th5 grade: ela curriculum guide st nine weeks - weeks 1 · pdf fileth5 grade: ela curriculum...

1

5th Grade – 1st Nine Weeks May 2016

5th Grade: ELA Curriculum Guide 1st Nine Weeks - Weeks 1-3

Introduction to Literature

READING FOR LITERATURE TN State Standards Comments Suggested Resources

Power Standards: Week 1: RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. Week 2: RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. Week 3: During Week 3, using RL.5.3, teach Narrative Writing skills. Supporting Standards: RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

3 Week Break Down:

2 weeks of Reading Skills

1 week Writing Skills RL.5.4

Teach this standard explicitly over the three weeks. This standard will then become an “Ongoing Standard” that should be constantly taught throughout the year.

Theme: Theme is a lesson that a character learns. It is not a word, but a full sentence. Theme is not a cliché. *use eReading website or English Worksheet Land website to introduce theme. One Drive: Check 5th Grade One Drive for all resources (will continually update throughout the year). Website:

You can type the text(s) you are using into the Achieve the Core Academic Word Finder and it will give you a list of vocabulary words that are below, on, and above grade level. This tool is great for creating context clues questions for all of your learners or whole group. You will need to set up an account, but it is free.

Wonders Workshop: Unit 1 Week 1 – A Fresh Start Unit 2 Week 4 – The Magical Lost Brocade RL.5.2 Unit 2 Week 5 – A Simple Plan RL.5.2 Wonders Anthology: Unit 1 Week 1 – One Hen Unit 2 Week 4 – Blancaflor RL.5.2 Unit 2 Week 5 – Stage Fright RL.5.2 Wonders TCAP Format Weekly Assessment Unit 1 Week 1 “Maddie and the Homeless Pets” and “Something to Do” Stories share similar themes and can compare characters (One Drive contains activities) **TCAP Format Weekly Assessment that comes with the Wonders Series has two stories per week with the exact same skill: great for weekly use or assessment use. **Check OneDrive for “Question Stems” for each standard” Other Literature Stories:

“Eleven” by Sandra Cisneros (www.achievethecore.org)

(One Drive contains activities and questions)

Aesop’s Fables RL.5.2 & RL.5.3

“Mr. Peabody’s Apples” by Madonna RL.5.2

“The Mostly True Adventures of Homer P Figg”

Trade Books: see list on 5th Grade Drop Box

http://www.achievethecore.org/

2


L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figurative language, including similes and metaphors, in context. b. Recognize and explain the meaning of common idioms, adages, and proverbs. c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

Helpful Websites www.eReadingworksheets.com (Organized by Skill) www.k12reader.com (Organized by Skill) www.teacher.depaul.edu/fiction_readings.htm (Fiction Texts) www.readworks.org (Organized by Skill) www.englishworksheetlands.com (Organized by Standard) www.betterlesson.com (Pre-made Lessons on All Skills) http://fcrr.org/for-educators/sca_4-5.asp (Graphic Organizers & Activities) www.readwritethink.org (Lesson Plans) www.learningfarm.com ($$) www.AtoZreading.org ($$) http://achievethecore.org/academic-word-finder/ http://www.teachingheart.net/readerstheater.htm http://www.thebestclass.org/rtscripts.html Teacher Pay Teacher Task Theme Cards by Rachel Lynette Theme Unit by Gay Miller

Brainpop: “Theme” video and activity worksheet “Idioms and Cliches” video and activity worksheet Resources: Evan-Moor Common Core Lessons Reading Literary Text ($$) Evan-Moor Common Core Lesson Reading Informational Text ($$) Newmark Learning Common Core Comprehension Practice at 3 Levels ($$) Newark Common Core Reading Warm-Ups and Test Practice book ($$)

Ongoing Standards: RL.5.1, RL.5.10

http://www.ereadingworksheets.com/

http://www.k12reader.com/

http://www.teacher.depaul.edu/fiction_readings.htm

http://www.readworks.org/

http://www.englishworksheetlands.com/

http://www.betterlesson.com/

http://fcrr.org/for-educators/sca_4-5.asp

http://www.readwritethink.org/

http://www.learningfarm.com/

http://www.atozreading.org/

http://achievethecore.org/academic-word-finder/

http://www.teachingheart.net/readerstheater.htm

http://www.thebestclass.org/rtscripts.html

3


WRITING TN State Standards Comments Suggested Resources

Power Standards: W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events. Supporting Standards: W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Use some of the texts you have read the 1st and 2nd weeks to teach Narrative Writing skills, such as writing from a different POV or continue the story.

