english lmguage arts - national elementary school...

2011-2012 English Lmguage Arts

Alignment Guide

F1fth Grade

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CALIFORNIA STANDARDS TESTS GRADE 5 ENGLISH-LANGUAGE ARTS

(Blueprints adopted by the State Board of Education 1 0/02)

CALIFORNIA CONTENT STANDARDS: READING

WORD ANALYSIS, FLUENCY, AND SYSTEMATIC VOCABULARY DEVELOPMENT: Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level appropriate words. Word Recognition: read aloud narrative and expository text fluently and accurately, and with appropriate pacing, intonation, and expression Vocabulary and Concept Development: use word origins to determine the meaning of unknown words Vocabulary and Concept Development: understand and explain frequently used synonyms, antonyms and homographs Vocabulary and Concept Development: know abstract, derived roots and affixes from Greek and Latin, and use this knowledge to analyze the meaning of complex words (e.g., controversial) Vocabulary and Concept Development: understand and explain the figurative and metaphorical use of words in context

READING COMPREHENSION (FOCUS ON INFORMATIONAL MATERIALS): Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition, by grade eight, students read one million words annually on their own, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade five, students make progress toward this goal. Structural Features of Informational Materials: understand how text features (e.g., format, graphics, sequence, diagrams, illustrations, charts, maps) make information accessible and usable Structural Features of Informational Materials: analyze text that is organized in sequential or chronological order

• Not assessable in multiple-choice format © California Department of Education

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(Blueprints adopted by the State Board of Education 10/02)

CALIFORNIA CONTENT STANDARDS: READING

Comprehension and Analysis of Grade-Level-Appropriate Text: discern main ideas and concepts presented in texts, identifying and assessing evidence that supports those ideas Comprehension and Analysis of Grade-Level-Appropriate Text: draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge Expository Critique: distinguish facts, supported inferences, and opinions in text

LITERARY RESPONSE AND ANALYSIS: Students read and respond to historically or culturally significant works of literature. They begin to find ways to clarify the ideas and make connections between literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. Structural Features of Literature: identify and analyze the characteristics of poetry, drama, fiction, and nonfiction and explain the appropriateness of the literary forms chosen by an author for a specific purpose Narrative Analysis of Grade-Level-Appropriate Text: identify the main problem or conflict of the plot and how it is resolved Narrative Analysis of Grade-Level-Appropriate Text: contrast the actions, motives (loyalty, selfishness, conscientiousness), and appearances of characters in a work of fiction and discuss the importance of the contrasts to the plot or theme Narrative Analysis of Grade-Level-Appropriate Text: understand that theme refers to the meaning or moral of a selection and recognize themes (whether implied or stated directly) in sample works Narrative Analysis of Grade-Level-Appropriate Text: describe the function and effect of common literary devices (e.g., imagery, metaphor, symbolism) Literary Criticism: evaluate the meaning of archetypal patterns and symbols that are found in myth and tradition by using literature from different eras and cultures Literary Criticism: evaluate the author's use of various techniques (e.g., appeal of characters in a picture book, logic and credibility of plots and settings, use of figurative language) to influence readers' perspectives

• Not assessable in multiple-choice format <0 California Department of Education

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CALIFORNIA CONTENT STANDARDS: WRITING

WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS: Students write and speak with a command of standard English conventions appropriate to this grade level. Sentence Structure: identify and correctly use prepositional phrases, appositives, and independent and dependent clauses; use transitions and conjunctions to connect ideas Grammar: identify and correctly use verbs that are often misused (e.g., lie/lay, sit/set, rise/raise}, modifiers, and pronouns Punctuation: use a colon to separate hours and minutes and to introduce a list; use quotation marks around the exact words of speaker and titles of poems, songs, short stories, and so forth Capitalization: use correct capitalization Spelling: spell roots, suffixes, prefixes, contractions, and syllable constructions correctly

WRITING STRATEGIES: Students write clear, coherent, and focused essays. The writing exhibits the students' awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed. Organization and Focus: create multiple-paragraph narrative comQ_ositions 1 ) establish and develop a situation or plot 2) describe the setting 3) present an ending Organization and Focus: create multiple-paragraph exposito_ry compositions 1) establish a topic, important ideas, or events in sequence or chronological order 2} provide details and transitional expressions that link one paragraph to another in a clear line of thought 3) offer a concluding paragraph that summarizes important ideas and details Research and Technology: use organizational features of printed text (e.g., citations, end notes, bibliographic references) to locate relevant information

* Not assessable in multiple-choice format 0 California Department of Education

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CALIFORNIA CONTENT STANDARDS: WRITING

Research and Technology: create simple documents by using electronic media and employing organization features (e.g., passwords, entry and pull-down menus, word searches, the thesaurus, spell checks) Research and Technology: use a thesaurus to identify alternative word choices and meanings Evaluation and Revision: edit and revise manuscripts to improve the meaning and focus of writing by adding, deleting, consolidating, clarifying, and rearranging words and sentences

TOTALS

• Not assessable in multiple-choice format ©California Department of Education

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National School District English-Language Arts- GRADE 5

2011-2012 Pacing Guide for Houghton Mifflin Medallions Program Quarter 1: July 25, 2011- September 23, 2011

July 2UJl

M T W Th F

25 26 27 28 29

Back to School July 25- July 29

Back to School Lessons

The following pacing calendar allocates days for every selection in HM. This was done for pacing purposes only and does not imply that all selections need to be covered equally. Use the alignment guides to ensure that all essential fifth grade ELA standards are taught.

August 2011 Theme 1: Noture's Fury

M T w Th F August 1-August 26

1 2 3 4 5 Story Days

8 9 10 11 12 Launch Theme 1 1 Earthquake Terror 6

15 16 17 18 19 Eye of the Storm 6

22 23 24 25 26 Volcanoes 6

29 30 31

September 2011 Theme 2: Give it All You've Got

M T w Th F August 29- September 23

1 2 Story Days Launch Theme 2 1

5 6 7 8 9 Michelle Kwan: Heart of a Champion 6

12 13 14 15 16 La Bamba 6

19 20 21 22 23 Mae Jemison: Space Scientist 6

26 27 28 29 30 Summative I

GRADES July 20, 2011

M

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24

31

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21

28

M

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26


2011-2012 Pacing Guide for Houghton Mifflin Medallions Program Quarter II: October 10, 2011- December 161 2011

