Grade 5 ELAR Unit 4 Overview Title Suggested Time Frame Culture and History Literary Nonfiction 4 th Six Weeks 32 Days Big Ideas/Enduring Understandings Guiding Questions Reading ● Readers understand theme and author’s purpose and are able to support their understanding with textual evidence. ● Readers make connections between different types of texts. ● Factual information can be communicated through stories. ● Historical events/movements affect the theme of a historical text. ● Characters have various roles and functions in a historical text. ● Historical texts contain main ideas and supporting details to convey information about historical events. ● Readers extract information from the text, text features, and graphics in informational texts to fully understand the key ideas. Writing ● Writers use mentor texts to learn about the type of writing they would like to compose. ● Effective introduction and conclusion paragraphs guide the reader’s understanding of key ideas. ● Sentence structure and transitions are used to support the reader’s understanding of a personal essay. Reading ● Why did the author write the story? What textual evidence helps understand why? ● What is the theme or moral lesson of the story? How can I compare and contrast the theme or moral lesson from several works of fiction from various cultures? ● How does making connections across texts and genres increase my comprehension? ● How does this event/movement affect the theme? ● What role and function does this character have in this plot? ● How can I best summarize the main ideas and supporting details in order to maintain meaning and logical order? ● How can I use the organizational structure of a historical text to better understand the ideas presented in the text? ● How can I use the text, text features, graphics, and organizational structure of an expository text to better text? Writing ● What mentor text do I need to study so that I can do the kind of writing I want? ● What are the characteristics of an effective introduction? ● What are the characteristics of an effective conclusion? ● How can I use sentence structure and transitions to more clearly communicate my ideas? CISD 2015-2016
Transcript
Grade 5 ELAR Unit 4 Overview
Title Suggested Time Frame
Culture and History Literary Nonfiction
4th Six Weeks 32 Days
Big Ideas/Enduring Understandings Guiding Questions
Reading ● Readers understand theme and author’s purpose and are able
to support their understanding with textual evidence. ● Readers make connections between different types of texts. ● Factual information can be communicated through stories. ● Historical events/movements affect the theme of a historical
text. ● Characters have various roles and functions in a historical text. ● Historical texts contain main ideas and supporting details to
convey information about historical events. ● Readers extract information from the text, text features, and
graphics in informational texts to fully understand the key ideas.
Writing
● Writers use mentor texts to learn about the type of writing they would like to compose.
● Effective introduction and conclusion paragraphs guide the reader’s understanding of key ideas.
● Sentence structure and transitions are used to support the reader’s understanding of a personal essay.
Reading ● Why did the author write the story? What textual evidence helps
understand why? ● What is the theme or moral lesson of the story? How can I
compare and contrast the theme or moral lesson from several works of fiction from various cultures?
● How does making connections across texts and genres increase my comprehension?
● How does this event/movement affect the theme? ● What role and function does this character have in this plot? ● How can I best summarize the main ideas and supporting details
in order to maintain meaning and logical order? ● How can I use the organizational structure of a historical text to
better understand the ideas presented in the text? ● How can I use the text, text features, graphics, and organizational
structure of an expository text to better text? Writing
● What mentor text do I need to study so that I can do the kind of writing I want?
● What are the characteristics of an effective introduction? ● What are the characteristics of an effective conclusion? ● How can I use sentence structure and transitions to more clearly
communicate my ideas?