Begin by reviewing the Narrative Writing Rubric from the state. It is important to set the expectations for where students are aiming.

“Student-Friendly” Narrative Rubric on One Drive

Start with writing to one text and then move to two texts.

It is important to model writing in the first nine weeks. As the teacher, write your essays in front of them and allow them to participate. Write essays together on chart paper.

You can also write an essay on your own as a teacher and have the students “backwards write” by filling in a graphic organizer from your essay. This helps students pay attention to structure of essays and items they may leave out when writing.

Tips Unpacking the prompt: spend time going over the verbs in the prompt & set up an expectation Graphic Organizer: find a consistent organizer for each type of writing that students practice and use each time they write Ex: FLEE Map (Write From the Beginning)

Activities/Writing Tasks/Resources: www.TNCore.org Narrative Prompts

Lincoln Narrative Prompts:

Use the text “Eleven” and re-write the story from the teacher’s point of view. How was the teacher feeling?

Use the story “Something to Do”; continue Kyle’s story into the future. Who all has he helped? How has that changed the lives of the elderly in the building? OR Rewrite the story from one of the elderly neighbor’s point of view.

Mini-Lesson

Applying Knowledge: Writing Opener Paragraphs for Narrative Stories (http://betterlesson.com/lesson/572214/applying-knowledge-writing-opener-paragraphs-for-narrative-stories)

this is great for the beginning of the year writing Common Core Writing to the Texts Book ($$)

Book starts with single texts and example prompts for all three types of writing, then moves to multiple texts with example prompts for all three types of writing.

The Grammar and Writing Book (red book) “Writing a Personal Narrative” p 232 – 233 “Writing a Story” p 238 – 239 Mini-lessons: “Transitions” p 66 “Show Don’t Tell” p 78 “Support Your Ideas” p 90

Ongoing Standards: W.5.5, W.5.6, W.5.8, W.5.9 L.5.2, L.5.3a

http://www.tncore.org/

4


Anchor Charts: create anchor charts for the students to use all year (ex. Transition words, graph organizers, evidence based stems, etc. **See One Drive for full examples) Paraphrase: Students need to practice how to paraphrase. Give them multiple chances to put evidence from texts in their own words. Outlines: Students need to practice first with bulleted outlines. Students will learn how to create events and details to elaborate on the events.

”Use Powerful Verbs” p 114 “Stick to the Topic” p 120 “Use Specific Words” p 132 “Description” p 133 “Elaboration” p 150 “Sensory Details” p 168

LANGUAGE TN State Standards Comments Suggested Resources

Power Standards: Review major types of speech and sentence types. Review: Parts of Speech, Types of Sentences, Nouns: common/proper, plural, possessive Adjectives: comparative, superlative

Tips: Have students select a paragraph from the texts you have read over the past weeks and identify the different parts of speech

Have them re-write a paragraph and change one part of speech to be incorrect (could focus on plurals). Students could swap and correct.

The Grammar and Writing Book (red book) Lesson 5: Common & Proper Nouns Lesson 6: Regular & Irregular Plural Nouns Lesson 7: Possessive Nouns Lesson 8 – 14: Verbs Lesson 16 – 18: Pronouns Lesson 22 – 24: Adjectives Lesson 25: Adverbs Websites www.ereadingworksheets.com (parts of speech worksheets)

Ongoing Standards: L.5.6

SPEAKING AND LISTENING TN State Standards Comments Suggested Resources

Ongoing Standards: SL.5.1 a-c Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly. a. Come to discussions prepared having read or studied required material; explicitly draw on that

Students must be taught how to converse with each other about school items. At the beginning of the year it is very important that the teacher models accountable talk, models your “thinking” aloud as you answer questions or close read, and then have them do the same with partners.