October 2011 Theme 3: Voices of the Revolution October 10- November 3

T w Th F

4 5 6 7 Story Days

11 12 13 14 Launch Theme 3 1

18 19 20 21 And Then What Happened, Paul Revere? 6 Katie's Trunk 6

25 26 27 28 James Forten 6

November 2011 Theme 4: Person to Person

T w Th F November 4- December 16

1 2 3 4

8 9 10 11 Story Days Launch Theme 4 1

15 16 17 18 Mariah Keeps Cool 5

22 23 24 25 Mom's Best Friend 5 Yang the Second and Her Admirers 6

29 30 Dear Mr. Henshaw 6

Summative II

December 2011

T w Th F

1 2

6 7 8 9

13 14 15 16

20 21 22 23

27 28 29 30


M

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30

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2011-2012 Pacing Guide for Houghton Mifflin Medallions Program Quarter Ill: January 9, 2012- March 23, 2012

January 2012 Theme 5: One Land, Many Trails

T w Th F January 9- February

3 4 5 6 Story Days

Launch Theme 5 1 10 11 12 13 A Boy Called Slow 6

Pioneer Girl 5 17 18 19 20 Black Cowboy, Wild Horses 6

Elena 6 24 25 26 27

31

February 2012 Theme 6: Animal Encounters

T w Th F February 6- March 23

1 2 3 Story Days

7 8 9 10 Launch Theme 6 1

14 15 16 17 The Grizzly Bear Family Book 6 The Golden lion Tamarind Comes Home 6

21 22 23 24 My Side of the Mountain 6

28 29 Summative Ill

March 2012

T w Th f

1 2

6 7 8 9

13 14 15 16

20 21 22 23

27 28 29 30


M

2

9

16

23

30

M

7

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28

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25


2011-2012 Pacing Guide for Houghton Mifflin Medallions Program Quarter IV: April 9, 2012- June 1, 2012

April 2012 Standards Not Adequately Addressed in HM

T w Th F Aprll10- May 31

3 4 5 6 RW 1.4 Vocabulary and Concept Development Alignment

10 11 12 13 Guide p.26 Rl3.5 Narrative Analysis of Grade-level-Appropriate

17 18 19 20 text

24 25 26 27 Rl3.1 Structural Features of literature

CST Window: Aprii12-May 10

Summative IV May 2012

T w Th F

1 2 3 4

8 9 10 11

15 16 17 18

22 23 24 25

29 30 31

June 2012

T w Th F

1 I June 1: Last Day of School

s 6 7 8

12 13 14 15

19 20 21 22

26 27 28 29


l

58' Grade Theme One: Nature's F

Anthology CST Academic CST Question Frames Additional standards I Standard Selection and Links # Language

RC 2.2 Analyze text that is Earthquake Terror 4 event VVhathappenedjustbefore ? RL 3.21dentify the main organized in sequential or signal problem or conflict of the plot chronological order happened Which event happened first? and how it is resolved

step organized What is the __ step in ? sequential order

How did the author organize this passage?

RC 2.1 Analyze Text Get SetT o Read 2 Features Build Up to a Shake Up

pages 26-27

RC 2.1 Analyze Text Science Link 2 Features El Nino pages 48-51

RC 2.2 Analyze text that is Eye of the storm 4 event VVhathappenedjustbefore ? RC 2.3 Discern main ideas organized in sequential or signal and concepts presented in chronological order happened Which event happened first? texts, identifying and

elapsed time assessing evidence that step What is the _ _ step in ? supports those ideas organized sequential order Approximately how much time elapses in this text features selection?

RC 2.1 Analyze Text Get Set To Read 2 Features Photographing WHd

Weather page 54 RC 2.1 Analyze Text Career Link 2 Features Storm Warning page 78

5th Grade

T Anthology CST Academic CST Question Frames Additional standards

standard Selection and Links # Language N/A Volcanoes N/A N/A 5th Grade Science 51E6.a.

Classify Objects (e.g., rocks, plants, etc) in accordance with appropriate criteria

RC 2.1 Analyze Text Get Set To Read 2 I Features The World of Volcanoes

pages82-83

RL 3.3 Character Traits Folktale Link 2 The Princess and the

Warrior pages 1 02·1 05 RL 3.6 Features 1

- - ---- -- ----- - -- -- ----

5th Grade Theme Two: Give It All You've Got

Anthology CST Academic CST Question Frames Additional Standards Standard Selection and Links # Language

RC 2.5 Distinguish facts, Michelle Kwan: Heart of a 2 opinion Which of these is an opinion/fact from the RL 3.1 Identify and analyze supported inferences, and Champion fact passage? the characteristics of poetry, opinions in text passage drama, fiction, nonfiction and

statement Which statement is a fact/opinion? explain the appropriateness of infer the literary forms chosen by inference All of these are facts/opinions except? an author (autobiography except

RC 2.1 Analyze Text Get Set To Read 2 Features Figure Skating

pages 136-137

RC 2.1 Analyze Text Social Studies Link 2 Features The Eleven Cities Tour

pages 154-157

RL 3.2 Identify the main La Bamba 2 problem What is 's main problem/conflict in the RL 3.3 Contrast the actions, problem or conflict of the main problem story? motives and appearances of plot and how it is resolved conflict characters in a work of fiction

resolution How does __ begin to solve the problem? and discuss the importance of solve the contrasts to the plot or solution What is the resolution? theme suggests event To help solve the problem, what does RL 3.4 Understand that theme plot suggest? refers to the meaning or moral decision of a selection and recognize

themes in sample works

RL3.4 Theme Get Set To Read 2 Talent Showf

pages 160-161 RC 2.1 Analyze Text Technology Link 2 Features History of Recorded Sound

pages 178-181

5'h Grade T

Anthology CST Academic CST Question Frames AddH:ional standards Standard Selection and Links # Language

RC 2.4 Draw inferences, The Fear Place 5 inference Which of these shows ? RL 3.7 Evaluate the author's conclusions, or infer use of various techniques to generalizations about text story clues Based on the __ what can you infer? influence reader's and support them with evidence perspectives textual evidence and prtor predict Based on the passage ? knowledge

RW1.4Roots Get SetT o Read 3 Facing Fear!

pages 182-183 RC. 2.1 Analyze Text Social Studies link 2 Features Blind to Limitations

pages 204-207 RC 2.3 Main Ideas 3 I

'

RC 2.3 Discern main ideas Mae Jemison: Space 3 main idea What is the main idea of this passage? RC 2.2 Analyze text that is and concepts presented in Scientist passage organized in sequential or texts, identifying and paragraph This passage/selection is mainly about? chronological order assessing evidence that detail supports those ideas topic Based on the passage, which statement most

accurately summarizes ?

Why did the author include paragraph_ in the passage?

