now aware of the damages that have done as a result of using up natural resources, indicating that these problems could be solved.

Vocabulary



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Page 319 - Energy Efficient, ecological, Industrial Revolution,

internal combustion

Page 319 - standard, trends

Page 320 - atmosphere

Page 321 - destiny

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Page 318 - unheeded, grim

Page319 - revolution, harmony, humanity

Page 320 - inevitable, enlightened, society, attitude, prevailing

Page 321 - prosperity

Page 319 - natural resources Page 320 - global

Culminating Task


Write an essay explaining the main idea of Kofi Annan’s address to world leaders about the health of the environment. Include

the details and techniques he used to persuade his audience to understand the importance of living in harmony with the Earth.

Answer: Students should identify the main idea of the speech, which is that people need to understand the importance of

protecting Earth and her natural resources in order to continue to improve the world’s standard of living. They should discuss

the details of not filling the atmosphere with poisonous gasses, overfishing the oceans, and preserving the forests. They

should note the techniques such as appealing to reason/logic or appealing to emotion Annan uses to persuade the audience

in his speech.

Additional Tasks

Kofi Annan is trying to persuade people to take heed to the environmental warning signs happening around us. What is your

opinion about the need to protect the environment? Cite evidence and facts from the text to support your answer.

Create a pictorial representation of before and after events relating to destroying our natural resources.

Note to Teacher

Give some background on the Industrial Revolution and how it has changed the society. You could show students what has been

happening to our natural resources based on current events. (Oil spills, pollution in our seas, and our ozone issues)

5th Grade Unit 3 / Week 3 My Great-Grandmother’s Gourd - Realistic Fiction


ELL Support pgs TG 355U-355V Modeled/Shared Reading

Read Aloud: “Mojave”, TG pg 73-77 Read Aloud Anthology

Oral Language



What images come to mind when you think of deserts? How do animals

and people survive in the desert?

Expand

Vocabulary TG pg 327 Word Web Categories

Word Study Phonics

Decode Words with vowel Patterns in Accented Syllables, 355E Practice Book A-B-O 102


and Challenge TG pg 355G

dozen, active, govern, beside, restore, scorching, motion, expert, flurry

appoint, reserve, canvas, season embrace, copper, phony, coastal,

cocoon, observe, python Review: partner, footprint, dolphin

Challenge: superb, bleachers


Make inferences, analyze, compare / contrast “The Best Place To Be”, TG/ST pg 328-329

Practice Book A-B-O pg 329B

My Great-Grandmother’s Gourd TG/ST pg 330-347

Genre : Realistic Fiction Strategy: Make Inferences and Analyze

Skill: Compare and Contrast Practice book A-B-O pg 98 (TG pg 331)

Informational Text: Science

“More Than Sand”, TG/ST pg 350-353 Text Feature: Process Diagram

Vocabulary

Teach Words in Context TG/ST pg 328-329 (defined TG pg 355C)

brimming, gnarled, gushed, landscape, parched, progress, scorching, scrawny

Practice Book A-B-O pg 96 (TG pg 329) Vocabulary Building TG pg 355F

Denotation and Connotation Story Words

gourd, turbans (TG pg 330) Content Vocabulary

evaporates, precipitation, nomads Denotation and Connotation TG pg 355F

Fluency Model Fluency TG/ST pg Repeated Reading



http://www.pinterest.com/OKCPS_ELA/3rd-11-first-day-jitters/



Leveled Reader

“Where Two Deserts Meet” On-Level TG pg 355R

“The Gobi Desert”

Beyond TG pg 355T



Leveled Reader “Atacama Desert”

TG pg 355T

Phonics Decode words with vowel patterns in accented

syllables. TG pg 355M

“The Best Place to Be” TG/ST pg 328-329


Challenge TG pg 355G Multisyllabic Words

deafening, fertilizer, marvelous, fashionable, enclosure, generation, plentiful, machinery,

education, governor, reasonable, remarkable

Fluency TG pg355N


Vocabulary

See list TG/ST pg 328

Thesaurus: Denotation and Connotation, TG pg 355O

Comprehension Compare and Contrast text elements using “The Best Place to be”, TG/ST pg 328-329,

and TG pgs 355O - 355P


Phonics Vowel Patterns in Accented Syllables

TG pg 355E

See Spelling list TG pg 355G

Phonics Lessons


Word Work Vowel Patterns in Accented syllables

TG pg 55E


Phonics Lessons






Independent Reading

Find an article or a passage from a library book or on the

Internet about an African desert and on American

desert. TG pg. 326I

Comprehension

Research climate information and make a chart.

Research water usage and make a chart.

Science: Research the average high/low temp in an African desert, an American desert, and your home town.

TG 326J

Vocabulary

Use a thesaurus to find synonyms TG pg 326I

Word Study

Pronounce accented syllables correctly.

Writing

Write a narrative with dialogue.

Write a plan for saving water.

TG pg 326J


Partner Reads

Practice Book A-B-O pg 99 Timed Readings

Same Practice book pg





Writing Writer’s Craft Dialogue TG 355A and Writer’s Toolbox Conventions, Denotation and Conntation, Linking Verbs TG pg355A


Write a Travel Brochure TG 355F

Grammar Daily Language Activities TG 355I - 355J

Linking Verbs, using quotation marks in dialogue

Title: My Grandmother’s Gourd

Suggested Time: 5 days (45 minutes per day)



Before Teaching




New ways of doing things should not replace our respect of people and cultural traditions.

Synopsis

In this story, the people of Fatima’s village found a new way of living that replaced old traditions. Despite ridicule, her

grandmother continued with the old traditions. The villagers laughed at the grandmother but she continued with the old



traditions, causing Fatima to work alongside her grandmother. An unexpected event forced the villagers to resort back to old

traditions and realize their importance and value.



During Teaching









What information does the author provide to show the importance of the pump to the villagers? (Pg. 332)

On page 332, the author refers to the pump at, “Progress has come to our village,” which means that they believe it is a better way than before. On page 333, the author shows how the villagers were excited and filled with anticipation, waiting for Fatima to take the first pump.

Why are the villagers so silent during such an exciting event? This event was a monumental event for the village. This was progress for the village. The villagers were silent because they were waiting for the pump to work.

How is grandmother’s reaction different from the rest of the people in her village? Why does grandmother respond this

Grandmother did not celebrate with the crowd as they cheered when the pump was first used. Instead, she stood beneath the

way? old baboub tree. Grandmother responds this way because she remembers the old ways and the traditions that are a part of the history of the village. No longer do the villagers work together to gather water.

What details does the author provide to show that the baobab tree is important to grandmother? (Pg. 334)

Grandmother spends time with the baobab tree while she watched the people use the pump and she patted the trunk of the tree. She also places her hands on the tree and it is called her “best friend” on page 334.

Use the text and illustration from pages 336 and 337 to tell what a towb is.

A towb is a head covering that fits snugly on a person’s head. Teacher Note: The word towb is an unusual word simply because the letters

wb are rarely seen in the English language.

In the first paragraph on page 336, when the author says, “the sun’s heat was only a whisper on my skin”. What message is the author trying to convey?

The author is stating that it is no longer as hot as it was during the day.

What is grandmother trying to help Fatima understand? What questions are “stirring” from the text?

Grandmother is trying to help Fatima understand that traditions are an important part of their history and village. The pump now takes the place of filling the baobab tree, which is an important tradition for the villagers as they worked together. Commentary: This question may take some probing. The result is for students to know that there is more than the pump being easier for the villagers. They need to understand the tradition of the baobab tree to the village. This is also the point in the story where the breach in the relationship is introduced. (i.e., grandmother let go of Fatima’s hand).

On page 338, grandmother calls the baobab tree “the tree of life.” What evidence does Fatima’s grandmother use to support her statement?

Grandmother says that the baobab tree has many uses. It “… gives us shade in the day. “Shelter in the rain. “And water in the dry season.” Teacher Note: The standards in 5

th grade require students to quote

accurately from the text.

Re-read page 340. What are some words and phrases the author uses to describe grandmother’s actions at the base of the baobab tree?

Grandmother was bent over her hoe. Despite ridicule, she worked in silence and alone while slowly digging what looked like a large necklace at the base of the tree. Grandmother also refused help from Fatima.

Why does grandmother change her mind and let Fatima help? Cite specific evidence from the text.

The first time Fatima offered to help her grandmother refused. Nagla teased grandmother, which prompted Fatima to begin digging right beside her grandmother. Grandmother knew that Fatima has or will begin to realize the importance of the baobab tree.

What specific details does the author provide to show how Fatima feels after she helps her grandmother prepare the baobab tree? How does this connect to earlier parts in the text?

Fatima and her grandmother stood together and enjoyed the rain dripping on their faces. They also took no notice of people who made comments about their work. These details so that she is happy to have worked with her grandmother on something so important to her. This connects to earlier in the text when Fatima wants to share the joy of the water pump with her grandmother and that her grandmother always felts so proud of her.

How did the villagers react when the pump starts to say “screech, screech”? How did Fatima and her grandmother react?

When the pump begins to screech, the villagers begin to worry and the chief assigned specific villagers to help try to fix the pump. Fatima and her grandmother were waiting with anticipation for the rains to come. Grandmother and Fatima knew that preparing the baobab tree was the right thing to do.

In the story, the phrase “that was then and this is now” was stated in the beginning as well as at the end of the story. What purpose does the author have in doing this?

The author used the phrase at the beginning of the story to comment on the progress of the pump and moving forward. At the end of the story the author uses it to show that grandmother taught Fatima a lesson about accepting new ways but never forgetting tradition.

Vocabulary



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Page 332 - pump-noun

Page 332 - progress

Page 332 - village

Page 333 - pump-verb

Page 334 - baobab tree

Page 334 - gourds

Page 342 - horizon

Page 333 - gushed

Page 334 - gnarled

Page 338 - landscape

Page 338 - scrawny

Page 338 - brimming

Page 341 - parched

Page 342 - scorching

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Page 332 - towb Page 332 - turban Page 334 - tins

Page 333 - inshallah

Page 338 - khalas

Page 341 - haboob

Page 344 - malesh

Page 347 - Shukran

Teacher Note: Please note, these are Tier III or domain-specific words

Culminating Task


What did Fatima and the villagers learn from grandmother’s relationship to the baobab tree? Use specific details and quotes

from the story in your answer.