CISD 2015-2016
Reading and Writing Connections
Reading TEKS 5.3.ABC
5.7.A 5.10.A
5.11ABCD Fig.19E
Word Study/Phonics TEKS 5.22.Biv
Writing TEKS 5.15.ABCDE
5.16.Ai-iii 5.18.Ai-iv
Conventions TEKS 5.20.Aiv, v, viii
5.21.Bi-ii 5.21.C
Listening & Speaking TEKS 5.27ABC
5.28 5.29
Vertical Alignment Expectations
*TEKS one level below* *TEKS one level above*
ELAR Vertical Alignment Document
Sample Assessment Question 5.3
Which of these is a lesson _____ learns in the story? Which of these is an important idea explored in this play? ______ actions in paragraphs 5 and 6 support the message that — 5.7 What is the best summary of the section titled “_______”? Read this sentence from the selection. The author included this quotation to show the reader that Cameron _____? 5.10A The author speaks directly to the reader in paragraphs 1 and 2 in order to -- The author wrote this article most likely to -- The author wrote this selection most likely to tell the reader that — The author wrote this selection most likely to explain — The author uses questions in paragraph 4 and paragraph 11 as a way to — The language the author uses in paragraph 10 emphasizes — The author informs the reader about Jackson’s journey mainly by — 5.11 Which of these is the best summary of the selection? Which of these is the best summary of the article? 11A
What is paragraph 2 mainly about? Which of these best expresses the main idea of paragraph 5? What is the main idea of the selection? What is the best summary of the section titled “A Difficult Journey”? 11C The author organizes paragraph 9 in a compare-and-contrast pattern to illustrate — A compare-and-contrast pattern is used to organize the ideas in paragraph 2 mainly to — 11D The subheadings help the reader understand that the selection focuses mainly on — Which part of the article best helps readers visualize what they would experience at the museum?
The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to the proper depth
and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and research-based best practices. Teaching using only the suggested
resources does not guarantee student mastery of all standards. Teachers must use professional judgment to select among these and/or other resources to teach the district
curriculum. Some resources are protected by copyright. A username and password is required to view the copyrighted material.
Reading Bundle
Ongoing TEKS: Fig. 19 A-F,5.1, 5.2A-E, 5.9
Knowledge and Skills
with Student Expectations
District Specificity/ Examples
Vocabulary
Instructional Strategies
Suggested Resources
Resources listed and categorized to indicate suggested uses. Any additional resources
must be aligned with the TEKS.
Figure 19: Reading/Comprehension Skills. Students use a flexible range of metacognitive reading
Can students determine purpose and make connections reading across multiple texts? Can the student generate higher level thinking questions?
Children’s Literature: Various novels Journeys text Activities:
CISD 2015-2016
skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical learners. (A) establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension (B) ask literal, interpretive, evaluative and universal questions of text (C) monitor and adjust comprehension (using background knowledge, creating sensory images, rereading a portion aloud, generating questions) (D) make inferences about text and use textual evidence to support understanding (E) summarize and paraphrase texts in ways that maintain meaning and logical order within a text and across texts
Student created questions Discuss and write about literary elements using text evidence Text dependent reading (A) What was the author’s purpose in writing this article? What is the most likely reason the author wrote this article? (B) What happened when __ did _? What did the author mean by this sentence: “__”? How is the information in the article important to the world? (C) Reread to find out why __ is important. (D) According to the selection __. You can tell from the story that _. Which sentence tells you that__? The reader can tell that__. What information in this article supports the conclusion that __? What can you conclude about __? One conclusion that can be made about __ is __. (E) Summarize the four most important facts in this article. Which is the most complete summary of this information? Summarize the three most important acts in this information in the order these facts were presented. (F) What is a major idea found in both selections? An idea presented in both the article and the biography is__.
(F) make connections (thematic links, author analysis) between and across multiple texts of various genres and provide textual evidence
The story and the article both present ideas about __.
(5.3) Reading/ Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. (A) compare and contrast the themes or moral lessons of several works of fiction from various cultures. (B) describe the phenomena explained in origin myths from various cultures; (C) explain the effect of a historical event or movement on the theme of a work of literature
Can the student make inferences and draw conclusions about themes in texts? myth fable legend folklore -Text dependent reading -Explore various themes across texts (A) What do the lessons in __ and __ have in common? What is a common theme in both of these stories? In comparing __ and __, what was the difference in the moral lessons in the two selections? A theme in both stories is __. What is a major idea found in both stories? Which of these is an idea presented throughout both selections? What do the lessons have in common? What is a common theme in both? In comparing __ and __, what was the difference in the moral lessons in the two selections? A theme found in both is __. What is a major idea found in both stories?
Children’s Literature: Activities: Journeys: Unit 1: Off and Running Elisa’s Diary Unit 2: Storm Warriors Unit 3: Dangerous Crossing Unit 4:Lunch Money, LAFFF Unit 5:Tucket’s Travels, The Birchbark House Rachel’s Journal Journeys: Unit 2: *Skywoman and Turtle Unit 3: *Zeus and the Titans Websites: Lessons
CISD 2015-2016
Phenomena: known or derived through the senses rather than the mind. What did __ sense that prevented a tragedy? How did __ know to go? What happened that caused __ to change his mind?