RC 2.1 Analyze Text Get Set To Read 2 Features Exploring Space

pages 208-209

RC 2.1 Analyze Text Science link 2 Features Into the Deep

pages 226-229 ~- -

5th Grade

Theme Three: Voices of the Revolution Anthology CST Academic CST Question Frames Additional Standards

standard Selection and Links # Language RL 3.7 Literary Criticism: And Then What Happened, 2 details The author uses details like __ to show RC 2.5 Distinguish facts, Evaluate the author's use of Paul Revere? author that supported inferences, and various techniques (example: paragraph opinions in text appeal of characters in a viewpoint In paragraph _ _ , why does the author tell picture book, logic and reveal about ? credibility of plots and settings, use of figurative What does the statement reveal language) to influence about the author's viewpoint? reader's perspectives

RC 2.1 Analyze Text Features Get Set To Read 2 On the Brink of War

pages 260-261

RL 3.1 Genre Music Link 1 Yankee Doodle pages 282-285

- --

5111 Grade


N/A Katie's Trunk NJA N/A N/A RL 3.2 Identify the main problem or conflict of the plot and how it is resolved

RL 3.5 Describe the function and effect of common literary devices (example: imagery, metaphor, symbolism) I

RC 2.1 Analyze Text Features Get Set To Read 2 Who Were the Tories?

pages 290-291 RC 2.2 Chronological Order Primary Sources Link 4

In Their Own Words RC 2.5 Fact and Opinion pages 306-309 2

N/A James F orten N/A N/A N/A RC 2.3 Discern main ideas and concepts presented in texts, identifying and assessing evidence that supports those ideas

RC 2.3 Main Ideas Get Set To Read 3 Fighting for Freedom

pages 310-311

RC 2.1 Analyze Text Features Social Studies Link 2 Games of Young America

pages 330-333 ----- -- --- - - - -- - -- - ---- - - -- --

5lh Grade

Theme Four: Person to Person Anthology CST Academic CST Question Frames Additional Standards !

Standard Selection and Links # Language !

RL 3.2 Identify the main Mariah Keeps Cool 2 conflict What is 's main problem in the story? RL 3.3 Contrasts the actions, I

problem or conflict of the plot resolution motives (loyalty, selfishness, and how it is resolved problem How does _begin to solve the problem? conscientiousness), and

solution appearances of characters in event To help , _ _ suggests a wor1< of fiction and discuss resolved the importance of the contrast decision To solve the problem/conflict _ _ to the plot or theme plot suggests suggests

RL 3.1 Theme Get Set To Read 2 Volunteering

pages 342-343

RC 2.1 Analyze Text Features Social Studies Link 2 One Pair of Shoes, and a lot

RL3.1 Genre of good souls! 1 pages 360-363

RC 2.3 Discern main ideas and Mom's Best Friend 3 main idea This selection/passage is mainly about_. RL 3.7 Evaluate the author's concepts presented in texts, passage

Based on the passage/selection, which use of various techniQues to

identifying and assessing following influence reader's evidence that supports those except statement most accurately summarizes perspectives ideas mainly

__ ?

Why did the author include paragraph _ in the selection/passage?

In paragraph,_ the author shows how

--

5th Grade

' Anthology CST Academic CST Question Frames Additional Standards Standard Selection and Links # Language

RC 2.1 Analyze Text Features Get Set To Read 2 ' I

A Special Relationship pages 366-367

RC 2.1 Analyze Text Features Health Link 2 Monkey's With a Mission

RC 2.3 Main Ideas pages 388-391 3

RL 3.3 Contrasts the actions, Yang the Second and Her 2 compare In paragraph_ why ? RC 2.4 Draw inferences, motives (loyalty, selfishness, Secret Admirer contrast conclusions, or conscientiousness), and motives What does _ _ have in common with generalizations about text and appearances of characters in a appearances ? -- support them with textual work of fiction and discuss the actions evidence and prior knowledge importance of the contrast to in common How does _ _ compare to_? the plot or theme differences

similar How are_ and _different/ similar?

What are the contrast/differences between and ?

RC 2.1 Analyze Text Features Get Set To Read 2 Honoring Your Her;tage

pages 392-393

RC 2.1 Analyze Text Features Art Link 2 Hands & Hearts


5th Grade


RC 2.4 Making inferences Dear Mr. Henshaw 5 evidence Which of these shows that RL 3.1 Identify and analyze Draw inferences, conclusions, infer the characteristics of poetry, or generalizations about text inferences Based on_ what can you infer_? drama, fiction, and nonfiction and support them with textual selection and explain the evidence and prior knowledge passage What inference can you make from _? appropriateness of the literary

purpose forms chosen by an author for mainly The purpose of_ was to_. a specific purpose

N/A Get Set To Read N/A A World of Writing

pages 414-415

RW 1.5 Figurative Language Poetry Link 4 More Young Writers

RL 3.1 Genres pages 435-437 1

5th Grade

Th Five: One Land. M . Trail Anthology CST Academic CST Question Frames Additional Standards

Standard Selection and Links # Language RC 2.4 Draw inferences, A Boy Called Slow 5 passage In this passage the author mainly _? RL 3.4 Understand that theme I

conclusions, or generalizations mainly refers to the meaning or moral about text and support them purpose The purpose of the_ was __ ? of a selection and recognize with textual evidence and prior conclusion themes in sample works knowledge evidence Based on _we can conclude __ .

What can you conclude from _ _ ?

What conclusion can you make from _?

RC 2.1 Analyze Text Features Get Set To Read 2 First Travelers of the Plains

pages 468-469

RC 2.1 Analyze Text Features Art link 2 Drawn From History

pages 488-491

N/A Pioneer Girl N/A N/A N/A N/A

RC 2.4 1nferences Get Set To Read 5 Claiming the Land

pages 496-497

RC 2.1 Analyze Text Features Social Studies Link 2 Nicodemus Stakes a Claim

in History pages516-519

- -- ~---- ···---

5th Grade


N/A Black Cowboy Wild N/A N/A N/A RL 3.7 Evaluate the author's Horses use of various techniques and

credibility of plot and settings

N/A Get Set To Read N/A Galloping Free pages 520-521

RC 2.1 Analyze Text Features Career Link 2 Home on the Range


RL 3.21dentify the main Elena 2 conflict What is 's main problem in the story? Rl 3.1 Identify and analyze problem or conflict of the plot resolution the characteristics of poetry, and how it is resolved problem How does _ begin to solve the problem? drama, fiction and nonfiction

solution resolve To help I suggests

To solve the problem/conflict __ suggests

RL 3.2 Story Structure Get Set To Read 2 A Revolution in Mexico

pages 548-549

RC 2.3 Main Ideas Social Studies Link 3 Coming to Golden Mountain

pages 566-569 L__ --

5th Grade

Theme Six: Animal Encounters Anthology CST Academic CST Question Frames Additional Standards

Standard Selection and Links # Language RC 2.4 Make generalizations The Grizzly Bear Family 5 generalizations Based on the passage, what generalization RC 2.5 Distinguish facts, about text and support them Book passages can you make about_? supported inferences, and with textual evidence and prior selections opinions in text knowledge evidence What evidence can support the

purpose generalization ?