Answer: Fatima and the villagers learned that although change/progress can be good because it makes life easier for people,

it can also be bad when people rely too heavily on an invention or improvement. They also learned that even with progress,

you should try and hold on to your traditions and history. For instance, once the pump was used, the villagers no longer

worked together as a community.

Examples:

“This year, we will share our tree”, said Grandmother. Maybe it’s time to mix old with new. We shall see.”

“One day you will be my grandmother’s gourd.”

Additional Tasks

Use details from the story to compare and contrast the work involved in getting water from the well by pump with the work

needed to prepare the baobab tree.

Answer: To prepare the baobab tree, a ditch is dug around the tree, rain collects in the ditch, the water from the ditch is

poured into the hallowed out trunk of the tree, and the water is stored for later use. To get water from the well, a bucket is

put under the pump and the water is dumped into the bucket.

Note to Teacher this story is about an African village in Sudan. Use the illustrations and text to discuss the cultural, historical,

and social aspects of the tory to deepen students’ cultural understanding of the story.

5th Grade Unit 3 / Week 4 Zathura - Science Fiction


ELL Support pgs. 387U-387V Modeled/Shared Reading

Read Aloud: “If I Only Had a Brain: Artificial Intelligence” pg 78-81 Read Aloud Anthology

Oral Language


Focus Question “Talk About It” pg

357 What kinds of new technology do you

know about? What inventions would you like to see in the future?

Expand


Word Study Phonics Final /ǝr/

TG pg 387E Practice Book A-B-O pg. 109


and Challenge TG 387G

sugar, gentler, scissors, founder, director, scholar, saucer, labor, commander, error, crater, pillar, splendor, peddler, professor, shatter, governor, vapor equator, soldier

Review - appoint, season, canvas Challenge - refrigerator, remainder


Make Inferences, Analyze and Draw Conclusions “Who Says Robots Can’t Think?” TG/ST pg 358-359

Practice Book A-B-O pg 104 (TG pg 359B) Zathura

TG/ST pg 360-381 Genre: Science Fiction

Make Inferences, Analyze, and Draw Conclusions Practice Book A-B-O pg 361 (TG pg 361)

Vocabulary Teach Words in context TG/ST pg 358-359

robot, defective, meteor, rotated, staggered, reversed, dangling, tokens (defined TG pg 387C)

Practice Book A-B-O pg 103 (TG pg 359) Vocabulary Building: Analogies and Synonyms TG pg 387D

Practice Book A-B-O pg 108 (TG pg 387D)

Informational Text: Science TG/ST pg 384-385 Skill: Genre - Newspaper Article

Content Vocabulary: TG/ST pg 384

mechanical, repetitive, limitless

Story Words polarity, gyroscope, malfunctioning

TG pg 360 Vocabulary Building

Analogies and Synonyms TG pg 387F Fluency Model Fluency Repeated Reading / Timed TG pg 383A Practice Book A-B-O pg 106






Leveled Reader

“Me, Robot?” On-Level, TG pg 387R

“The Terrariums” Beyond TG pg 387T



Leveled Reader

“The Prize” “Return to Planet Weird”

TG pg 387M-387P

Phonics Decode words with the final /ǝr/ sound

TG pg 387M

See Spelling Words including Review and Challenge pg TG 387G

Multisyllabic Words

embroider, inventor, emperor, helicopter, photographer, minister, semester, peculiar,

hamburger, operator, theater, vinegar

Fluency TG pg 387N


Vocabulary

See TG pg 387G Review last week’s words

Comprehension

Draw conclusions about plot development TG pg 387O

“Who Says Robots Can’t Think?” TG/ST pg 258-259


Decode words with the final /ǝr/ sound

TG pg 387M


Phonics Lessons


Word Work Decode words with the final /ǝr/

sound TG pg 387M


Phonics Lessons





Literacy Centers


Independent Reading

Find a science fiction book at the library. Before reading the

book, list several science fiction characteristics that you anticipate discovering in the

book. TG pg 356I

links

Comprehension

Research music technology and predict changes.

Research and write about

radio waves. Science: Music

Technology Soc. St.: Technology in

Our Lives TG pg 356J

links

Vocabulary

Write synonyms for Vocabulary words. Use synonyms in analogies.

TG pg 356I links

Word Study

Build and use words ending with /ǝr/.

TG pg 356I

Writing

Write about human life from a robot’s point of view. Write letter from outer

space. TG pg 356J

links


Read the Practice Book

A-B-O pg 106 into a tape recorder.

TG 356I





Writing Writer’s Craft Transition Words TG pg 387A and Writer’s Toolbox Voice, Details, Irregular Verbs TG pg 387B

Apply Vocabulary Write a story using the following prompt: Suppose you opened a box from the future and were zapped into a new life...

See TG pg 387F for entire prompt

Grammar Daily Language Activities

Irregular verbs and verb usage, TG pg 387I-387J

Unit 3

Title: Zathura

Suggested Time: 5 days


Before Teaching






Working together is a great way to solve problems.

Synopsis

Danny and Walter Budwing are two brothers who don't get along. When their parents go out for the evening, small

arguments escalate until finally Walter, the elder, chases his little brother out of the house and into the park, where he

tackles him to the ground. As they wrestle they catch sight of a board game called “Zathura”. The boys decide to play the

game. During the game, Zathura transports the Budwing home into outer space, where the strange events the game

produces become delightfully bizarre.



During Teaching









On page 362, the story begins with a commotion between Walter and his brother Danny. Using specific quotes from the story, tell what caused the problem between the two boys.

The walkie-talkie antenna was dangling by a wire. Walter says that he (Danny) breaks everything.

What kind of person is Danny? Reread page 364 and use specific details about the way he relates to Walter to answer this question.

Danny is a mischievous person. He kept trying to get his brother to play catch even though Walter was mad at him. He threw Walter his hat, but Walter ignored him. Then Danny tossed him a baseball, and beaned him on the head.

A simile is a comparison of two unlike things, using the words like or as. Find the simile on page 366. How does the author use of this simile help you to understand what is taking place in Danny and Walter’s house?

The simile is “The noise grew louder, like a thousand gold balls bouncing off the roof.” The simile helps the reader understand how loud the sound is and how forceful the meteors were when they hit the house.

Quoting from page 366, explain why Danny thinks that they are in outer space.

On page 366, the author tells us that there were meteors. “Through the hole, Walter could see what was left of his parent’s bedroom and beyond that, a black, star-filled sky.” Danny states, “It’s not night, it’s outer space”

Polarity is defined as a pull towards a certain direction. On page 369, Danny read the following message on the game card: “The polarity on your gravity belt has been reversed.” Using the illustration on page 368 and specific details from the text, explain how polarity affected Walter.

If Walter’s gravity belt is reversed, he would still be on the ground. Polarity pulls you down, which is the normal direction on Earth. Walter is pulled towards the ceiling.

A gyroscope is a piece of equipment consisting of a rotating wheel so mounted that its axis can turn freely in certain or all directions. What purpose does a gyroscope serve on a spaceship? List specific events from the text and what you see happening in the illustration on pages 370 and 371.

Danny’s card says that the gyroscope is malfunctioning which means it’s not working the way it should. The evidence from the text suggests that the gyroscope is a piece of equipment that helps a spaceship head in the right the direction and stay on course. The illustration also shows the house suddenly tilts, showing that it is off course or not on the right path.

How do the boys change their circumstances while playing the game? Reread pages 371 and 373 to find details to support your answer.

The boys can change their circumstances by rolling the dice. On page 373, Walter rolled and got his gravity back. Walter also told Danny he “better hurry up and roll before (the robot) makes it in here.” When Danny rolled and got a card that read“…gravity

greatly increased,” he started getting shorter and wider until he was the shape of a beach ball.

Use the text on page 375 to explain what trembled means. The text states that Walter’s hand trembled when he read that the Zorgon pirate ship was launching an attack. Being attacked is a scary event, and being scared may cause your hand to shake. Therefore, tremble might mean to shake.

What eventually saved the boys from the Zorgon pirate and how did it save them? Find the details on pages 375 and 376 to support your answer.

The robot came back to life and repeated, “Alien life form, must destroy” only this time it was after the Zorgon. The boys helped it up and the robot lifted one of it’s claws and “snapped it sharply around the creature’s tail.” The Zorgon took off through the hole again.

Reread page 381. What was Walter going to tell Danny before the black hole swallowed him? What words or phrases in the text lead you to your answer?

Walter was probably going to tell Danny that he loves him. Walter said Danny’s name softly, which also means he said it with feeling. Walter says he’s going to tell Danny something he’s never told him before. Given how much they argue and fight, he might be about to tell Danny he loves him, something you don’t always say to a brother or sister you don’t get along with.

Although Zathura contained no instructions, Danny and Walter learned the rules as they played. Beginning on page 366, cite specific details to identify and list some of the rules of the game.

Each player has a turn and must roll the dice to determine where to move their token. Once you land on a spot, a card will appear. Whatever the card says will come true from the player who rolled the dice, but it will be undone on the next turn when the token is moved to a new place. Danny gets a meteor shower when he pulls his card. This is reversed when Walter pulls a polarity card. The game ends when the player returns to Earth from Zathura.

Search the text and record the elements of science fiction that are evident? Cite specific details from the text in your answer.

The story describes imaginary events based on science such as strange life forms, space ships, gravity belts, destructive robots, photon attacks and the house floating through a meteor storm in outer space.

Vocabulary



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Page 364 - token Page 369 - polarity

Page 366 - evasive Page 369 - reversed Page 371 - malfunctioning Page 373 - mechanical

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Page 362 - antenna, dangling Page 366 - meteor Page 373 - defective, rotated Page 376 - staggered

Page 362 - mumbled Page 364 - beaned, squealed, bolted, trotted, jammed Page 369 - wound

Culminating Task


Citing at least three details from the text, compare and contrast the changes in the relationship between the brothers, Walter and

Danny, as they faced danger and frightening situations while playing the Zathura game.