(5.7) Reading/Comprehension of Literary Text/ Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to identify the literary language and devices used in biographies and autobiographies, including how authors present major events in a person’s life.
Can students determine the literary devices in a biography/ autobiography? How does the author present the events in this person’s life? In paragraph __ the __ symbolizes __. In paragraph __, the author states that “__” to help the reader understand – Why does the author describe __ as “__”? Read this sentence from paragraph __. What does the author mean by this line?
Autobiography Biography Sensory Details Literary Nonfiction Literary Elements
-Biography Activities -Timelines
Children’s Literature: Activities: Journeys: Unit 1: Double Dutch Unit 2: Interrupted Journey Unit 3: James Forten Can’t You Make Them Behave King George? Molly Pitcher/ A Spy for Freedom We Were There Too Unit 4: The Dog Newspaper Unit 5: Lewis and Clark Websites: http://www.biography.com/ Lessons:
(5.10) Reading/ Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author’s
Can students infer the author’s purpose and show text evidence to support it? What conclusion can the reader draw from the information presented by this author?
purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. (A)draw conclusions from the information presented by an author and evaluate how well the author’s purpose was achieved.
Did the author accomplish the purpose he stated at the beginning of this informative article? http://www.scholastic.com/teachers/article/why-and-how-i-teach-historical-fiction
Unit 2 Pea Island’s Heroes Unit 3 Modern Minute Man, Vaqueros, Westward to Freedom Activities: To review author’s purpose http://www.gourmetlearning.com/Site/Doggie%20Bags%20Samples_files/5th%20Doggie%20Bags.pdf Websites: http://www.internet4classrooms.com/skill_builders/authors_purpose_language_arts_fifth_5th_grade.htm Lessons:
(5.11) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: (A) summarize the main ideas and supporting details in a text in ways that maintain meaning and logical order (B) determine the facts in text and verify them
Can the student apply critical thinking skills to analyze texts? Make connections between expository and fiction texts Features of informational text Can the student use multiple text features and graphics to preview text and locate important information? Text dependent reading Student created questions Discuss and write about literary elements using text evidence This article is mostly about __. What is the main idea of this information? What are the four most important facts in this information?
Cause/effect Compare/contrast Facts Graphics Main idea Sequential order Supporting details Text features: Bold text Captions Charts/graphs Glossary Diagrams Information boxes Italicized text Maps Preface/forward
Games/Activities Graphic organizers Partner reading Sustained silent reading Outline Text Active reading strategies
Children’s Literature: Various novels Journeys: Unit 1: Ultimate Field Trip/ Profile of a Space Walker Unit 2: Everglades Forever National Parks of the West Pea Island’s Forgotten Heroes Cougars Unit 3: Preparing for Hurricanes Modern Minute Man Unit 4: Desert Survival 4 Seasons of Food Vaqueros… Westward to Freedom Zap! Pow! From Dreams to reality Activities: Texas Assessment Prep pgs. 20-25 Websites:
through established methods (C) analyze how the organizational pattern of a text (e.g., cause-and effect, compare-and contrast, sequential order, logical order) influences the relationships among the ideas (D) use multiple text features and graphics to gain an overview of the contents of text and to locate information (E) Synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres.
(Sorting important facts from unimportant facts) Which of these is the most complete summary of this information? Which of these is the most complete summary with the accurate order of the information? Which of the following is a fact in this selection and how are you certain it is a fact? How do you know that __ is a fact in this article? What information in this selection is presented as a fact? What would cause you to change your mind about a fact you identified not being a fact? How did the author show that __ and __ have many features in common? (classification schemes) From information in this selection, how are __ and __ alike (or different)? (compare and contrast) Why was the order of the events in this newspaper order so important? (sequence) The reader can conclude __ about the effect of __ because __ (cause and effect) How would you find __ in this information? Which of the following would be helpful in finding information about __? One similarity between both selections is that both show __. One idea presented in both of these selections is __.