The purpose of the_ was to _ _ .

Why did the author include_?

RC 2.1 Analyze Text Features Get Set To Read 2 WUdAJaska

pages 600-601

RL3.1 Genre Poetry Link 1 Three Poems

RL 3.5 Literary Devices by Joseph Bruchac 2 pages 620-623

RC 2.3 Discern main ideas and The Golden Lion Tamarin 3 main idea What is the main idea of the passage? N/A concepts presented in texts, Comes Home topic identifying and assessing supporting details The __ is mainly about? evidence that supports those except ideas evidence In section _, the author shows how _

became

RC 2.1 Analyze Text Features Get Set To Read 2 Rescue in the Rainforest

pages 626-627

RC 2.1 Analyze Text Features Technology Link 2 Tuning in on Animals

RL 3.1 Genres pages 644-647 1

-- ----

5th Grade


RC 2.4 Draw conclusions My Side of the Mountain 5 conclusions In this __ passage, the author mainly Rl3.5 Describe the function about texts and support them conclude and effect of common literary with textual evidence and prior except devices (e.g., imagery, knowledge selections Based on the passage/selection what can metaphor, symbolism)

evidence you conclude? purpose

What conclusions can you make from __ ?

What evidence can support the conclusion i

? RC 2.41nferences Get Set To Read 5

Living on the Land pages 648-649

RC 2.1 Analyze Text Features Career Link 2 Rob;n Hughes Wildlffe ~

Doctor pages 668-671

---- ------------

5th Grade Standards Not Adequately Addressed In Houghton Mifflin

CST Academic Standard # Language CST Question Frames Resources

RW 1.4 Vocabulary and 3 Literal Based on this information, the reader can tell the literal - Houghton Mifflin Extra Support Concept Development: know Derived meaning of is Handbook abstract, derived roots and Prefix The prefix in the word - Houghton Mifflin Spelling Book affixes from Greek and Latin, Suffix means - WordlyWise and use this knowledge to Root The suffix in the word - Ed He I per .com analyze the meaning of complex means - SIPPS words

RL 3.5 Narrative Analysis of 1 Symbol When , it is a symbol of - Previously released CST Grade-Level- Appropriate Text: Most likely For , the at the end of the Questions describe the function and effect story will most likely be a symbol of - Write Source book Writer's of common literary devices (e.g., Express imagery, metaphor, symbolism)

RL 3.1 Structural Features of 1 Analyze What images does this create? Houghton Mifflin Poetry Link; More Literature Identify Young Writers; pgs. 435-437 Identify and analyze the Characteristic This is an example of characteristics of poetry, drama, Literary form because - Edusoft fiction, and nonfiction and - Poetry Books explain the appropriateness of - Guided Reading the literary forms chosen by an author for a specific purpose

Sth Grade Language Arts Standards in Harcourt Social Studies

Unit 1: The First Americans Language Arts Standard Chapter/Lesson Language Arts

Academic Language

Reading Unit Introductory Pages RC 2.0 Compare and Contrast p.6 RC 2.0Compare and Contrast p. 7

Writing 2.2 Response to Literature p.6

Chapter 1 "Early People"

Reading Introductory Pages RW 1.4 Suffixes p. 10 RC 2.3 Supporting Ideas p.13

Writing 2.2 Response to Literature p. l 3

I

5th Grade Language Arts Standards in Harcourt Social Studies

Language Arts Standard Chapter/Lesson Language Arts Academic Language

Reading Lesson 1-''The Land and States" RW 1.0 Context Clues p. 15 RC2.0 Compare and Contrast p. 16 RW 1.2 Prefixes p.l9

· RW 1.4 Prefixes p. 19 RC2.0 Compare and Contrast p. 23

Writing None

Reading Lesson 2 -"Ancient Indians"

RW 1.3 Synonyms p.25 RW 1.1 Word Origins p.26 R W 1.4 Word Origins p.26 RL 3.6 Literary Criticism p.27 RC2.0 Compare and Contrast p. 27

Writing 2.2 Descriptive Writing p. 31



Reading Lesson 3 -"Early Civilizations" RW 1.0 Suffixes p.37 RW 1. 0 Multiple Meanings p.38 RC 2. 0 Compare and Contrast p.39 RW 1.0 Vocabulary p.45

Writing 2.4 Persuasive p.44 2.3 Research Report p.44

I

--- - --- ----- ---·---------



Chapter 2 "American Indians"

Reading Introductory Pages RW 1.2 Word Origins p. 49

Writing Response to Literature p.51

Reading Lesson 1 -''The Desert Southwest" RW 1.0 Word Origins p.52 RW 1.0 Multiple Meanings p.56


5 th Grade Language Arts Standards in Harcourt Social Studies


Reading Lesson 2 -''The Pacific Northwest" RW1.3 Synonyms p.6l

Writing None

Reading Lesson 3 - ''The Plains., RW 1.4 Roots p.69

Writing None

--


Language Arts Standard Chapter/Lesson Language Arts I

I Academic Language I

Reading Lesson 4 -"The Eastern Woodlands" '

I

RW 1.2 Word Origins p. 75 I

Writing None

Reading Lesson 5 -"The Arctic" RW 1.0 Context Clues p. 85 RW 1.0 Vocabulary p.91

Writing 2.4 Persuasive p.90 2.3 Research Report p.90

---


Unit 2: Cultures Meet Language Arts Standard

Reading None

Writing 1.2 Multiple-paragraph

Composition 2.3 Establishing a Topic 2.4 Letter or Composition

Reading

TEp.97-0

TEp. 97-0 TE p. 97-0

Chapter/Lesson

Unit Introductory Pages

Chapter 3 The Age of Exploration

RW 1.3 Synonyms p. 106 I Introductory Pages

Writing 2.1 Response to Literature p. 1 09

Language Arts Academic Langua~e



Reading Lesson 1 - "Exploration and Technology" RW 1.4 Roots p. 110 RC2.3 Main Ideas and Details p. 112 RW 1.4 Related Words p. 119

Writing None

Reading Lesson 2 - "A Changing World" RW 1.5 Context Clues p. 121 RC2.3 Main Idea and Details p. 122

Writing None


i Language Arts Standard Chapter/Lesson Language Arts I Academic Lan2t1a2e

Reading Lesson 3 -"Spanish Explorations" RW 1.3 Synonyms p. 129 RC2.3 Main Ideas and Details p. 130 RW 1.4 Related Words p. 133

Writing 1.0 Report p.131 l. 0 Descriptive p.134 1.1 Narrative p.135 2.1 Narrative p.135

I

Reading Lesson 4 -"Other Nations Explore" RW 1.3 Synonyms p. 139 RC2.3 Main Idea and Details p. 140 RW 1.2 Vocabulary and p. 140

Concept Development

Writing None

- - --


Language Arts Standard Chapter/Lesson Language Arts Academic Lan20a~e

Reading Chapter Review RWI .O Vocabulary p. 147

Writing 2.4 Persuasive p. 146 2.3 Reports p. 146

!