Accountable Talk Toolkit: Located in the 5th grade One Drive Peer Reviewing & Discussing of Essays: Have students partner, read each other’s essays, fill out peer-review form, and then discuss with each other; students can make changes and re-write afterwards. Spoken Summaries: Give your students time after you read to turn with a partner and discuss the texts


5


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

or give a quick verbal summary; have partner suggest important things they missed or unimportant items they included; discuss whole group afterwards.

Post-It Notes: Allow students to prepare their answers to comprehension questions and write answers down on post-it notes before they have to share in front of the class. This will help students feel prepared and begin teaching them how to feel comfortable sharing their thoughts.

READING FOUNDATIONAL SKILLS TN State Standards Comments Suggested Resources

Ongoing Standards: RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words RF.5.4 Read with sufficient accuracy and fluency to support comprehension

It is important that students are given opportunities to read aloud with others and get feedback.

Fluency

Give students weekly or monthly fluency passages to read with their parents at home (can use passages from Wonders Reading Workbook).

Six Syllable Types

closed, open, vowel team, long vowel silent-e, r controlled, and consonant –le

teach these to help students decode multisyllabic words on or above grade level

Resources 95% Program Orton-Gillingham your school’s Tier 3 program

6



Introduction to Informational READING FOR INFORMATION

TN State Standards Comments Suggested Resources Power Standards: Week 1: RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. Week 2: RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. Week 3: During the Week 3, using RI.5.2 & RI.5.6, teach Informational Writing. Supporting Standards: RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

3 Week Break Down:


1 week Writing Skills RI.5.4

Teach this standard explicitly over the three weeks. This standard will then become an “Ongoing Standard” that should be constantly taught throughout the year.

Readworks

great site to use for small groups.

select a text by grade level and skill needed One Drive: Check 5th Grade One Drive for all resources (will continually update throughout the year). Website:

You can type the text(s) you are using into the Achieve the Core Academic Word Finder and it will give you a lists of vocabulary words that are below, on, and above grade level. This tool is great for creating context clues questions for all of your learners or whole group. You will need to set up an account, but it is free.

Wonders Workshop: Unit 1 Week 5 – Are Electronic Devices Good for Us? RI.5.6 Unit 3 Week 3 – Patterns of Change RI.5.2 (Main Idea) Unit 3 Week 5 – What Was the Purpose of the Incas’ Strange Strings RI.5.2 (Summarize) & RI.5.6 Wonders Anthology: Unit 1 Week 5 – The Future of Transportation RI.5.6 Unit 3 Week 3 – The Story of Snow RI.5.2 (Main Idea) Unit 3 Week 5 – Machu Picchu: Ancient City RI.5.2 (Summarize) & RI.5.6 **TCAP Format Weekly Assessment that comes with the Wonders Series has two stories per with the exact same skill: great for weekly use or assessment use **Check OneDrive for “Question Stems” for each standard” Informational Texts:

Use these weeks to teach Main Idea, Summarize, & Author’s POV through the use of Civil War texts.

ReadWorks has many Civil War texts available The Grammar and Writing Book (red book) “Writing a Summary” p 242 – 243 Websites: www.eReadingworksheets.com (Organized by Skill) www.k12reader.com (Organized by Skill)

Ongoing Standards: RI.5.1, RI.5.10

http://www.corestandards.org/ELA-Literacy/RL/3/3/



7


www.teacher.depaul.edu/nonfiction_readings.htm (Fiction Texts) www.readworks.org (Organized by Skill) www.englishworksheetlands.com (Organized by Standard) www.betterlesson.com (Pre-made Lessons on All Skills) http://fcrr.org/for-educators/sca_4-5.asp (Graphic Organizers & Activities) www.readwritethink.org (Lesson Plans) www.learningfarm.com ($$) www.AtoZreading.org ($$) http://achievethecore.org/academic-word-finder/ Brainpop: “Main Idea” video (free) and activity worksheet Resources: Evan-Moor Common Core Lessons Reading Literary Text ($$) Evan-Moor Common Core Lesson Reading Informational Text ($$) Newmark Learning Common Core Comprehension Practice at 3 Levels ($$) Newark Common Core Reading Warm-Ups and Test Practice book ($$)


Power Standards: W.5.2a-e Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

Informational Writing: Use Social Studies or Science topic and texts to teach this style of writing; create a prompt from texts you are already using to teach informational style.