Answer: Possible details may include: at the beginning of the story the boys did not get along. Danny was always trying to get

Walter’s attention or doing things to annoy him. He broke the antennae on Walter’s walkie-talkie (pg. 362), he nagged

Walter about playing baseball and beaned him with a ball (pg. 364). Walter tried to ignore him, but found it difficult. He

constantly corrected Danny’s use of “me and you” and ended up tackling Danny in the park (pg. 364.) He thought Danny was

a fungus, a baby (pg. 364). As the game progressed, the boys began to work together in order to save each other. Danny tied

Walter to the sofa as Walter started drifting toward a hole into outer space (pg. 371). When Danny’s gravity reversed and he

was shaped like a beach ball, Walter rolled him into the robot to stop the attack (pg. 375). By this time, Walter begins to view

his little brother differently. “You were terrific” he says after Danny destroys the robot (pg. 375). The brothers held on to

each other during the Zorgon pirate attack (pg. 375). Feeling discouraged when they realized how long it was going to take to

finish the game and get back home, Danny reassured Walter that they’d make it home. “Me and you together. We can do it.”

(pg. 376). When Walter pulled the black hole card and was being slowly sucked in, Danny was very upset. “His chin dropped

to his chest and he began to sob.” (pg. 379). When Walter opened his eyes, he found himself in the park fighting with Danny

as he had been before they found the game. He realized he’d been given a chance to do it again and this time he made the

decision to play with Danny. “Me and you ?” Danny asked. And this time he didn’t even correct his little brother, but put his

arm around him and said, “Yeah … Me and you, together.” (pg. 381).

Additional Tasks

Letters From Space: As you are traveling in deep space, one theory is that time expands. For each day that you experience in

space, your friend has experienced 10 years! Write a series of five letters on a space computer to a friend describing what is

happening to you and what you assume is happening to that friend on Earth. Students can work in groups to write the letters to

each other. They can also use this activity as a way to peer edit. Students might write about how they are living in space, what

foods they eat, and compare school in space versus school on Earth. As an extension, students can deliver letters to friends in

other classes or grades.

Personal Response: Ask students to write about a game they have played and enjoyed. What did they like about it? In what way

was it fun or challenging? Then have them write an alternate ending to the story in which something goes wrong with the game

Walter and Danny are playing. Students can work in groups and take turns writing an alternate ending to the story. Time each

student 1 minute and have the students add on to what their peer wrote when it is their time. Have students read what they

came up with after the group is complete.

Science Fiction Writing: Suppose your family had a robot to do basic household chores. Write about how your family’s daily life

from the point of view of the robot. The robot’s point of view should not express emotion. Describe the events as the robot would

see them without commenting on them.

Note to Teacher

Students may need some instruction on the genre of science fiction. Students can connect “Zathura” to other science fiction

books or movies (i.e. “Star Wars”, “E.T.” “Harry Potter”, “Avatar”) that they have read or seen. “Zathura” is also a movie; it may

be beneficial to have students compare/contrast the story and the movie.

5th Grade Unit 4 / Week 1 Goin’ Someplace Special -Historical Fiction


ELL Support pg TG 419U-419V

Modeled/Shared Reading Read Aloud: “The Mother of the Movement” pg 82-84 Read Aloud Anthology

Oral Language



pg 393 What rights do you think all citizens of the United States

should have? What does

discrimination mean to you?

Expand

Vocabulary Relate 3 words

from the poem in the anthology to the

theme of civil rights.

TG pg 393

Word Study Phonics

Decoding Words with Final /ǝl/ and /ǝn/ TG pg 419E

Practice A-B-O pg 118 (TG pg 419E)

Spelling Words including Review and Challenge

TG pg 419G slogan, wooden, listen, heron,

frighten, lengthen, captain, mountain, sandal, signal, global, bushel, marvel,

barrel, practical, pretzel, fable, chuckle, angle, nozzle,

Review: scissors, pillar, governor Challenge: dungeon, salmon


Story Structure - Character and Setting “Lunch Counter Encounter”

TG/ST pg 394-395 Practice Book A-B-O pg 113 (TG 395B)

Goin’ Someplace Special

TG/ST pg 396-411 Genre: Historical Fiction

Story Structure - Character and Setting

Practice Book A-B-O pg 114 (TG pg 397)

Vocabulary TG/ST pg 394-395 Teach Words in Context

scald, permission, autograph, fare, blurted, clenched, chiseled, spectacular (defined TG 419C)

Practice Book A-B-O pg 112 (TG pg 395) Vocabulary Building: Homophones TG pg 419F

Informational Text: Soc. St. TG/ST pg 414-417

Text feature: time line Content Vocabulary TG/ST pg 414

unconstitutional, banned, boycott, segregation

Story Words stonemason, BLT, zinnia

Fluency Model Fluency TG pg 413A Repeated Reading / Timed Reading Practice Book A-B-O pg 115







Leveled Reader

“Gramma’s Garden” On-level TG pg 419R

“Sandy’s Song”

Beyond TG pg 419T



Leveled Reader

“The Way It Should Be” TG 419M-419P

Phonics

Decoding words with final /ǝl/ and /ǝn/ TG pg 419E


Challenge pg TG pg 419G

Multisyllabic Words TG pg 419Ml basin, deafen, festival, fountain, memorial,

parallel, reasonable, rotten, toboggan, enamel, napkin sample

Fluency


Reading Practice Book A-B-O pg 115

(TG pg 419N)

Vocabulary Recognize Homophones TG pg 419I

See list TG/ST pg 394 Review last week’s words.

Comprehension

Analyze character and setting in plot development. TG pg 419O “Lunch Counter Encounter”

TG/ST pg 394-395


Decode words with final

/ǝl/ and /ǝn/ TG pg 419E

See Spelling Words including Review and Challenge to TG pg

419G

Phonics Lessons


Word Work Decode words with final /ǝl/ and

/ǝn/ TG pg 419E

See spelling words including Review and Challenge pg 419G

Phonics Lessons






Independent Reading

Read a newspaper article on a current issue

concerning law or rights. TG pg 392R

Comprehension

Use a time line to draw conclusions.

Research information about social movements.

TG pg 392S

Vocabulary

Recognize and define homophones. TG pg 392R

Word Study

Find and pronounce words with /ǝl/ and /ǝn/ TG pg 392R

Writing

Use research to make a Before-and-After Chart.

Write a newspaper article.

TG pg 392S


Silently read Practice Book pg 115.

Make a list of unfamiliar words from the reading,

then practice saying them. TG pg 392S





Writing Writer’s Craft Facts and Opinions TG pg 419A and Writer’s Toolbox Organization, research, pronouns, antecedents TG pg 419G


Write a letter TG pg 419F using this prompt: Tricia Ann was very excited about taking a trip into town by herself. Pretend that you were with her on her adventure. Write a letter to a pen pal about what happened.

Grammar Daily Language Activities, Pronouns and Antecedents, TG pg 419I-419J

5th Grade Unit 4 / Week 2 Carlos and the Skunk - Realistic Fiction


ELL Support pg 447 U-447V

Modeled/Shared Reading Read Aloud: “Ptooey!” Read Aloud Anthology pgs 85-88

Oral Language



pg 421 How do animals

defend themselves when they are

scared or threatened?

Expand


Word Study Phonics

Decode more accented syllables TG 447E


Spelling Words including Review and Challenge TG pg 447G

grownup, power, shower, bestow, August, allow, encounter, grouchy, rowdy, laundry, flawless, coward,

lawyer, applause, arousing, faucet, trousers, caution, boundary, doubting

Review: angle, mountain, sandal Challenge: southern, roughness


Evaluate Author’s Purpose “Nosey and the Porcupine” TG/ST pg 422-423

Practice book A-B-O pg 423B Carlos and the Skunk

TG/ST pg 424-439 Genre: Realistic Fiction

Evaluate Author’s Purpose Practice Book A-B-O pg 121 (TG pg 425)

Vocabulary Teach Words in Context Tg/St pg 422-423

glimpse, secluded, behavior, arroyo, arousing, stunned, nestled, unpleasant (defined TG pg 447C )

Practice Book A-B-O pg 119 (TG pg 423 ) Vocabulary Building: Context Sentences TG pg 447F

Informational Text: Science TG/ST pg 442-445

Text Feature: Headings and Deck TG 442

Content Vocabulary TG/ST pg 442 camouflage, chameleon, mimicry

Story WordsTG pg 424 chiles, dough, tortillas

Fluency Model Fluency TG/ST pg 441A Repeated Reading Intonation Practice Book A-B-O pg 122






Leveled Reader

“Survival Instincts Reptiles” On-Level TG pg 447R

“Survival Instincts Insects”

Beyond TG pg 447T



Leveled Reader

“Survival Instincts Mammals” TG pg 447M-447P

Phonics

Decode words with accented syllables in both familiar and unfamiliar texts. TG pg 447M


Challenge pg TG pg 447

Multisyllabic Words

brownie, cautious, cowardly, doubtful, however, naughty powerful sausage,

somersault, crouching, pausing, scrawny

Fluency TG pg 447N


Vocabulary TG pg 447O

Use context clues for unfamiliar words.

See pg 422 Review last week’s words

TG pg 447O

Comprehension Identify Author’s Purpose

TG pg 447O “Nosey and the Porcupine”

TG/ST pg 422


Phonics

Decode words with accented syllable in both familiar and unfamiliar texts. TG pg

447M


Phonics Lessons


Phonics Decode words with accented

Syllable in both familiar and unfamiliar texts. TG pg 447M

See spelling list TG pg 447G

Phonics Lessons





Literacy Centers


Independent Reading Find a library book or an article about an animal

whose behavior you know little about. TG pg 420I

links

Comprehension

Explain how animals adapt to their environment.

Explain how an animal adapts to changes in

climate. Science: Animal

Adaptation Soc.St.: Adaptation

Studies TG pg 420J

links

Vocabulary

Use context clues in sentences TG pg 420I

links

Word Study

Find and pronounce words with accented syllables.

TG pg 420I

Writing

Write an article about a safari animal.