- - - - L__ ·······--~


Language Arts Standard Chapter/Lesson Language Arts Academic Lan2ua2e

Chapter 4 Building the First Colonies

Reading Introductory Pages RC2.3 Main Ideas and Details p. 150 RW 1.3 Multiple Meanings p. 150

Writing 2.2 Response to Literature p.l53

Reading Lesson 1 - "The Spanish Colonies" RW 1.0 Compound Words p.l55 RC2.3 Main Idea and Details p.I56 RW 1.4 Root Words p.l56

Writing 2.4Persuasive p.159



Reading Lesson 2 -"The Virginia Colony'' RW 1.0 Context Clues p. 161 RC2.3 Main Idea and Details p. 162 RW 1.2 Vocabulary p. 164· RW 1.4 Vocabulary p. 164

Writing None

Reading Lesson 3 -"The Plymouth Colony" RW 1.3 Synonyms p.l71 RC2.3 Main Idea and Details p.172 RW 1.2 Vocabulary p. 172

Writing None

I -- - -- - -



Reading Lesson 4 - ''The French and the Dutch" RW 1.0 Compound Words p. 177 RC2.3 Main Idea and Details p. 178 RW 1.2 Word Origins p. 180

Writing None

Reading Chapter Review . RW 1.0 Vocabulary p. 186

Writing 1.2 Report p. 186 2.3 Report p. 186 1.1 Narrative p. 186 2.1 Narrative p. 186

i


Unit 3 Settling the Colonies Language Arts Standard Chapter/Lesson

Reading RC 2.3 Main Idea and Details RC 2.0 Main Idea and Details

Writing 2.1 Narrative

Reading RW 1.0 Multiple Meaning

Writing 2.2 Response to Literature

p.198 p.199

TEp. 193-0

Unit Introductory Pages

Chapter S The New England Colonies

p. 203 I Introductory Pages

_p. 205

Language Arts Academic Language



Reading Lesson 1 - "Settling New England" RW 1.3 Synonyms p.207 RW 1.0 Vocabulary p.208

Writing None

Reading Lesson 2 - "Life in New England" RW 1.3 Multiple Meaning p.215

Writing 1.1 Response p.219

Reading Lesson 3 -"New England's Economy" RW 1.3Roots p. 223 RW l.OVocabulary p.224

Writing None

- ···-----~--

5 th Grade Language Arts Standards in Harcourt Social Studies


Reading Chapter Review RW 1.0 Vocabulary p.233

Writing 2.1 Narrative p.232 2.4 Persuasive p.232


Unit 3 Settling the Colontes Language Arts Standard

Reading RW 1.0 Idioms p. 237

Writing 2.2 Response to Literature p. 239

Reading RW 1.3 Synonyms RC 2.4 Summarization

Writing None

p.241 p. 242

Chapter/Lesson

Introductory Pages

Chapter 6 The Middle Colonies

Lesson 1 - "Settling the Middle Colonies"


sth Grade Language Arts Standards in Harcourt Social Studies


Reading Lesson 2 -"Life in the Middle Colonies" RW 1.4 Suffix p. 251 RC2.4 Summarize p.252 RW 1.4 Suffix p.252

Writing None

Reading Lesson 3 - "Busy Fanns and Seaports"

RW 1.0 Context Clues p. 257 RW 1. 0 Related Words p.258

Writing None

--····------ ----------



1 Reading Chapter Review RW 1.0 Vocabulary p.265

Writing 2.3 Report p.264 2.4 Persuasive p.264

Chapter 7 The Southern Colonies

Reading Introductory Pages None


- -



Reading Lesson 1 -"Settling the South'' RW 1.4 Compound Words p.273 RW 1.3 Antonyms p.274 RW 2.4 Summarization p.274 RW 1.2 Word Origins p.281

Writing 1.2 Multiple-paragraph p.276

Composition

Reading Lesson 2 -"Life in the South" RW 1.5 Context Clues p.283

RC2.4 Summarize p.284

Writing None

- - - ·



Reading Lesson 3 - "The Southern Economy" RW 1.4 Root Words p.291 RW 1.4 Suffixes p.292

Writing None

Reading Chapter Review RW 1.0 Vocabulary p.299 RW 1.0 Homophones p.300

Writing 2.3 Reports p.298 2.1 Narrative p.298


Unit 4: The American Revolution Language Arts Standard Chapter/Lesson Language Arts

Academic Laneuage

Reading Unit Introductory Pages RL 3.0 Cause and Effect p. 301 RC2.1 Text Features p. 312

Writing 2.0 Descriptive Writing p.300

Chapter 8 The Colonies Unite

Reading Introductory Pages

RW 1.3 Antonyms p. 314

Writing None

- ----



1

Reading Lesson 1 -"Competition for Control" ' RW 1.3 Synonyms p. 319 RW 1.2 Vocabulary p. 320 RC2.3 Cause and Effect p. 321

Writing None

Reading Lesson 2 - "Colonists Speak Out" WC 1.5 Suffixes p. 327 RC 2. 3 Cause and Effect p. 328 RW 1.5 Vocabulary p. 328

Writing 1.2 Expository p. 333 2.3 Expository p.333



Reading Lesson 3 -"Disagreements Grow" RW 1.0 Multiple Meaning p.337 RW 1.4 Roots p. 338 RC2.3 Cause and Effect p. 338

Writing None

Reading Lesson 4 - "The Road to War" RW 1. 0 Vocabulary p. 344 RC 2.3 Cause and Effect p. 345 RL3.0 Poetry p. 347

Writing None



Reading Lesson 5 -"Declaring Independence" RW 1.3 Synonyms p.349 RC2.3 Cause and Effect p.350 RW 1.0 Vocabulary p.359

