Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See English Language Arts 2nd Nine Weeks Grade 5 Introduction In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025, ● 80% of our students will graduate from high school college or career ready ● 90% of students will graduate on time ● 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity. In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students, across content areas. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools and are the underpinning for the development of the English/Language Arts curriculum maps. Designed with the teacher in mind, the English/Language Arts (ELA) curriculum maps focus on literacy teaching and learning, which include instruction in reading, writing, speaking and listening, and language. This map presents a framework for organizing instruction around the TN State Standards (CCR) so that every student meets or exceeds requirements for college and career readiness. The standards define what to teach at specific grade levels, and this map provides guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials. Shelby County Schools 2015/2016 Page 1 of 47
Transcript
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
English Language Arts 2nd Nine Weeks Grade 5
IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025.
By 2025,● 80% of our students will graduate from high school college or career ready● 90% of students will graduate on time● 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.
In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students, across content areas. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools and are the underpinning for the development of the English/Language Arts curriculum maps.
Designed with the teacher in mind, the English/Language Arts (ELA) curriculum maps focus on literacy teaching and learning, which include instruction in reading, writing, speaking and listening, and language. This map presents a framework for organizing instruction around the TN State Standards (CCR) so that every student meets or exceeds requirements for college and career readiness. The standards define what to teach at specific grade levels, and this map provides guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials.
A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum maps. Educators will use this map and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.
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Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
English Language Arts 2nd Nine Weeks Grade 5
How to Use the Literacy Curriculum MapsOur collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.
This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:
(1) Regular practice with complex text and its academic language.
(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.
(3) Building knowledge through content-rich nonfiction.
Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access:
The TNCore Literacy Standards
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Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
English Language Arts 2nd Nine Weeks Grade 5
The TNCore Literacy Standards (also known as the College and Career Ready Literacy Standards):
http://www.tncore.org/english_language_arts.aspx
Teachers can access the TNCore standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.
Shift 1: Regular Practice with Complex Text and its Academic Language
Student Achievement Partners Text Complexity Collection:
Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection.
Student Achievement Partners Academic Work Finder: http://achievethecore.org/page/1027/academic-word-finder
Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.
Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text
Teachers can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.
Shift 3: Building Knowledge through Content-Rich Non-fiction
Student Achievement Partners Text Set Projects Sequenced:
Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.
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Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
English Language Arts 2nd Nine Weeks Grade 5
Curriculum Maps, Grades 3-5
● Begin by examining the text(s) selected for the week. Read them carefully and become familiar with both the text(s) and the “big Idea” for the week.
● Locate the TDOE Standards in the left column. Analyze the language of the standards, and match each standard to a learning target in the center column. Note that Reading Anchor Standard 1 and Reading Anchor Standard 10 are not included in the curriculum maps but should be addressed every week, as students should consistently be reading rigorous grade-level texts and citing evidence when writing or speaking about the text:
○ CCR Reading Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
○ CCR Reading Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently.
● Consult your Journeys Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction.● Plan your weekly and daily objectives, using the learning target statements to help.● Study the suggested performance assessments in the right-hand column, and match them to your objectives.● Plan the questions you will ask each day using these three types of questions: those that derive general understanding, those
that address craft and structure, and those that elicit an overall meaning of the text. Be sure that the questions you ask will lead students to success on your selected performance assessments.
● Examine the other standards and skills you will need to address—writing, reading foundational skills, language skills, and speaking and listening skills.
● Using your Journeys TE and other resources cited in the curriculum map, plan your week using the SCS lesson plan template. Remember to include differentiated activities for small group instruction and literacy stations.
Using the WIDA MPIs
WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.
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Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
Reading Literature and Informational TextRL.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).RL.5.6- Describe how a narrator or speaker’s point of view influences how events are described.RI.5.8- Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
Related Science StandardGLE 0507.8.1 Analyze and predict how major landforms and bodies of water affect atmospheric conditions.
Strategies and SkillsComprehension Skill Conclusions and Generalizations Point of View Characterization
Comprehension Strategy Infer/Predict
Learning Targets (I Can…) Draw conclusions and generalizations from texts. Identify reasons and evidence to support authors’ views. Understand characterization. Identify first and third person point of view. Integrate information from two or more texts on the same topic.
Performance Assessments Journeys Grab-and-Go Assessments Journeys Progress Monitoring Journeys Reader’s Notebook Written summary of a “cold read” text or texts, drawing on specific details from
the text Anecdotal evidence from classroom discussions Literacy Stations
Performance Task-Optional Select 3 short passages; have students identify the point of view and explain
using evidence from the text.