Use research to write a short story. TG pg 420J

links


Partner Reading with Practice Book pg 122

TG pg 420I





Writing Writer’s Craft formal and Informal Language and Writer’s Toolbox Word Choice, subject and object pronouns TG pg 447A-447B


Write a paragraph using prompt on TG pg 447F


Subject and Object Pronouns TG pgs 447I-447J

Unit 4/Week 2

Title: Carlos and the Skunk

Suggested Time: 5 days (45 minutes/day)


Before Teaching






You cannot always believe everything you hear.

Synopsis

In this story, Carlos and Gloria have been friends since they were young. Carlos begins to develop feelings for Gloria and

decides to impress her by catching the skunk that lives in their garden. Carlos finds out the hard way, that picking up a skunk

by its tail is not the best way to catch it.



During Teaching







Text Dependent Questions Text-dependent Questions Evidence-based Answers

“Carlos and the Skunk” is a realistic fiction story. Realistic fiction tells an invented story that could have happened in real life. Reread pages 427 and 428. Name three details from the story so far that could happen in real life.

The following details could happen in real life: Carlos and Gloria were friends, the items that were grown in the garden; Carlos and Gloria have chores and homework to do after school; when the have finished their chores and homework they are allowed to play; they see a skunk in the garden.

On page 427, reread the 2nd and 3rd paragraphs, what clues does the author provide to show that Carlos’ feelings have changed for Gloria? What can you infer about Carlos’ feelings for Gloria?

Carlos is suddenly concerned about his appearance. He shows off for Gloria, trying to demonstrate how brave he is. Carlos is probably starting to think of Gloria as a girlfriend.

Even though the story is set in New Mexico, how does the author show the reader that Carlos and his family are of Mexican descent?

Evidence will be found throughout the selection. Students should mention the setting, foods, names such as Dos Dedos, the use of Spanish throughout the story, and the discussion of the family traditions.

Carlos boasted about knowing how to catch a skunk. Afterwards, does he devise a plan for catching the skunk the next day? Use details from the story to explain your answer. (Pg. 431)

No, Carlos plans to go fishing with Gloria the next day. He gets a fishing pole and a can for worms. Gloria waits for him by the gate.

What details does the author use on page 431 to show that Carlos is still trying to impress Gloria when he first sees the skunk and even after he is sprayed?

Carlos winked at Gloria before he grabbed the skunk. He also did his best not to cry in front of her after he was sprayed.

The text on page 431 states that, “Carlos chose a secluded spot and pulled off his clothes.” Based on the context clues, what does secluded mean?

Student answers should include the idea that people don’t usually undress in places where others can see. In addition, the fact that he ran off to the river may give an additional clue because rivers are often hidden with bushes.

Why did Carlos use tomato juice to clean himself? (Pg. 432) Carlos had heard that tomato juice helped to get rid of the smell of skunk, so he picked every ripe tomato he could find and sneaked into the bathroom.

Reread page 432 and look at the illustration on page 433. Do you think Carlos’s parents knew he was sprayed by a skunk?

Carlos left his shoes outside, his parents probably saw and smelled them.

On page 435, a peculiar thing happened at church. Peculiar means strange. Using the text, recall and list the strange behaviors that day.

Strange behaviors on page 435: -singers made strange faces -covered their noses with handkerchiefs -the priest sneezed and cleared his throat -the congregation turned to each other with puzzled looks -women began vigorously fanning their faces -children squirming and pinching their noses

Reread page 435. Shy was Carlos embarrassed as he pushed his way out of the church?

He caused the church to smell and he hoped that no one realized that he was the source of the terrible smell.

Carlos is troubled over how to rid himself of the strong-smelling shoes. According to the text, Papa solves the problem. How does Papa solve the problem? (Pg. 436)

Papa turns to Carlos and says that he noticed that his shoes are looking a little small. Papa takes him to town to buy new shoes.

Vocabulary Culminating Task



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Page 427 - dough, adobe

Page 431 - stunned

Page 427 - nestled, fertile

Page 428 - glimpse, arousing, slinking, pondering

Page 431 - hesitated, lingered

Page 432 - unpleasant

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Page 428 - boasted

Page 431 - secluded

Page 435 - behavior


In the story, Carlos ignored Gloria’s advice. In a well-developed paragraph, explain what Gloria’s advice was and the

consequences Carlos experienced because he ignored it. Be sure to use details and direct quotes from the text within your answer.

Answer: Her advice was to not believe everything you hear. He ignored this and was sprayed by a skunk.

Additional Tasks

Using a variety of sources (i.e. the internet, a science book), research different animal defenses. Pick one animal defense, and

write a two-page narrative in which an animal uses the defense to protect itself.

Answers will vary; students should include how the defenses help them to survive. They might research animals such as a

porcupine, stinkbug, chameleon, or a rattlesnake.

Fresh Tomato Salsa: Have students research the origin of salsa and prepare the fresh tomato salsa in class. As a precaution, have

the ingredients to be used in the recipe chopped in advance. To make a connection to math, students can work in groups to

measure the ingredients to mix. Students can eat the salsa with tortillas (as in the story) or with tortilla chips. If a food processer

will be used, make sure that safety measures are taken.

Create a cause and effect chart that summarizes the events in the story.

Answer:

Cause Effect Page

He wanted Gloria to notice how brave and smart he was becoming.

He started showing off for Gloria. Carlos starts gazing at himself in the mirror, combing his hair this way and that way.

427

Gloria feared the chance of arousing the skunk’s anger.

Gloria kept away from it. 428

Carlos wanting to impress Gloria. Carlos moved closer and closer until he could clearly see the narrow, single white stripe running from its head onto its tail.

428

Gloria did not believe that Carlos could catch the skunk by its tail.

Carlos became more determined than ever to prove himself right. 428

Carlos hesitated, then winked at Gloria, then grabbed for the skunk’s tail.

Carlos is sprayed from head to toe. 431

To get rid of the unbearable smell. Carlos jumped into stream and washed out his clothes. 431

The strong smell still lingers after being sprayed by a skunk.

Carlos bathes in tomato juice to get rid of the skunk smell. 432

Carlos was sitting next to a heating vent. The skunk smell was spreading through the heating ducts. 435

The church smells a strange odor. Everyone begins to acts peculiar. 435

Carlos forgot to clean them after being sprayed.

The shoes had a strong smell. 435

Papa says that he noticed that Carlos’s shoes look a little small. Papa takes Carlos to town to buy new shoes.

Carlos gets new shoes.

436

Papa sees a family of skunks. Papa suggests that Carlos try to catch a skunk. 436

Papa suggests that Carlos try to catch a skunk. Carlos’s nose and eyes begin to water just at the thought. 436

Note to Teacher

Discuss the author’s use of Mexican culture. Although the story is not set in Mexico, the author uses story elements, language,

and other details to show that Carlos and his family are of Mexican descent.

5th Grade Unit 4 / 3 Week Getting Out the VOTE - Nonfiction Article


ELL Support TG pgs 459U-459V Modeled/Shared Reading

Read Aloud: “The Gettysburg Address” Read Aloud Anthology pg 89-91

Oral Language

Build Background TG/ST pg 448


pg 448 What are the

characteristics of a democratic form of

government?

Expand Vocabulary

pg 449

Word Study Phonics

Accented syllables in Homographs, TG pg 459E



context, content, protest, combat, permits, rebel, present, insert, desert, subject, minute, compact, conduct, contract,

refuse, conflict research excuse, entrance, extract

Review: doubting, allow, caution Challenge: effect, affect


Evaluate Make Generalizations “Party Animals” TG/ST pg 450-451

Practice Book A-B-O pg 127 TG pg 451A-451B

Getting Out the VOTE TG/ST pg 452-455

Genre: Nonfiction Article

Make Generalizations Practice Book A-B-O pg 128

Vocabulary TG/ST pg 450-451

Teach Words in Context: “Party Animals” compelled, presidential, disrespectful, unenthusiastically, succeed, preoccupied

(defined on TG pg 459C) Practice Book A-B-O pg 126 (TG pg 451)

Vocabulary Building: Prefixes and Suffixes TG pg 459F Practice Book A-B-O pg 131 (TG pg 459D)

Answer Questions: “Welcome to Russia” TG/ST pg 456-457

Test Strategy: On My Own

Story Words TG 452 eligible, puzzling, illegal

Fluency TG 455A

Model Fluency Repeated Reading







Leveled Reader

“Political Debates Lincoln and Douglas” On-Level TG pg 459R

“The Constitutional Convention” Beyond TG pg 459T



Leveled Reader “Coming in Third”

TG pg 459P

Phonics Decode Homographs with accented syllables

TG Pg 459M

See Spelling Words including Review and ChallengeTG pg 459M

Fluency

TG pg459N Model Expressive Reading, Repeated/Timed

Reading Practice Book A-B-O pg 129


Identify prefixes and suffixes Review last week’s vocabulary TG pg 459O

Comprehension TG pg 459O

Identify and Make Generalizations “Party Animals” pg 450-451


Phonics Decode Homographs with accented

syllables TG pg 459M

See Spelling list TG pg 459M

Phonics Lessons


Word Work Phonics

Decode Homographs with accented syllables TG pg 459M

See Spelling list TG pg 459M

Phonics Lessons





Literacy Centers


Independent Reading

Find a book or an Internet article about the history of

a political party in the United States.

TG pg 448I

links

Comprehension

Research and record information about polls. Research information about national political

representatives. TG pg 448J

Science: Polls Soc. St. Research your

state senators links

Vocabulary

Match prefixes and suffixes to base words

TG pg 448I links

Word Study

Use homograph pairs correctly in sentences.

TG pg 448I

Writing

Write an expository essay. Write a dialogue that

discusses two sides of an issue.

TG pg 448J

links


Partner Reads






Writing Research and Inquiry Expository Article and Writer’s Toolbox Outlining and Note-taking TG pg 459A-459B


Apply Vocabulary Writing a Poem using prompt on TG pg 459F


Pronoun-Verb Agreement and use correct abbreviations TG pg 459I-459J



5th Grade Unit 4 / Week 4 Hurricanes - Informational Nonfiction


ELL Support pgs 481U-482V

Modeled/Shared Reading Read Aloud: “Nature’s Fury: For Better or For Worse” Read Aloud Anthology pg 92-97

Oral Language



What is the most extreme weather experience you

have had? What happened

and what did you learn from it?