Writing 2.4 Persuasive p. 358 1.2 Narrative p. 358 2.1 Narrative p. 358

-·--··---- -·-


Unit 4: The American Revolution Language Arts Standard Chapter/Lesson Language Arts

Academic Lan2ua2e

Reading Introductory Pages RC2.1 Informational Material p.360

Writing None

Chapter 9 The Revolutionary War


I

RC 2.3 Cause and Effect p.362 RW 1.3 Multiple Meaning p.362



Language Arts Standard Chapter/Lesson Language Arts Academic Languaae

Reading Lesson 1 -"Americans and the Revolution" RW 1.4 Suffixes p.367

Writing 2.4 Poem p. 369

Reading Lesson 2 -"Fighting for Independence"

RW 1. 4 Prefixes p. 379 RC 2.3 Cause and Effect p. 380 RW 1.5 Multiple Meanings p. 381

Writing None

- - --·



Reading Lesson 3 - "Winning Independence" RW 1.4 Roots p. 389 RW 1.5 Figurative Language p.391

Writing None

Reading Lesson 4 -"Consequences of the War"

RW 1.4 Vocabulary p. 391 RW 1.0 Vocabulary p.403

Writing 1.1 Narrative p. 402 2.1 Narrative p. 402 1.2 Report p. 402 2.3 Report p.402

~- - - --~ -- - ~-~ -- - - - - ~-


Unit 5: Governing The Nation Language Arts Standard Chapter/Lesson Language Arts

Academic Language

Reading Unit Introductory Pages RC2.1 Text Features p.414 RC2.0 Main Idea p.415 RC2.4 Conclusions p.415

Writing 2.2 Descriptive p.414

i

Chapter 10 The Constitution


None

Writing 2.4 Persuasive p.419



Reading Lesson 1 -"The Articles of Confederation" RW 1.3 Synonyms p.421 RW 1.3 Synonyms p.422

Writing 2.1 Narrative p.423

Reading Lesson 2 -''The Constitutional Convention" RW 1.0 Multiple Meanings p.427

I

Writing None

- - ~- - -- - ~-- -- ~--~ -~ -- - ~-- -~ ~-- - -



1

Reading Lesson 3 - ''Three Branches of RW 1.4 Roots p.435 Government" RW 1. 4 Suffixes p.436

Writing None

Reading Lesson 4 -"Approval and the Bill of Rights" RW 1.0 Compound Words p.443 RW 1.4 Prefixes p.444 RW 1.0 Vocabulary p.451

Writing None



Chapter 11 The American ReJ?ublic

Reading Introductory Pages RW 1.0 Vocabulary p.455


Reading Lesson 1 -"A Constitutional Democracy'' RW 1.4 Roots p.459 RW1.0 Multiple Meaning p.460

Writing None

- -



Reading Lesson 2 - "American Ideals" RW 1.0 Vocabulary p.467 RW 1.0 Vocabulary p.471

Writing None

Reading Lesson 3 -"Preserving the Constitution" RW 1.0 Suffixes p.475 RW 1.0 Word Origins p. 476 RW 1.0 Vocabulary p.480 RW 1.0 Vocabulary p.483 RW 1.0 Prefixes p. 485

Writing 2.3 Report p.482 2. 4 Persuasive p.482 2.4 Persuasive p.488

- - - --


Unit 6 Western E Language Arts Standard Chapter/Lesson Language Arts

Academic Language

Reading Unit Introductory Pages RC2.1 Structural Features p.494 RC 2.4 Drawing Conclusions p.495 RC 2.1 Making Generalizations p.495

Writing None

Chapter 12 The Chan&ing Frontier

Reading Introductory Pages None

Writing 1.1 Narrative p.499 2.1 Expository p.499

-~ - --



\ Read.ing Lesson 1 - "A Growing Population" RW 1.0 Multiple Meaning p. 501 RC2.4 Generalizations p. 502

Writing None

Reading Lesson 2 -"Pioneer Life" RW 1.4 Roots p.509 RC 2.4 Generalize p. 510 RL 3. 0 Literary Analysis p. 511 RW 1.4 Figurative Language p. 511

Writing None

- -----



Reading RW 1.5 Context Clues p.515 Lesson 3-" Exploring the West"

Writing None

Reading Lesson 4 -''The War of 1812" RW 1. 0 Multiple Meaning p. 523

Writing None

- ~~-- ~


Language Arts Standard Chapter/Lesson Language Arts Academic Langua2e

Reading Lesson 5 -"American Indian Life RW 1.5 Suffixes p.527 Changes" RW 1.4 Suffixes p.528 RC2.4 Generalize p. 529

Writing 2.1 Poem p.529 1.2 Narrative p.534 2.1 Narrative p. 534 2.4 Persuasive p. 534

Chapter 13 Moving West


None

Writing 1.1 Narrative p. 539 2.1 Narrative p. 539

-- - -- - -- - --- - -- - --- - --- -



Reading Lesson 1 -"Western Trails" RW 1.2 Roots p.541 RC2.4 Generalize p.542

Writing None

Reading Lesson 2 -"A Growing Nation" RW 1.2 Context Clues p. 551 RW 1.4 Word Origins p. 552

Writing I

None

Reading Lesson 3 -"From Ocean to Ocean" RW 1.4 Compound Words p. 559 RC2.4 Generalize p.561 RW 1.5 Idioms p.562

Writing _None ··-- --·



Read.ing Lesson 4 New People and New Ideas RW 1.0 Word Origins p. 569 RC2.4 Generalize p. 570 RW 1.5 Figurative Language p.57 1

Writing 1.1 Narrative p.578 2.1 Narrative p. 578 2.4Persuasive p. 578

'-----·

5th Grade Language Arts Standards in Harcourt Science

Life Science Language Arts Standard Science/Lang Arts Connections Language Arts

Academic Language Chapter I Structure of Living Things

Lesson 1: "Cells" p. 20-35

Reading Literature main idea RC 2.3 Main ideas p. 22-23 passage

paragraph Writing Literature detail 2.4 Persuasive p. 22-23 topic

following except mainly

None Lesson 2: "From Cells to Organisms" p. 36-45

Lesson 3: ''Diversity of Organisms" p. 46-65

Reading Reading in Science main idea RC 2.3 Main ideas p. 58-59 passage

paragraph detail topic

~- -- ~--~--

5 th Grade Language Arts Standards in Harcourt Science

Life Science Language Arts Standard Chapter/Lesson Language Arts

Academic Language Chapter 2: Plant Structures and Functions

Lesson 1: "Vascular Plants" p. 66-79

Reading Literature imagery RL 3.5 Literary Devices p. 68-69 metaphor

symbolism Writing 2.3 Report Literature

p. 68-69

None Lesson 2: "Plant Transport Systems" p. 80-89



Academic Language

Lesson 3: ''Photosynthesis and Respiration" p. 90-1 0 1

Reading Reading in Science text features RC 2.1 Text features p.98-99 fonnat

graphics RC 2.2 Sequence Reading in Science sequence

p.98-99 diagrams illustrations charts maps

Writing chronological 2.3 Reports p. 100 analyze



Academic Lant:tuage Chapter 3: Human Body Systems

Lesson 1: ''The Human Body" p. 106-117


paragraph Writing detail 1.2 Response to Literature Literature topic

p. 108-109

Lesson 2: ''The Digestive System" p. 120-13 1

Reading Reading in Science main idea RC 2.3 Main ideas p. 130-131 passage i

paragraph Writing detail None topic

I



Academic Language None Lesson 3: "The Respiratory System"