Begin by reviewing the Informational Writing Rubric from the state. It is important to set the expectations for where students are aiming.

Activities/Writing Tasks/Resources: www.TNCore.org Informational Options

Ants

Space Debris

Taste

Earthquakes

http://www.teacher.depaul.edu/nonfiction_readings.htm


http://www.englishworksheetlands.com/







http://www.tncore.org/

8


b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented. W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. Supporting Standards: W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

“Student-Friendly” Informational Rubric on One Drive




Tips Unpacking the prompt: spend time going over the verbs in the prompt & set up an expectation Graphic Organizer: find a consistent organizer for each type of writing that students practice and use each time they write (Ex: POW TIDELL) Anchor Charts: create anchor charts for the students to use all year (ex. Transition words, graph organizers, evidence based stems, etc. **See One Drive for full examples) Paraphrase: Students need to practice how to paraphrase. Give them multiple chances to put evidence from texts in their own words. Outlines: Students need to practice first with bulleted outlines. Students will learn how to create events and details to elaborate on the events.

Writing Prompt: Read “Frederick Douglass Freedom’s Voice” from Wonders series, Unit 4 Week 3, and write an informational essay about Douglas using facts, quotes, and other information related to the topic (tie in with Social Studies standards).

Any Social Studies texts from these weeks could be an informational prompt.

Common Core Writing to the Texts Book ($$)


The Grammar and Writing Book (red book) “Writing a Compare/Contrast Essay” p 236 – 237 Mini-lessons: “Transitions” p 66 “Show Don’t Tell” p 78 “Support Your Ideas” p 90 ”Use Powerful Verbs” p 114 “Stick to the Topic” p 120 “Use Specific Words” p 132 “Sensory Details” p 168 “Thesis Statement” p 204 “Expository Writing” p 205 “Paraphrase” p 210 “Taking Notes” p 211 “Include Important Details” p 222 “Outlining” p 223 “Topic Sentence” p 228 Brainpop “Five Paragraph Essay” video and activity worksheet “Paraphrasing” video and activity worksheet

Ongoing Standards: W.5.5, W.5.6, W.5.7, W.5.8, W.5.9b L.5.2, L.5.3a

9



Power Standards: Review Parts of Speech

Nouns (Common/Proper, Plurals, Possessives)

Verbs

Adjectives (Comparative/Superlative)

Adverbs

Tips: Have students select a paragraph from the texts you have read over the past weeks and identify the different parts of speech

Have them re-write a paragraph and change one part of speech to be incorrect (could focus on plurals). Students could swap and correct.

The Grammar and Writing Book (red book)

Lesson 5: Common & Proper Nouns

Lesson 6: Regular & Irregular Plural Nouns

Lesson 7: Possessive Nouns

Lesson 8 – 14: Verbs

Lesson 16 – 18: Pronouns

Lesson 22 – 24: Adjectives

Lesson 25: Adverbs

Websites

www.ereadingworksheets.com (parts of speech

worksheets)



Ongoing Standards: SL.5.1 a-c Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly. a. Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. SL.5.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.


Accountable Talk Toolkit: Located in the 5th grade One Drive Peer Reviewing & Discussing of Essays: Have students partner, read each other’s essays, fill out peer-review form, and then discuss with each other; students can make changes and re-write afterwards. Spoken Summaries: Give your students time after you read to turn with a partner and discuss the texts or give a quick verbal summary; have partner suggest important things they missed or unimportant items they included; discuss whole group afterwards. Post-It Notes: Allow students to prepare their answers to comprehension questions and write answers down on post-it notes before they have to share in front of the class. This will help students


10


feel prepared and begin teaching them how to feel comfortable sharing their thoughts.