Expand

Vocabulary TG 461

Word Study Phonics

Decode final /chər/ and /zhər/, TG pg 481E

Practice book A-B-O pg 139


rancher, searcher, pressure, future, butcher, measure, pleasure, mixture, treasure, feature, pasture, creature,

lecture, gesture, nature, fracture, moisture, stretcher, legislature, azure

Review: contest, desert, entrance Challenge: miniature, disclosure


Analyze Text Structure - Description “”Extreme Weather” pg 460-461

Practice book A-B-O pg 134 (TG pg 463B)

Hurricanes TG/ST pg 466-475

Genre: Informational Nonfiction Practice Book A-B-O pg 135 (TG pg 465)

Vocabulary TG/ST pg 462

Teach Words in Context TG pg 462 damages, property, available, contact, atmosphere, destruction, hurricanes, surge

(defined TG pg 481C ) Practice Book A-B-O pg 133 (TG pg 463)

Vocabulary Building: Multiple Meaning Words TG 481D Practice Book A-B-O pg 138

Poetry: Free-Verse Poems TG pg 478

Skill: Literary Elements (personification, imagery, and onomatopoeia) Practice Book A-B-O pg 137

Story Words TG pg 464

equator, coastal, inland, tropical Fluency

Model Fluency TG pg 477A Repeated Reading Practice Book A-B-O pg 136






Leveled Reader

“Tornado” On-Level TG pg 481R

“Earthquake’”

Beyond TG 481T



Leveled Reader

“Blizzard” TG pgs 481M-481P

Phonics

Decode words with final /chər/, and /zhər/ pg 481M


Challenge pg 481G

Multisyllabic Words TG pg 481M

adventure, agriculture, structure, signature, literature, temperature, furniture, immature

Fluency


Reading Practice book A-B-O pg 136

Vocab TG pg 481O

Identify and use multiple-meaning words

Review last week’s words

Comprehension TG pg 481O Identify organizational patterns and

description “The Extreme Costs of Extreme Weather”

TG/ST pg 462


Phonics

Decode words with final /chər/, and /zhər/ pg 481M


Challenge pg 481G

Phonics Lessons

See Spelling List TG pg


Word Work

Phonics Decode words with final /chər/, and /zhər/ pg

481M

See Spelling Words including Review and Challenge pg 481G

Phonics Lessons





Literacy Centers 15-20 Minutes Per

Group Small-Group or Independent Practice to Reinforce Key Skills

Independent Reading

Find a library book or an article about a tsunami or an extreme weather event

such as a tornado. TG 460I links

Comprehension

Read and research to satisfy personal,

academic, and social needs.

Select texts for a particular purpose, using the format of the text as a

guide. Science: Ecology of a

Disaster Soc. St. Learning from

Disasters TG 460J

Vocabulary

Use multiple-meaning words in sentences.

TG pg 460I links

Word Study

Build and use words with

final /chər/, and /zhər/ Tg pg 460I

Writing

Write a magazine article. Write a poem from a

specific, point of view. TG pg 460J

links


Model Fluency TG pg 477A

Repeated Reading Practice Book A-B-O pg

136





Writing Writer’s Craft Tone and Writer’s Toolbox Sentence Fluency, rhythm TG pg 481A-481B


Write a presentation using the prompt on TG pg 481F.

Grammar Daily Language Activities TG pg 481I-481J Possessive Pronouns and use of Hyphens

Unit 4/Week 4

Title: Hurricanes

Suggested Time: 5 days (45 minutes/day)



Before Teaching






By researching natural disasters like hurricanes, scientists can learn about how to help save human lives.

Synopsis

This nonfiction story presents facts and details about how and where hurricanes are formed, the ways in which people are

warned of hurricanes, and tips on how to stay safe during a hurricane. Hurricanes are the only weather disasters that have been

given their own names.



During Teaching









In the first sentence on page 465, the author writes, “Hurricanes are huge spinning storms that develop in warm areas around the equator.” Why are islands and coastal areas in the most danger

The strong winds of a hurricane would create large waves. Coastal areas and islands would suffer both wind and water damage.

during a hurricane?

Reread page 465. Using evidence from the text, list some of the things that people can expect if they are in a hurricane.

People can expect strong winds, heavy rains, storm surges, flooding, and sometimes tornadoes.

Use the descriptive details on page 467 to explain the origin of the word hurricane. Include facts and characteristics from the article in your answer.

The word hurricane comes from the people who lived in the Tropics in earlier times. The ancient Mayan people of South and Central America called their storm god Hunraken. An evil god of the Taino people of the Caribbean was called Huracan. Hurricanes are not really evil, but they can cause terrible destruction and great loss of life.

Reread the first two paragraphs on page 468. Describe each step in the formation of a hurricane.

First, the atmosphere gathers heat energy. Next, moisture enters the atmosphere and begins to power the hurricane. Then, the hurricane forms bands of clouds and winds that spiral inward. After that, thunderstorms form, heating the air and forcing the winds to rise higher and the spinning to increase.

Explain why Hurricane Andrew was so destructive. (Pg. 470) Hurricane Andrew dropped about seven inches of rain across Florida, it caused storm tides reaching seventeen feet, and had wind speeds of 120 miles per hour. Thousands of people lost their homes.

Why is Doppler radar a valuable tool for the National Hurricane Center and the NOAA. (Pg. 472)

The Doppler radar can quickly detect changes in a hurricane’s wind and location. It can also tell the path, speed, and strength of the hurricane.

If you are ever caught in a hurricane, what does the author advice that you should do to keep as safe as possible?

Listen for updates from the NOAA, leave if told to leave the area, stay away from moving water, don’t play in flooded areas, use a flashlight for emergency lighting instead of a candle or lantern because of fire hazards, use only bottled water as tap water may be contaminated, and use the telephone only for emergencies.

The text says that hurricanes are a fact of life, but we are saving lives. Use information from the text and cite factors that contributed to fewer lives being lost in hurricanes.

Page 472 - Doppler radar can quickly detect changes in hurricane Page 472 - National Weather Service (NWS) radios can give immediate information about hurricanes Page 472 - Early warnings

Vocabulary



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*Please note there are a number of Tier III, domain-specific

words pertaining to storms in this story that will need to be

addressed with students; however, they are not listed in this

vocabulary chart, as this chart only focuses on Tier II words.

Page 467 - destruction

Page 468 - atmosphere, contact, property

Page 470 - damages

Page 472 - available

Page 474 - surge

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Culminating Task


Through years of research and observing hurricanes, scientists have found ways to provide us with information about how

hurricanes form, what they can do when they hit land, and how people can stay as safe as they can during a hurricane. Using

evidence from the text, create a short book of illustrations to show:

o The formation of a hurricane over the ocean,

o What happens when that hurricane hits land, and

o What people should do in order to stay safe?

Each of the illustrations must be detailed, labeled, and use details from the text to support it.

Additional Tasks

Use the Internet to research (from multiple sources) the ways in which communities learn to protect themselves from future

natural disasters. Select a natural disaster that hit your community or nearby area. Make a chart to explain safety measures that

have gone into effect since the disaster occurred.

Research an infamous hurricane such as Camille in 1969 or Katrina in 2005. Using multiple sources, write a magazine article

about its effects. Give specific details about where the event happened, when the event happened, how many people lost their

lives or were injured, and what the property damage was.

Answer: Students should be given an article template to use for their article. To help with scaffolding, students should read

articles in the newspaper to help with how their article should be formatted. To extend this activity, students can give

accounts from survivors and they can also create a class book about weather-related disasters.

Hurricane in a Bottle:

Materials Needed:

• Two plastic soda bottles (1 or 2 liter size)

• Pitcher of water

• Stopwatch or watch with a second hand to record your times

• Tornado Tube

Instructions:

• Fill the soda bottle to the top with water. If you do not have access to a sink nearby to use a large pitcher to fill the bottle.

• Here’s the challenge: How long will it take to empty all of the water in the bottle into the pitcher on the table? Record your

prediction on a piece of paper.

• Without squeezing the sides of the bottle, time how long it takes to empty all of the water. You might want to repeat this several

times to validate your time.

• Fill the bottle to the top with water just as you did before. However, this time swirl the water by moving the bottle in a clockwise

or counter- clockwise motion while the water is pouring out. Keep swirling the water until you see the formation of what looks to

be a tornado! The water begins to swirl in the shape of a vortex and flows out of the bottle very quickly. To everyone’s

amazement, you have now created a hurricane!

Note to Teacher Please see the note in the vocabulary chart.

Students could be given some background information on recent hurricanes such as Sandy and Isaac.

5th Grade Unit 4 / Week 5 Catch of the Day - Trickster Play


ELL Support pgs 509U-509V Modeled/Shared Reading

Read Aloud: “The Hen and the Apple Tree” Read Aloud Anthology pgs 98-100

Oral Language



Whom do you think the wolf in this

photograph is trying to fool?