p. 132-141

Lesson 4: "The Circulatory System" p. 142-153

Reading Reading in Science main idea RC2.3 p. 152-153 passage

paragraph detail

Writing topic None

Lesson 5: "The Excretory System" p. 154-165

Reading Ranger Rick p. 170-171 main idea RC 2.3 Main idea passage

paragraph detail

Writing Writing in Science topic 2.4 Persuasive p. 164-165 2.4a. Stating position 2. 4b. Supporting decision 2.4c. Organizational pattern

sth Grade Language Arts Standards in Harcourt Science

Earth Science Language Arts Standard Chapter/Lesson Language Arts

Academic Lang!Jage Chapter 4: Earth's Water

Lesson 1 :" Earth: The Blue Planet'' p. 174-187

Reading Literature inference RC2.4 p. 176-177 infer

story clues Writing Literature evidence 2.1 Narrative p. 176-177 predict

None Lesson 2: ''The Water Cycle" p. 188-201

I


Earth Science

I Language Arts Standard Chapter/Lesson Language Arts

Academic Language

Lesson 3: "Fresh Water Resources" p. 202-213

Reading None

Writing Writing in Science None 2.4 Persuasive p. 212-213

Lesson 4: "California's Water Supply" p. 214-225

Reading RC 2.4 Drawing inferences, conclusions, Reading in Science inference generalizations p. 222-223 infer

story clues we 1.5 Spelling Reading in Science evidence

p. 222-223 predict

Writing None



Academic Language Chapter 5: Earth's Weather

Lesson 1: "Earth's Atmosphere'' p. 230-241


paragraph detail topic

Writing Literature 2.3 Report p. 230-231

Lesson 2: "Air Currents and Wind" p. 242-251

Reading None

Writing None

~- - ~- --··----



Academic Language

Lesson 3: "Oceans and Air Temperature" p. 252-261

Reading None

Writing None

Lesson 4: "Severe Weather" p. 262-275

Reading None

Writing 1.1 Narrative Writing in Science None

p.274



Academic Language

Lesson 5: "Predicting the Weather" p. 276-287

Reading RC 2.4 Drawing conclusions Reading in Science None

p. 286-287

Writing None

l

- -~ -~~ -- - ~



Academic Language ! Chapter 6: The Solar System

Lesson 1: "The Sun" (p. 292-305)

Reading RL 3.7 Evaluate author's technique Literature p. 294-295 details

author paragraph

Writing viewpoint 2.1 Narrative Literature p. 294-295 reveal

Reading Lesson 2: "The Structure of the Solar None System" (p. 306-312)

Writing None

- - - -- -- --



Academic Language

Lesson 3: "Gravity and Orbit" p. 316-332

Reading RC 2.3 Main ideas Ranger Rick main idea

p. 332-333 passage paragraph

RC 2.3 Main ideas detail Careers in Science topic p.334

RC 2.3 Main ideas Reading in Science p. 324-325

Writing • 1.2 Expository composition Writing in Science

p. 326-327

- - - --------- --


Physical Science Language Arts Standard

Reading RL 3 .1 Literature features

Writing 2.2 Response to Literature

Reading None

Writing None

Chapter/Lesson

Chapter 7: Types of Matter

Lesson 1: "Properties of Matter" p. 340-348

Literature p. 338-339

Literature p. 338-339

Lesson 2: "Elements" p. 352-361


identify analyze explain characteristics literary fonns

S'h Grade Language Arts Standards in Harcourt Science

Physical Science Language Arts Standard

Reading RC 2.4 Inferences

Writing None

Reading None

Writing 1.2 Expository composition

Chapter/Lesson

Lesson 3: Classifying Elements p. 362-375

Reading in Science p. 374-375

Lesson 4:" Mixtures'' (p. 376-387)

Writing in Science p.386


conclusions conclude except selections evidence purpose

None


. al s . Language Arts Standard Chapter/Lesson Language Arts

Academic Lan2ua2e

Lesson 5: "Compounds" p. 388-399

Reading 1

None

Writing None


Phvsical S · -


Chapter 8: Changes in Matter

Lesson I : "Chemical Reactions" p. 404-416

Reading RC 2.3 Main ideas Literature main idea

p. 406-407 topic supporting details except

Writing evidence 1.1 Narrative Literature

p. 406-407

I

I

Reading None Lesson 2: "Metals and Alloys"

p. 420-433

Writing None

- -···-···--~


Phvsical S · ~ - - ~


Lesson 3: "Salts" (p. 434-449)