Which detail in __’s letter shows he felt the same way about __ as the __ in the newspaper article? Why was the __ mentioned in both articles? What do __ and __ have in common? Use Venn diagrams to compare and contrast ideas across two or three texts.
Word Study/Phonics Bundle
Ongoing TEKS: 5.1, 5.2A-E, 5.9
Knowledge and Skills
with Student Expectations
District Specificity/ Examples
Vocabulary
Instructional
Strategies
Suggested Resources
Resources listed and categorized to indicate suggested uses. Any additional resources must
be aligned with the TEKS.
(5.22) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: (B) spell words with: (iv) Latin derived suffixes (e.g., -able, -ible; -ance, -ence);
Can the student employ basic spelling patterns and rules to spell a word? Assess contextually Assess in writing, revising, and editing http://www.readingrockets.org/article/root-words-roots-and-affixes
Suffixes -daily practice -word study games
Children’s Literature: Activities: -Students can write a story/mini book using learned studied suffixes -Commonly misspelled word list -Word stems Websites: http://www.internet4classrooms.com/grade_level_help/language_root_words_language_arts_fifth_5th_grade.htm http://www.k12reader.com/fifth-grade-spelling-words/ Lessons:
Resources listed and categorized to indicate suggested uses. Any additional resources must be
aligned with the TEKS.
(5.15) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: Overview of Process (A) plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea; (B) develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing; (C) revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve
Writing check points Teacher/student writing conference Mini lessons for each stage of writing “I do, We do, You do”
Conventions Ideas Organization Sentence Fluency Voice Word Choice
-Use exemplar writing models -Daily practice
Children’s Literature: Various Mentor text http://www.edutopia.org/blog/using-mentor-text-motivate-and-support-student-writers-rebecca-alber http://www.scholastic.com/teachers/article/mentor-texts-traits-writing Activities: The Writing Academy-Block 7 Websites: Lessons:
transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed; (D) edit drafts for grammar, mechanics and spelling; (E) revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences. (5.16) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to: (A) write imaginative stories that include: (i) a clearly defined focus, plot, and point of view (ii) a specific, believable setting created through the use of sensory details (iii) dialogue that develops the story
Can the student develop a focused story with a problem, solution and other plot elements? Does the story have a realistic, well-described setting? Dialogue study/writing Study in setting
Dialogue Imagery Imaginary Plot Point of view Purpose Sensory language Setting
-Plot chart/Map -Talk topics What if… -Interactive notebook
Children’s Literature: Use mentor text Activities: Websites: http://empoweringwriters.com/toolbox/ Lessons:
(5.18) Writing/Expository Texts. Students write expository to communicate ideas and information to specific audiences for specific purposes. Students are expected to: (A) create multi-paragraph essays to convey information about the topic that: (i) present effective introductions and concluding paragraphs (ii) guide and inform the reader’s understanding of key ideas and
Can students write to effectively convey information or procedures to an intended audience? “I do, We do, You do” model Writing check points Mini lessons for each stage of writing
Conclusion Facts Introduction Main idea Structure Supporting details Topic Transitions Textual evidence
-Use exemplar writing models
Children’s Literature: Mentor text Journeys Vaqueros: America’s First Cowboys pgs. 182- 187 Activities: The Writing Academy-Block 7 (Following Blocks 5 and 6) Websites:
evidence (iii) include specific facts, details, and examples in an appropriately organized structure; and (iv) use a variety of sentence structures and transitions to link paragraphs;
Can students analyze text to provide evidence to support understanding?
Lessons:
(5.20) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to: (A) use and understand: (iv) adverbs (e.g. frequency: usually, sometimes; intensity; almost, a lot) (v) prepositions and prepositional phrases to convey location, time, direction, or to provide details. (viii) transitional words (e.g. also, therefore)
Can the student use and understand the function of basic conventions in the context of reading, writing, and speaking?
(5.21) Oral and Written Conventions/Handwriting, Capitalization and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions (B) recognize and use punctuation marks including (i) commas in compound sentences; (ii) proper punctuation and spacing for quotations
Teach within the context of writing, revising and editing Assess with writing, revising, and editing
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