Expand


Word Study Phonics

Words with -ance and -ence,

TG pg 509E Practice Book A-B-O pg 146


and Challenge TG pg 509G distance, importance, balance,

attendance, absence, performance, dependence, substance, disturbance, appearance, assistance, ignorance,

brilliance, ambulance residence, radiance, resistance, reluctance, persistence,

hesitance Review: creature, measure, rancher

Challenge: vigilance, inference


Evaluate Author’s Purpose “Anansi and Common Sense” TG/St pg 484-485


The Catch of the Day: A Trickster Play Genre: Play

Evaluate: Author’s Purpose


Vocabulary TG/ST pg 484-485 Teach Words in Context TG pg 484

riverbank, wares, treasurer, merchandise, educate, burdens, appreciation, unfortunate (defined TG pg 509C)

Practice Book A-B-O pg 140 (TG pg 485) Vocabulary Building: Analogies/Synonyms TG pg 509F

Paired Selection: Fable TG/ST pg 506-507

Literary Elements: Metaphor and Moral Practice Book A-B-O pg. 144 (TG pg 507)

Story Words TG pg 486

yams, jambo, lures, trickster

Fluency Model Fluency TG 505A

Repeated Reading Practice Book pg 143






Leveled Reader

“Brer Rabbit and the Gizzard Eater” On-level TG pg 509R

“How Thor Got His Hammer”

Beyond TG pg 509T



Leveled Reader “Coyote and the Rock”

TG pg 509M-509O

Phonics Decode words with -ance and -ence

“Anansi and Common Sense” TG/ST pg 484-485


Challenge TG 509G-509H

Multisyllabic Words

TG pg 509M brilliance, confidence, convenience, evidence,

indignance, innocence, presence remembrance, dependence, intelligence

Fluency


Reading

Vocabulary TG/ST pg 484 Identify relationships among words

Review last week’s words TG pg 509

Comprehension TG pg 509O Identify Author’s Purpose

“Anansi and Common Sense”


Phonics Decode words with -ance and -ence

“Anansi and Common Sense” TG/ST pg 484-485


Challenge TG 509G-509H

Phonics Lessons


Word Work Phonics

Decode words with -ance and -ence “Anansi and Common Sense”

TG/ST pg 484-485


TG 509G-509H

Phonics Lessons





Literacy Centers


Independent Reading Find a book or story in the

library about a trickster, such as Br’er Rabbit or

Coyote. TG pg 482I

links

Comprehension

Revise a fable to teach a scientific idea.

Write a fable for modern-day society.

TG 482J links

Vocabulary Write and solve analogies.

TG pg 482I links

Word Study Build and define words with -ance and -ence.

TG pg 482J

Writing

Write an interview. Write a list of activities and

ideas. TG pg 482J

links


Repeated Reading

Practice Book pg 143 TG pg 482I





Writing Writer’s Craft Precise Words and Writer’s Toolbox Voice, Formatting TG 509A-509B


Apply Vocabulary Write a fable using the prompt given on TG pg 509F

Grammar Daily Language ActivitiesT G pg 509I-509J Homophones, Possessive Pronouns, Contractions

5th Grade Unit 5 / Week 1 Spirit of Endurance - Nonfiction



Read Aloud: “The Circle and the Poles” Read Aloud Anthology pgs 101-103

Oral Language



What images come to mind when you think about the North and

South Pole? Why would it be

exciting to explore these places?

Expand


Word Study Phonics

Words with soft g, TG pg 541E Practice Book A-B-O pg 155


and ChallengeTG pg 541G

margin, jolt, surge, ;lunge, jigsaw, legend, ridge, budge, lodge, agent, damage, ranger, jumble, luggage,

baggage, dodge, challenge, journal, judgment, knowledge

Review: assistance, importance, absence

Challenge: oxygen, surgeon


Generate Questions - Problem and Solution “Ice and More Ice” TG/ST pg 526-517

Practice Book A-B-O pg 150 (TG pg 517B)

Spirit of Endurance TG/ST pg 5 18-535 Genre: Nonfiction

Generate Questions - Problem/Solution


Vocabulary TG/ST pg 516-517 Teach Words in Context TG 516

frigid, treacherous, triumph, uninhabited, expedition, labor, dismantled, abandon (defined TG pg 541C)

Practice Book A-B-O pg 149 (TG pg 517 ) Vocabulary Building: Prefixes and Suffixes TG pg 541F and 517


Skill: Text Features Primary Sources Journals and Letters

Content Vocabulary TG/ST pg536 continent, observations, volume

Selection Words TG 518 hack, glacier, blubber

Fluency Model Fluency TG/ST pg 514R

Repeated Reading Practice Book pg. 152






Leveled Reader

“The Lure of the Poles” On-level TG pg 541R

“Science in the Snow” Beyond TG pg 541T



Leveled Reader

“Animals of the Poles” TG pg 541M-5

41P

Phonics Decode words with soft g

“Ice and More Ice” TG 541M


Challenge pg TG 541G- 541H

Multisyllabic Words TG pg 541M allergy, apologize, budget, discharge,

engineer, gigantic, imagination, legislature, original, cartridge, gymnastic, religion

Fluency TG pg 541N


Vocabulary pg 541N

See list pg 516 Review last week’s words

TG pg 541O

Comprehension TG pg 541O Review conflicts and resolutions


Phonics

Decode words with soft g “Ice and More Ice”

TG 541M

See Spelling Words including Review and Challenge pg TG 541G-


Word Work

Phonics Decode words with soft g

“Ice and More Ice” TG 541M


Challenge pg TG 541G- 541H

Phonics Lessons




Literacy Centers



about an explorer. TG pg 514R

Comprehension Research animal

adaptations in Antarctica. Make a Venn diagram to

compare landforms. Science: Animal

Adaptations Soc.St.: Geography of the

Poles TG pg 514S

Vocabulary Build words using roots

and affixes. TG 514R

Word Study Build and use words with

soft g sound. TG pg 514R

Writing Write a speech of

introduction. Write a description of an

exploration. TG pg 514S


Model Fluency TG/ST

pg 514R Repeated Reading

Practice Book pg. 152





Writing Writer’s Craft Beginning, Middle, End and Writer’s Toolbox Ideas and Content, Punctuation TG TG 541B

Apply Vocabulary TG pg 541F Write a Journal Entry using prompt on TG pg 541F


Adjectives and Proper Adjectives

5th Grade Unit 3 Selection pg 260J-289V / Week 2 Sleds on Boston Common-Historical Fiction


ELL Support 289U-289V Modeled/Shared Reading

Read Aloud: “Deborah Sampson” Read Aloud Anthology pgs 60-63

Oral Language



Why is the American Revolution important? Why did the colonists

decide to fight the British?

Expand

Vocabulary TG 261

Word Study Phonics

Decode words with V/CV and VC/V patterns TG pg 289E



minus, loser, humor closet, recent, student, equal, profile, local, comet,

vacant, punish, cavern, shiver, decent, linen, legal, panic, smoky, tyrant Review: valley, fifteen, culture Challenge: fatigue, fugitive


Make Inferences and Analyze - Draw Conclusions “Letters from the Revolution” TG/ST pg 262-263


Sleds on Boston Common TG /ST pg 264-281 Genre: Historical Fiction

Draw Conclusions (TG pg 265)


Vocabulary TG/ST pg 262 navigation, instruct, swagger, patriots, tyrant, stark, governor, spunk

(defined TG pg 289C) Practice Book A-B-O pg 75 (TG pg 263)

Vocabulary Building: Word Families TG pg 289F and 263

Poetry: Narrative Poem TG/ST pgs 284-287 Literary Elements: Meter and Alliteration TG 284

Selection Words TG 264

common, ruts, barracks, bayonets

Fluency Model Fluency TG pg 283A

Repeated Reading Practice Book A-B-O pg 78






Leveled Reader

“The Shot Heard Around the World” On-level TG pg 289R

“The Battle of Bunker Hill”

Beyond TG pg 289T



Leveled Reader

“The Battle of Saratoga” TG pg 289M-289P

Phonics

Decode Words with V/CV and VC/V patterns TG pg 289M


Challenge pg 289G


decency, heron, native, perish, project, raven

Fluency TG pg 289N



Use word parts to build word families. See list TG/ST pg 262

Review last week’s words TG pg 289O

Comprehension TG pg 289O Draw conclusions using

“Letters from the Revolution” TG/ST pg 262-263


Phonics

Decode Words with V/CV and VC/V patterns TG pg 289M


Challenge


Word Work

Phonics Decode Words with V/CV and

VC/V patterns TG pg 289M


Challenge pg 289G Phonics Lessons





Independent Reading Find a library book or

article about a patriot from the American Revolution.

TG pg 260R

links

Comprehension Read about artifacts from the Revolutionary War. Describe the scientific methods for identifying

artifacts. Write a letter of protest

that states a purpose and then write a response.

TG pg 260S links

Vocabulary Build word families based

on root words. TG pg 260R

links

Word Study Identify and pronounce words in the V/CV and VC/V patterns. TG pg

260R

Writing Write a fictional narrative.

Write a letter drawing conclusions from a

conversation. TG pg 260S

links


With a group to choral read a selection from Practice Book pg 78





Writing Writer’s Craft A Good Topic and Writer’s Toolbox Voice, Phrases and Clauses TG pg 289B


Apply Vocabulary TG pg 289F Writing Activity - give students the prompt on TG pg 289F

5th Grade Unit 5 / Week 3 Weslandi-Fantasy



Read Aloud: “Looking Back at Vegetables” Read Aloud Anthology pgs 104-107

Oral Language



What is the most interesting fruit or vegetable that you have ever seen or

tasted?


Word Study Phonics

Homophones TG pg 546 Practice Boo A-B-O pg 162


and Challenge TG 565G sweet, peel peer, pole poll peal, waste

manner, current, manor, pier, waist, currant, presents, counsel presence, council, stationary, stationery, suite

Review: journal, budge, ranger Challenge: kernel, colonel


Make Inferences and Analyze - Theme “Juanita and the Cornstalk”

TG/ST pg 544-545 Practice Book A-B-O pg 157 (TG pg 545B)

Weslandia TG/ST pg 546-559

Genre: Fantasy Make Inferences and Analyze


Vocabulary TG/ST pg 544 Teach Words in Context

shortage, bedlam, outcast, reflected, strategy, civilization, traditional, complex

(defined TG pg 565C ) Practice Book A-B-O pg 156 (TG pg 545 )

Vocabulary Building: Word Origins pg 545 and 565F

Informational Text:: Science TG/ST pgs 562-563 Skill: Hyperlink and Key word

Content Vocabulary TG/ST pg 562

flukes, hybrids, crossbreeding Story Words TG pg 546

tormentors, fibers, domain Fluency Model Fluency TG pg 561A Repeated Reading Intonation Practice Book A-B-O pg 159






Leveled Reader

“Fruit From Space” On-level pg 565R

“Land of the Peppertoes”