Reading RC 2.4 Drawing conclusions Reading in Science conclusions conclude

p.446-447 except selections

RC 2.3 Main ideas Ranger Rick evidence p.454-455 purpose

RC 2.3 Main ideas Careers in Science p.456

Writing Writing in Science Expository p.448

Unit 1 balances bladder blood

carbon dioxide (C02} cells

cellular waste chambers

charts charts

circulates classified classify

collect

colon

conclusion

conduct

conduct test

conducting tests

converting

criteria

data

diagrams

digestion

digestive system

discuss

energy

esophagus

evidence

Grade 5 Suggested Academic Language

Harcourt Science

Unit 1 Cont.) exchanged experiments

Unit 1 (Cont.) process

processes function quantitative observations function question

graduated cylinders record graphic representation release oxygen

graphs report heart respiration heart results

hypothesis sequential identify similarities

inferences stomach

investigation stored

kidney structures

large/small intestine support

lungs system

magnify teeth

meter sticks teeth

microscope test

model testable

molecules testable question

mouth tests

m ulticellu lor thermometers

obtain tissues

organisms tools

oxygen transport

plan urine

prediction variable

procedure vascular plant

Unit 2

accuracy

affect

amount

asteroids

atmosphere

availability

average star

balances

body

cause

charts

c louds

comets

composed

conclusion

conduct

controlled

convection currents

cooled

cover

data

decrease

dependent

diagrams

diameter

distance

droplets

Earth

effect

Grade 5 Suggested Academic Vocabulary

Harcourt Science

Unit 2 Unit 2

equal maps

equation meter sticks

evaporates moon

evidence observations

exert observe

experiment ocean

extended origin

fog path of a planet

forecast plan

freezing point planet Earth

glaciers predict

graduated cylinder pressure

graphic procedure

graphs quantitative observation

gravitational attraction question

hail rain

helium record

hydrogen recycling

identify relationship

indicate report

inferences representations

influence rivers

interpret data salt

investigation satellites

investigations scale

lakes scientific

liquid severe

local communities

make a model

Unit 2

sleet

snow

solar system

solid

sun

support

surface

symbol

tests

thermometer

tools

underground sources

uneven heating

vapor

variables

water

water cycle

weather

weather patterns

Unit 3

aluminum {AI)

analyze

arrays

atom

brass

brittle

calculate

Carbon Dioxide (C02)

charts

chemical properties

chemical reaction

classify

combination

combine

common properties

composed

conclusions

conduct

conducting

controlled variables

Copper (Cu)

criteria

data

dependent

develop

diagrams

differences

electrical

element

Grade 5 Suggested Academic Vocabulary

Harcourt Science

Unit 3 (cont. Unit 3 cont.)

elemental metals properties

evidence pure elements

gas range

Gold {Au) reactants

graphic record

graphs report

Helium {He) representations

identify salts

identify compounds separate mixtures

images separating mixtures

indicate Silver (Ag)

inferences sodium chloride (NaCI)

instruments solid

investigation steel

Iron {Fe) steel

liquid substances

living organisms sugar {C6H 1206)

matter support

measure support

metals tests

molecules thermo conductivity

Nickel (Ni) water (H20)

Nitrogen (N2)

organized

Oxygen (02)

patterns

periodic table

physical properties

products

. /

: .

Quesf'ions to· ··Support the Comprehension of .·· ... Non~fi.c.tion Texts

Personal : ar.d. T eXtucil· ·Connections

• What do you aJ·ready know about this ·topic? • How· does this .C book, article, topic) remind y~u of

other ~exts:you:have read? • What have,youi:e><periencid·in your life that helps you

understand this topic? • · Does this fext provide useful information for you

personally? • How does the information in this text fit with· what

you already know?

Content

·• Why is this. 'topic im.portant? • What -perspective does the author take on this topic? • What are some of the most important words related to

the topic, and what do they mean? • Were there parts of the book you didn • t understand?

What. pu;zzled. you? • What questions do you still have? • Are different viewpoints presented on the topic? • What did you learn about this ·topic?

{Non~fiction text continued)

Accuracy and Authenticity

• Is sufficient evidence provided to support what the author says?

• How has-the author established the authenticity of the text? '· . ·

~--"· . !'

• Are the illustrations authentic? · • ·Does the author make a cl·ear distinction between fact

and opinion? • Did the author present an objective po.int of view?

Style

• How has the author made this topic readable? • Ho~ has the author made this topic interesting?

. • How has the author made it easy for you to find information?

Text Features I Illustrations ·

• What does the title tell you about this text? • Are the illustrations clear and understandable? Are

they easy to interpret?

(Non-fiction text continued)·

Author

• How does the author use experiences and/or knowledge to do a good job of providing information?

• What has the author said that makes you question the accuracy of the information?

Five text structures that students are most likely to encounter in textbooks:

Text Structure Definition Signal Words Compare/Contrast Presents similarities and Like, just as, similar, both,

differences between two also, too, unlike, different, subjects but, in contrast, on the

other hand Cause and Effect Attempts to explain why Because, due to, since,

something occurs ther~fore, so, as a result, consequently

Problem/Solution Poses a problem and suggests possible solutions to that problem

Description Uses words to create a To begin with, first, picture in the reader's mind second, next, then, finally,

most important, also, in fact, for instance, for example, in front, beside, near, after

Time Order Presents information in Before, frrst, during, while, (sequence of chronological, or as, at the same time, after events) sequential, order the~ next, at last, finally,

now, when

GRA·PHIC ORGANIZERS for

NONFICTION

DESCRIPTION ·- SEQUENCE

Cue Words characteristics are •••

'---o=r example •••

1. ____ _

2. __ ....,..-__ _

3. _____ _

4 .. _____ _

Cye.Word·s first, second, third, next, then f~nally

Author describes a topic by listing features, Events or items listed in numerical or chronological order characteristics. and examples .· ~

~

COMPARISON/CONTRAST· CAUSE/EFFECT · CueWords

different if' contrast alike same as on the other hand

·j Effect.#1 I 1..------~ Cue Words j CAUSE J-..-1 Effect# 2j ~eas·ons why

~· 1f~·· t~en, as a result, · . \ ~ffec~#3 1 t~e~fore,_ beca~se

!\uthor tells how two or mo~e things are dike and/or di~rent . The author ~ists causes and the resulting effects

•. -· ·.

PROBLEM/SOLUTION

I problem· j-~ j Solution

j question ) .. , l: ·· an~er CyeWords

problem is, puzzle is solved, question answer

Adapted from Gail E. Thompkins Teaching Writing, 3rd Edition

·'Author poses a problem or question and. lists ~ _a_n_~_e_ffi_loo __ lut_io_·ns _________ · ________ ~ ~{

Expository Text: guiding questions for planning

Key Ideas and Background Knowledge ./ What are the key ideas? ./ What background knowledge is required? ./ How do I determine their background knowledge? What should be the

central question? ./ (KWL, KWHL, KcWL, concept development webs) ./ How do I develop/provide the background knowledge? (analogies, •being

there• experiences, videos, Internet, fieldtrips, etc.) Notes~

Text StNc1\ft ./ How is the information organized and presented to the reader? ./ Is the text coherent? ./ What scaffolds are already in place? ./ Which graphic organizer will but represent the information? ./ What is the appropriate time to introduce the graphic organizer{s),

before, during ,or after reading? ./ Which comprehension strategy should I model and focus student's

attention to? {Predicting, Asking questions, Summarizing or Clarifying vocabulary) Notes:

Voeabulary What vocabulary is critical for comprehension? What type of vocabulary instruction does it require? ( 1. synonym, 2. definition, 3. concept development )

MotivGtion and interest What will motivate them to read this? How is. this information related to their daily lives

english lmguage arts - national elementary school...

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