It is so important that students are given opportunities to read aloud with other and get feedback.

Fluency


Six Syllable Types



Resources

95% Program

Orton-Gillingham

your school’s Tier 3 program

11



Tying it Together

READING FOR LITERATURE TN State Standards Comments Suggested Resources

Power Standards: Week 1: RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). Week 2: RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. Week 3: During Week 3, teach Opinion Writing Skills. Supporting Standards: RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

3 Week Break Down:


1 week Writing Skills Website:

Websites like eReading Worksheets, English Worksheet Land, and k12reader are great for introducing the skill at the beginning of the week.

You can type the text(s) you are using into the Achieve the Core Academic Word Finder and it will give you a lists of vocabulary words that are below, on, and above grade level. This tool is great for creating context clues questions for all of your learners or whole group. You will need to set up an account, but it is free.




Wonders Workshop: Unit 2 Week 2 – A Modern Cinderella RL.5.3 Unit 3 Week 1 – A Reluctant Traveler RL.5.2 Unit 3 Week 2 – Survivaland RL.5.2 Wonders Anthology: Unit 2 Week 2 – Where the Mountain Meets the Moon RL.5.3 Unit 3 Week 1 – They Don’t Mean It RL.5.2 Unit 3 Week 2 – Weslandia RL.5.2 **TCAP Format Weekly Assessment that comes with the Wonders Series has two stories per with the exact same skill: great for weekly use or assessment use **Check OneDrive for “Question Stems” for each standard” Literature Texts “Casey at Bat” (www.achievethecore.org & www.readworks.org ) RL.5.3 & RL.5.6 “The Fisherman and His Wife” (www.achievethecore.org ) RL5.2 & RL.5.3 **Check One Drive for activities & questions for texts above The Grammar and Writing Book (red book) “Figurative Language” p 216 “Humorous Poem” p 217 Helpful Websites www.eReadingworksheets.com (Organized by Skill) www.k12reader.com (Organized by Skill)

http://www.corestandards.org/ELA-Literacy/RL/3/5/






12


a. Interpret figurative language, including similes and metaphors, in context. b. Recognize and explain the meaning of common idioms, adages, and proverbs. c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

One Drive: Check 5th Grade One Drive for all resources (will continually update throughout the year).

www.teacher.depaul.edu/fiction_readings.htm (Fiction Texts) www.readworks.org (Organized by Skill) www.englishworksheetsland.com (Organized by Standard) www.betterlesson.com (Pre-made Lessons on All Skills) http://fcrr.org/for-educators/sca_4-5.asp (Graphic Organizers & Activities) www.readwritethink.org (Lesson Plans) www.learningfarm.com ($$) www.AtoZreading.org ($$) http://achievethecore.org/academic-word-finder/ Resources: Evan-Moor Common Core Lessons Reading Literary Text ($$) Evan-Moor Common Core Lesson Reading Informational Text ($$) Newmark Learning Common Core Comprehension Practice at 3 Levels ($$) Newark Common Core Reading Warm-Ups and Test Practice book ($$)

Ongoing Standards: RL.5.1, RL.5.10


Power Standards: W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose. b. Provide logically ordered reasons that are supported by facts and details. c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). d. Provide a concluding statement or section related to the opinion presented.

Opinion Writing: Create a prompt from texts you are already using to teach informational style.

Begin by reviewing the Opinion Writing Rubric from the state. It is important to set the expectations for where students are aiming.

“Student-Friendly” Opinion Rubric on One Drive


Activities/ Writing Tasks/ Resources: www.TNCore.org Informational Options

Robots

Flavored Milk Tasks

Stonehenge

Drinking Water Wonders Workshop Unit 1 Week 5 “Are Electronic Devices Good for Us?”