Beyond pg 565T



Leveled Reader

“Food Fight” TG pg 565M-565O

Phonics

Decode homophones and use them appropriately TG pg 565M



Multisyllabic Words TG 565M

aloud/allowed, bolder/boulder, capital/capitol, cereal/serial, discussed/disgust,

lessen/lesson, mourning/morning, mustard/mustered, patience/patients

Fluency

TG pg565N Model Expressive Reading, Repeated/Timed

Reading

Vocabulary TG pg 565O Identify word origins

See list from TG/ST pg 544 Review last week’s list TG 565O

Comprehension TG pg 565O

Analyze Theme “Juanita and the Beanstalk” TG/ST pg 544-

545


Phonics




Phonics Lessons


Word Work Phonics




Phonics Lessons





Literacy Centers


Independent Reading In library, find a fantasy

book about fantastic foods, animals, or another

subject. TG pg 542I

links

Comprehension Research a process and

record its steps. Research the impact of

food technology. Science: Growing Food

Soc. St. Food and Society

TG pg 542J links

Vocabulary Read dictionary entries to

find word origins. TG pg 542I

links

Word Study Use and spell

homophones correctly in sentences. TG pg 542I

Writing Write a dialogue with elements of fantasy. Write to describe and

persuade. TGpg 542J

links


Partner Reading with Practice Book pg 159





Writing Writer’s Craft Mood and Writer’s Toolbox Voice, Description and Word Choice, Articles TG 565B


Apply Vocabulary TG pg 565F Sensory Writing using the prompt Tg pg 565F

Grammar Daily Language ActivitiesTG pg 565i-565J

Introduce and use articles and colons



5th Grade Unit 5 / Week 4 A Historic Journey - Nonfiction Article


ELL Support Tg pgs 577U-577V Modeled/Shared Reading

Read Aloud: “Into the Woods” Read Aloud Anthology pgs 108-110

Oral Language



What can people gain by learning about nature?

TG pg 567

Expand Vocabulary

Word Study Phonics

Decode words with prefixes dis, in, mis, pre,

TG pg 577E Practice Book A-B-O pg 169


and Challenge Tg pg 577G prewash, disable, discolor, mistaken,

preheats, mistrust, incorrect, disconnect, preview, prejudge, misjudge, discomfort,

dismount, misunderstand, disobey dishonest, injustice, disapprove,

inexpensive, indefinite Review: presence, stationary, current

Challenge: prehistoric, misbehave


Make Inferences and Analyze, Cause and Effect “The Healing Power of Plants “

TG/ST pg 568-569 Practice Book A-B-O pg 164

A Historic Journey TG/ST pg 570-573

Genre: Nonfiction Article

Make Inferences and Analyze, Cause Effect TG pg 570 Practice Book A-B-O pg 165 (TG pg 569B)

Vocabulary TG/ST pg 568

Teach Words in Context instill, combined, naturalist, vacant, diverse

(defined TG pg 577C) Practice Book A-B-O pg 163 (TG pg 569)

Vocabulary Building : Antonyms TG pg 577F Practice Book pg 168

Answer Questions: TG/ST pg 574-575

Test Strategy: On My Own Selection Words

superb, trove, gullies \

Fluency Model Fluency TG pg 566I, 573A,







Leveled Reader

“Animal Observers: On-level TG pg 577R

“Rachel Carson Nature’s Champion”

TG pg 577T



Leveled Reader

“Living with Animals” TG 577 P

Phonics

Decode words the prefixes dis, in, mis, and pre

TG pg 577M “The Healing Power of Plants”

TG/ST pg 568-569


TG pg 577G

Multisyllabic WordsTG pg 577M disconnect, discontent, discourage,

inability, incapable, intolerable, misadventure, misbehave, misconduct,

preapprove, precaution

Fluency TG pg 577N


Vocabulary Tg pg 577O

Use reference texts to find antonyms Review last week’s list

TG pg 577O

Comprehension TG 577O Identify cause and effect in texts “The Healing Power of Plants”

TG/ST pg 568-569


Phonics Decode words the prefixes dis, in, mis,

and pre TG pg 577M

“The Healing Power of Plants” TG/ST pg 568-569



Phonics Lessons


Word Work

Phonics Decode words the prefixes dis, in, mis,

and pre TG pg 577M

“The Healing Power of Plants” TG/ST pg 568-569



Phonics Lessons





Literacy Centers



about nature. TG pg 566I

Comprehension Research Lewis and Clark and write a proposal for a

job on their expedition. TG pg 566J

Research and write about societal adaptations to the

natural world. TG pg 566J Inference

Vocabulary Recognize antonyms for

words. TG pg 566I

Word Study Write words with prefixes

dis, in, mis, and pre TG pg 566I

Writing Write an expository essay.

Write a paragraph to prepare for research

TG pg 566J


Silently read the selection on page 166 in Practice

Book. TG pg 566I





Writing Research and Inquiry Expository Writing: Article and Writer’s Toolbox Skimming and Scanning, Outlining TG pg 577B


Write a letter using prompt on TG pg 577F

Grammar Daily Language Activities TG pg 577i-577J

Adjectives that Compare and Review Capitalization

http://www.fcrr.org/FAIR_Search_Tool/PDFs/4-5C_028.pdf

5th Grade Unit 5 / Week 5 The Unbreakable Code -Historical Fiction


ELL Support 603U-603V Modeled/Shared Reading

Read Aloud: “Codemakers and Codebreakers Hall of Fame” Read Aloud Anthology pgs 111-114

Oral Language



Name some

different kinds of codes. What are some situations in which you might want to talk in

code?


Word Study Phonics

Suffixes -less and -ness TG pg 603E

Practice Book A-B-O 176

Spelling Words including Review and Challenge 603G

sadness, gladness, needless, harmless, darkness, fullness, stillness, hopeless, fearless,

weakness, bottomless, foolishness, fondness, effortless, meaningless,

emptiness, forgiveness, motionless, ceaseless, fierceness

Review: dishonest, mistaken, preheats

Challenge: weightlessness, thoughtlessness


Generate Questions and Evaluate Author’s Perspective “Rita, the Storyteller” TG/ST pg 580-581

Practice Book A-B-O pg 171 (TG pg 581B) The Unbreakable Code TG/ST pg 582-597

Genre: Historical Fiction

Generate Questions and Author’s Perspective Practice Book A-B-O pg 172 (TG pg 583)

Vocabulary

Teach Words in Context TG/ST pg 580-581 corridor, sagged, invasion, location, creased, reservation, shield, enlisted

(defined TG pg 603C) Practice Book A-B-O pg 170 (TG pg 581 ) Vocabulary Building: Context Clues TG pg 581

Practice Book A-B-O pg 175 (TG pg 603D)

Poetry: TG/ST pg 600-601 Genre: Cinquain


consonance and symbolism Practice Book A-B-O pg 174 (TG pg 601)

Story Words(TG pg 582) Navajo, drills, platoon, recruits

Fluency Model Fluency TG/ST pg 587

Repeated Reading / Echoing Reading 587 Practice Book A-B-O pg 173 (TG pg 578I)






Leveled Reader

“Secret Languages”

On-level TG pg 603R

“Lost Languages” Beyond TG pg 603T



Leveled Reader

“Braille and Beyond Inventions for the Blind”

TG pg 603M-603P

Phonics Decode words with suffixes -less, and -ness

TG pg 603M


TG pg 603G

Multisyllabic Words TG pg 603M careless, chilliness, compactness, fairness,

faultless, gutless, silliness, skinless, shirtless, errorless, openness, tireless

Fluency TG pg603N


Practice Book pg 173

Vocabulary See list on TG/ST pg 580.

Review last week’s list TG pg 603O

Comprehension TG pg 603O Analyze Author’s Perspective

“Rita, the Storyteller” TG/ST 580-581


Phonics

Decode words with suffixes -less, and -ness TG pg 603M



Phonics Lessons


Word Work Phonics

Decode words with suffixes -less, and -ness TG pg 603M



Phonics Lessons





Literacy Centers


Independent Reading

Find a library book or a Web site about secret

codes used in the military.

TG pg 578I

links

Comprehension

Research and write about codes in nature.

Research and write about codes used by the Underground Railroad.

TG pg 578J

links

Vocabulary

Create context clues to define a nonsense word.

TG pg 578I links

Word Study

Write words with the suffixes -less, -ness. Explain how suffixes

change a word’s part of speech.

TG pg 578I

Writing

Write a summary describing the invention

of Morse code. Write a story showing

how animals use codes. TG pg 578J

links

Fluency Timed Reading Group Reading Read aloud the

selection on Practice Book pg

173 by dividing it into parts and assigning parts to each group

member Tg pg 578I.





Writing Writer’s Craft Transitions and Writer’s Organization and Transitional Phrases Toolbox TG 603A-603B


Apply Vocabulary Write a Coded Message - use the prompt on TG pg 603F

Grammar Daily Language Activities Tg pg 603I-603J

Comparative and Superlative Adjectives with more and most



5th Grade Unit 5 / Week 6 The Gri Gri Tree - Realistic Fiction

****Note - This story is actually the 5th selection in Unit 5.


ELL Support pg 633U-633V Modeled/Shared Reading

Read Aloud: “How the Whale Got His Throat” Read Aloud Anthology pgs 115-119

Oral Language


Focus Question “Talk About It” TG/ST pg 605 What are some

words that come to mind when you

think about whales?

How many different kinds of whales do you know about?