Text Dependent Questions According to the text, how do you know that the captain is very grateful? (key
details) What is a motto? What does the men’s motto, “You have to go out, but you
don’t have to come back” mean? (vocabulary) On page 276, use evidence from the picture to explain what the characters
are feeling? (inferences) After reading Storm Warriors and Pea Island’s Forgotten Heroes, what can
you conclude about the life of an African American family who ended up on Pea’s Island in the 1890’s? (intertextual connections)
Literacy Station Activities Comprehension Station –use graphic organizers to identify characterization;
practice identifying the author’s point of view; identifying generalizations and conclusions.
WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RL5.3: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text
Level 1: Entering Level 2: Emerging Level 3: Developing Level 4: Expanding Level 5: BridgingHighlight phrases that indicate Categorize phrases about the Analyze grade-level paragraphs for Evaluate grade-level text at the Draw conclusions and make
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
English Language Arts 2nd Nine Weeks Grade 5
TN DOE Curriculum Standards Learning Outcomes Content & Taskscomparing and contrasting from designated paragraphs with word bank and teacher support.
characters or events as similar or different in a T-chart to compare or contrast two or more characters or settings with a peer.
sentences that indicate similarities or differences to compare or contrast two or more characters or settings using a word bank.
page or multi-paragraph level to compare and contrast two or more characters, settings or events with partner assistance.
inferences about similarities and differences to compare and contrast two or more characters or settings in grade-level text based on specific details from the text.
For additional information on scaffolding within the domains of Reading, Writing, Speaking, and Listening please see:North Carolina Live binder http://www.livebinders.com/play/play?id=1089921 -Click on Transformed MPIs/ELAsReading Foundational SkillsRF.5.3a- Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.RF.5.4a -Read grade-level text with purpose and understanding.
Strategies and Skills Phrasing Compound words
Learning Targets (I Can…) Use punctuation to guide phrasing when reading a text Identify compound words
Phonics and Fluency Read oral texts accurately Use morphology to recognize the two words in a compound word
Performance Assessments Oral reading fluency checks/running records Spelling of grade-appropriate words in daily/weekly writing Use of learned patterns to decode unfamiliar words Journeys Cold Reads Journeys Student Book pp. 270 and 275 Journeys TE p. T286 Journeys Literacy Toolkit
Literacy Station Activities Decoding/word study station: Compound word sort; creating compound
words using two root words Fluency station (optional): read aloud practicing and paying attention to the
use of punctuation; repeated readings http://www.fcrr.org/curriculum/studentCenterActivities45.shtm
Writing/ResearchW.5.1a- 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.W.5.1b- Provide logically ordered reasons that are supported by facts and details.
Strategies and SkillsSkills Opinion Writing Linking Words
Strategy Writing pre-assessment of paragraph written from a prompt about
Modeled response to text Peer editing pre-assessment for clear evidence in text
Routine Writing Forming a text-based opinion Citing evidence to support opinion Writing clear topic sentences
Writing Tasks Pre-assessment writing task: We just read about tornadoes and hurricanes. Of
these two storms, which one do you think has a greater impact on the people living in a certain area? Explain your response using evidence from the text to support your thinking. (http://www.readworks.org/passages/earth-science-tornadoes and http://www.readworks.org/passages/earth-science-hurricanes)
Post-assessment writing task: In Storm Chasers and Pea Island’s Forgotten Heroes, we read about men who bravely saved lives at sea. Christopher Reeve
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
English Language Arts 2nd Nine Weeks Grade 5
TN DOE Curriculum Standards Learning Outcomes Content & Tasks Self editing pre-assessment and self-reflection Writing post-assessment to similar prompt
Learning Targets (I Can…) Form an opinion based on something I have read. Give between 4 to 5 reasons from the text that support my
opinion. Clearly state the topic and my opinion about the topic.
said this about heroes: “A hero is an ordinary individual who finds the strength to persevere and endure in spite of overwhelming obstacles.” Do you think the characters and people we read about would be considered “heroes” with this definition of heroes? Why or why not? Support your answer with evidence from the texts.
Speaking and ListeningSL.5.1c- Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on remarks of others.SL.5.1d- Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
Strategies and Skills Collaborate effectively ThemeLearning Targets (I Can…) Collaborate with peers in discussions to report on grade level
text. Understand rules for discussions. Ask and answer questions. Draw conclusions from text.
LanguageL.5.4b- Use common, grade-appropriate Greek and Latin roots as clues to the meaning of a word or phrase.L.5.4c- Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify meaning of key words and phrases.