Create an opinion prompt with question above Unit 5 Week 5 “Should Plants and Animals from

Live Other Places Live Here?”

http://www.teacher.depaul.edu/fiction_readings.htm


http://www.englishworksheetsland.com/







13


Supporting Standards: W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Tips Unpacking the prompt: spend time going over the verbs in the prompt & set up an expectation Graphic Organizer: find a consistent organizer for each type of writing that students practice and use each time they write (ex. OREO, POW TREELL) Anchor Charts: create anchor charts for the students to use all year (ex. Transition words, graph organizers, evidence based stems, etc. **See One Drive for full examples) Paraphrase: Students need to practice how to paraphrase. Give them multiple chances to put evidence from texts in their own words. Outlines: Students need to practice first with bulleted outlines. Students will learn how to create events and details to elaborate on the events.

could be paired with ReadWorks “Aliens Invade!” Grade 5 and “Invasive Species” Grade 6

Create an opinion prompt with question above, One Drive

Opinion Prompt: Most Influential Person on Slavery

Opinion Prompt: Should Orcas Be Set Free?

Opinion Prompt: Should We Keep the Penny?

Opinion Prompt: Dogs vs Cats? Common Core Writing to the Texts Book ($$)


The Grammar and Writing Book (red book) “Writing a Persuasive Essay” p 240 – 241 Mini-lessons: “Transitions” p 66 “Show Don’t Tell” p 78 “Support Your Ideas” p 90 ”Use Powerful Verbs” p 114 “Stick to the Topic” p 120 “Use Specific Words” p 132 “Sensory Details” p 168 “Support Your Argument” p 174 “Use Persuasive Words” p 180 “Persuasive Letter” p 193 “Thesis Statement” p 204 “Paraphrase” p 210 “Taking Notes” p 211 “Include Important Details” p 222 “Outlining” p 223 “Topic Sentence” p 228 Brainpop “Five Paragraph Essay” video and activity worksheet

Ongoing Standards: W.5.5, W.5.6, W.5.7, W.5.8, W.5.9b

14


“Paraphrasing” video and activity worksheet


Power Standards: L.5.2a-e Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation to separate items in a series.* b. Use a comma to separate an introductory element from the rest of the sentence. c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It's true, isn't it?), and to indicate direct address (e.g., Is that you, Steve?). d. Use underlining, quotation marks, or italics to indicate titles of works. e. Spell grade-appropriate words correctly, consulting references as needed. Supporting Standards: L.5.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. c. Use verb tense to convey various times, sequences, states, and conditions. d. Recognize and correct inappropriate shifts in verb tense. e. Use correlative conjunctions (e.g., either/or, neither/nor).

Tips: Have students select a paragraph from the texts you have read over the past weeks and identify the commas and the rules.

Have students rewrite paragraphs from texts and leave out the commas. Students can switch paragraphs and correct each other’s.

The Grammar and Writing Book (red book)

Lesson 28: Commas

Websites www.englishworksheetsland.com – great for all language standards www.ereadingworksheets.com (has comma worksheets) One Drive

check One Drive for resources

http://www.englishworksheetsland.com/


15




Ongoing Standards: SL.5.1d Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.


Accountable Talk Toolkit: Located in the 5th grade One Drive Peer Reviewing & Discussing of Essays: Have students partner, read each other’s essays, fill out peer-review form, and then discuss with each other; students can make changes and re-write afterwards. Spoken Summaries: Give your students time after you read to turn with a partner and discuss the texts or give a quick verbal summary; have partner suggest important things they missed or unimportant items they included; discuss whole group afterwards. Post-It Notes: Allow students to prepare their answers to comprehension questions and write answers down on post-it notes before they have to share in front of the class. This will help students feel prepared and begin teaching them how to feel comfortable sharing their thoughts.



It is so important that students are given opportunities to read aloud with other and get feedback.

Fluency


Six Syllable Types



16


Resources

95% Program

Orton-Gillingham

your school’s Tier 3 program

th5 grade: ela curriculum guide st nine weeks - weeks 1 · pdf fileth5 grade: ela curriculum...

Documents