Expand


Word Study Phonics

Adding -ion TG pg 633E Practice Book A-B-O 183


and Challenge Tg pg 633G impress, correct, elect, discuss,

locate, decorate, confuse, estimate, impression, correction, election, discussion, location, confusion,

estimation, concentrate, exhaust, concentration, exhaustion, decoration

Review: hopeless, fearless, forgiveness

Challenge: conclude, conclusion


Generate Questions and Summarize “A Song for Makaio” TG/ST pg 606-607 Practice Book A-B-O pg 178 (TG pg 607B

The Gri Gri Tree TG/ST pg 608-625

Genre: Realistic Fiction

Summary Chart Practice Book A-B-O pg 179 (TG pg 609)

Vocabulary

Teach Words in Context TG/ST pg 606-607 ventured, emerged, unreasonable, attraction, inquire, discussions,

sprawled , focused (defined TG pg 633C )

Practice Book A-B-O pg 177 (TG pg 607 )

Vocabulary Building: Word Parts: Latin Roots TG pg 607

Informational Text: Skill: Science TG/ST pg 628-631

Text Feature: Graphs Practice Boo A-B-O pg 181 (TG pg 630)


mammals, traits, organisms, carnivores

Story Words

chica, merengues, amigos, fiestas Tg pg 608

Fluency Model Fluency TG/ST pg Repeated Reading in a group Practice Book A-B-O pg 180






Leveled Reader

“Into the Depths of the Sea” On-level pg 633R

“The Gold at Sunset Cove”

Beyond pg 633T



Leveled Reader “Dan’s Whale” TG 633M-633P

Phonics

Decode words with -ion “A Song for Makaio” TG/ST pg 606-607


Challenge pg 633G


education, expression, instruction, population, reflection, situation, suggestion, vaccination

subtraction

Fluency TG pg 633N

Practice pg 180 Vocabulary

See list on pg 606. Review last week’s list

TG pg 633O

Comprehension Summarize a story A Song for Makaio” TG/ST pg 606-607


Phonics



Challenge pg 633G


Word Work Phonics



Challenge pg 633G

Phonics Lessons





Independent Reading

Find a library book, a magazine article, or a Web site on whales.

TG pg 604I

links

Comprehension

Write fact cards based on research of animal

relationships. Science: Animals and

Parasites Soc. St. Animal

Migration and Society TG pg 604J

links

Vocabulary

Build and use words with Latin roots. TG pg 604I

links

Word Study

Build and use words with suffix -ion

TG pg 604I

Writing

Write a journal entry about a first-time

experience. Write and read aloud a story from a particular

character’s point of view TG pg 604J

links


Group read Practice

Book pg 180 TG pg 604I





Writing Writer’s Craft Figurative Language and Writer’s Toolbox Word Choice and Textual Formatting TG 633B


Write a story using the prompt given on TG pg 633F


Comparing with “good” and “bad”



5th Grade Unit 6 / Week 1 The Golden Mare - Fairy Tales

Whole Group (Grade Level Text) 30-45 Minutes Direct Instruction Treasures Core Reading Program Modeled/Shared Reading

Read Aloud: “Yeh-Hsien” pgs 120-123 Read Aloud Anthology


Focus Question

What are the features of a fairy tale? Why do you think fairy tales are still popular after hundreds of years? TG/ST 638-639


Word Study Phonics

Decode words with Greek Roots TG 667E Practice Book A-B-O pg 192

Spelling Words Greek Roots TG 667G

astronaut, telephone, automobile, photography, mechanical, myth, television, phonics, automatic, photograph, telescope,

mythical, telegraph, mechanic, telegram, telephoto, autograph, astronomer, disaster, homophone

Review Words correction, discussion, decoration

Challenge Words - videotape, photogenic


Summarize main ideas and details Identify a sequence of events

“A Real Princess” TG/ST 640-641 The Golden Mare - Genre Fairy Tales

Vocabulary dismiss, intentions, despair, bridle, descended, accompany, delicacies, consented

Practice Book A-B-O pg 186 Story Words TG 642 huntsman, mare, Tsar, mythical, regal

Fluency Model Fluency

Repeated Reading: Intonation Practice Book A-B-O pg 189 TG pg 661A



Leveled Reader Daisies in Winter TG 667R The Three Sisters TG 667T

Above/On-Level



Leveled Reader Graham the Kind-Hearted TG 667P

Phonics Decode words with Greek roots TG 667M- 667N

Multisyllabic Words TG 667M astrodome, automatic, photosensitive, mechanical, phonics,

telegraph, microphone, telescope Fluency

TG pg 667N Model Expressive Reading, Repeated/Timed Reading

Vocabulary Identify and use homophones

TG 667O Comprehension

Identify sequence of events TG 667O


Decode words with Greek Roots TG 667E Practice Book A-B-O pg 192

Phonics Lessons


Word Work Decode words with Greek Roots TG 667E


Phonics Lessons










Independent Reading Read a fairy tale with

which you are not familiar. TG 638R

Comprehension Write a paragraph based on research. Compare and contrast fairy tales from different cultures. Science - Science in Fairy Tales Social Studies - Fairy Tales and Culture TG 638S

Vocabulary Use a dictionary to

find words with Greek roots. TG 638R

Word Study Recognize and define

homophones. TG 638R

Writing Write an eyewitness account Write a fairy tale with an interesting beginning that develops a central conflict and has an ending that resolves the conflict TG 638S

Fluency Practice fluency with

readers’ theater TG 638R





Writing Writer’s Craft Voice and Writer’s Toolbox Denotative and Connotative Language TG 667A-667B


Apply Vocabulary Write a guide using the prompt on TG pg 667F

Grammar Daily Language Activities (TG) 667I-667J

Adverbs and Use of Good and Well



5th Grade Unit 6 Week 2 Skunk Scout - Realistic Fiction Whole Group (Grade Level Text)

30-45 Minutes Direct Instruction Treasures Core Reading Program

Modeled/Shared Reading Read Aloud:”John Muir, Man of the Mountains” pgs 124-126 Read Aloud Anthology

Oral Language


Focus Question

Have you ever been camping?

How is camping out different from living at home? TG/ST

668-669

Expand Vocabulary

TG 669

Word Study Phonics

Decode words with Latin roots TG 697E


Spelling Words TG697G subtraction, transportation, missile,

portable, export, committee, respect, transport, tractor, spectator, attraction, dismiss, inspector, distract, spectacle, inspect, mission, import, intermission,

suspect Review Words

telescope, astronaut, photograph Challenge Words

spectacular, protractor


Use academic language: make judgments “The Best Fourth of July” TG/ST 670-671

Skunk Scout -Genre Realistic Fiction Make Judgments

Vocabulary guaranteed, supervise, frustrated, coordination, ease, scenery, bundle, fused

Teach Words in Context - TG/ST 670-671 Practice Book A-B-O pg 193

Informational Text: “Our National Parks” Skill: Interview


Story Words scout, hawk, campsite, gear, alibis

Fluency

Model Fluency TG/ 691A Repeated Reading







Leveled Reader

A Visit to Grand Canyon TG 697R A Visit to Yellowstone National Park TG

697T



Leveled Reader

Big Bend National Park TG 697P Phonics

Decode words with Latin roots TG 697M-697N

Multisyllabic Words audit, audition, auditory, detract, traction,

tractor, portfolio, reporter, spectacle, spectacular, spectator, submissive

Fluency TG pg697N


Vocabulary Use dictionaries to learn the definitions of

multiple-meaning words TG 697O Comprehension

Make judgments based on similarities and differences TG 697O


Decode words with Latin Roots Practice Book A-B-O pg 199

TG 697E

Phonics Lessons


Word Work Decode words with Latin Roots

Practice Book A-B-O pg 199 TG 697E

Phonics Lessons


Independent Reading Find a library book or Website on national

parks TG 668I

Comprehension Research science jobs and

write job descriptions Research how national parks

help communities Science - Parks and Science Social Studies - Parks and

Communities

Vocabulary Use a dictionary to find words with

Latin roots TG 668I

Word Study Locate and use

multiple-meaning words

TG 668I

Writing Write a guide to explain rules for a national park Write a personal essay

about a place TG 668J

Fluency Timed

Reading TG 668I









Writing Writer’s Craft Time-Order Words and Writer’s Toolbox Word Choice and Research TG 697A-697B


Write a Persuasive Paragraph TG pg 697F




5th Grade Unit 6 Week 3 A Dream Comes True - Nonfiction Article

Whole Group (Grade Level Text) 30-45 Minutes Direct Instruction Treasures Core Reading Program Modeled/Shared Reading

Read Aloud: “The Seeing Stick” pgs 129-131 Read Aloud Anthology


Focus Question

How do our physical abilities and health affect the quality of our

lives? TG/ST 698


Word Study Phonics

Decode words with roots in mythology TG 709E

Practice Book A-B-O pg 206 Spelling Words TG 709G

clothes, January, cereal, mortal, lunar, atlas, ocean, salute, fury, echo, cycle, cyclone, gigantic,

Olympics, territory, terrace, parasol, fortune, furious, gracious

Review Words suspect, inspect, mission

Challenge Words jovial, venerable


Techniques of Persuasion “The New Gym” TG/ST 700-701

A Dream Comes True - Genre Nonfiction Article Persuasion

Vocabulary elementary, rigid, physical, interact, wheelchair Teach Words in Context - TG/ST pg 700-701

Practice Book A-B-O pg 200 Story Words TG 702 humiliation, isolation

Fluency Model Fluency T 705A




Leveled Reader Sports for Everyone! TG 709R Uplifted from the Dark TG 709T

Above/On-Level Passages

Library Resources


Leveled Reader Everybody is a Star TG 709P

Phonics Decode words from mythology

TG 709M-709N See Spelling words including Review and

Challenge pg 709G Multisyllabic Words TG 709M

ambrosia, calypso, chronology, lunar, martial, mercurial, nectar, siren, tantalize, Herculean,

narcissism, zephyr Fluency



TG 709M-709N

See Spelling words including Review and Challenge pg 709G



TG 709M-709N

See Spelling words including Review and Challenge pg 709G

Phonics Lessons







Reading Vocabulary

Apply vocabulary word meanings TG 709N

Comprehension Identify techniques of persuasion

TG 709O


Independent Reading

Find a book or an article about Paralympics or other events for the

physically challenged TG 698I

Comprehension

Research an invention and draw a diagram. Design an invention based on a need in

society. Science - Helpful

Technology Soc St. Technology

and Society TG pg 698J

Vocabulary

Use context clues in original sentences.

TG pg 698I

Word Study

Research and write about words from

mythology. TG pg 698I

Writing

Write a short editorial. Write a short personal

essay. TG pg 698J


Group read Practice

Book pg 203 as teams

TG pg 698I


Review

Closure to lesson

Ticket Out - Check for Understanding



Writing Research and Inquiry Expository: Biography and Writer’s Toolbox Note taking and OutliningTG 709A-709B


Apply Vocabulary Write a letter using the prompt TG pg 709F

Grammar Daily Language Activities TG 709I - 709J

Negatives including contractions and double negatives



5th grade unit 1 / week 1 forests of the world...

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