Strategies and SkillsSkills Complex SentencesStrategy Learning Grammar through Writinghttps://wvde.state.wv.us/strategybank/VocabularyStrategies.html
Learning Targets (I Can…) Learn and use words with Greek and Latin roots. Use reference materials to find pronunciations and word
meanings.
Vocabulary Greek and Latin Roots
Vocabulary for Explicit Instruction Point of view, characterization, root, generalization, bold, conclusion,
Literacy Activities Vocabulary Station- identify word meanings; Identify words containing Greek
and Latin roots; http://www.fcrr.org/curriculum/studentCenterActivities45.shtm
Language Arts Complex Sentences
Performance Assessments● Edit pre-assessment draft for weekly grammar skill● Edit for grade-level capitalization and punctuation errors.● Journeys Grab-and-Go Weekly Vocabulary Assessment● Teacher made vocabulary assessment Literacy Station Activities
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
English Language Arts 2nd Nine Weeks Grade 5
TN DOE Curriculum Standards Learning Outcomes Content & Tasks Cougars (Lexile Level 960; p. T 294) Purr-fection (Lexile Level NP; paired selection) The Big Five (Donyall Dickey, Complex Text, RI.5.2)Big Idea: Nature deserves our respectReading Literature and Informational TextRL.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 challenge or how the speaker in a poem reflects upon a topic; summarize the text.RI.5.2- Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
Related Science StandardGLE 0507.2.2 Explain how organisms interact through symbiotic, commensal, and parasitic relationships.
Strategies and SkillsComprehension Skill Main ideas and Details Explain Scientific Ideas Domain-Specific Vocabulary
Comprehension Strategy Monitor/Clarify
Learning Targets (I Can…) Identify main ideas and supporting details. Understand relationships between events and ideas in different
texts. Read and understand stories, poems, and plays.
Performance Assessments Journeys Grab-and-Go Assessments Journeys Progress Monitoring Journeys Reader’s Notebook Written summary of a “cold read” text or texts, drawing on specific details from
the text Anecdotal evidence from classroom discussions Literacy Stations
Performance Task-Optional Use the Epiphany graphic organizer, RI 5.2, Key Ideas and Details (33) to
map out the anchor text, Cougars.
Text Dependent Questions For what purpose do cougar kittens remain with their mothers? (Key details) Re-read page 300. What are senses? Using evidence from the text, why do
you think cougars have developed such strong senses? (Vocabulary & Inferences)
On page 296, using evidence from the text, describe the examples of nicknames used for cougars and how the names reflect on its character? (Inferences)
Literacy Station Activities Comprehension station –practice identifying main idea and details;
comparing two pieces of text and identifying main ideas. http://www.fcrr.org/curriculum/studentCenterActivities45.shtm
WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RI5.2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
Level 1: Entering Level 2: Emerging Level 3: Developing Level 4: Expanding Level 5: BridgingIdentify words in a text that support the main idea of an illustrated text with a partner.
Categorize supporting details with main ideas to explain how main ideas are supported by key details with peer support.
Identify the main idea at the paragraph level when given a choice of three answers with small group support.
Analyze text to identify the main ideas and supporting details using agraphic organizer.
Analyze text to identify central ideas or themes and explain how they are supported by key details.
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
English Language Arts 2nd Nine Weeks Grade 5
TN DOE Curriculum Standards Learning Outcomes Content & TasksFor additional information on scaffolding within the domains of Reading, Writing, Speaking, and Listening please see:North Carolina Live binder http://www.livebinders.com/play/play?id=1089921 -Click on Transformed MPIs/ELAs
Reading Foundational SkillsRF.5.3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.RF.5.4a -Read grade-level text with purpose and understanding.
Strategies and Skills Stress Recognizing Schwa+/r/Sounds
Learning Targets (I Can…) Explore stressing for expression and phrasing when reading
aloud. Identify schwa+/r/sounds correctly.
Phonics and fluency Stress for expression and phrasing Use syllabication patterns to apply schwa sounds
Performance assessments Journeys Cold Reads Journeys Student Book pp. 298, 300, and 303 Journeys TE p. T348 Journeys Literacy Toolkit
Literacy Station Activities Decoding/word study station -recognizing Schwa +/r/ sounds; listing words
with Schwa sounds +/r/ Fluency station (optional): Stress (emphasizing certain words to enhance
meaning)
Writing/ResearchW.5.1a- 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.W.5.1b- Provide logically ordered reasons that are supported by facts and details.
Strategies and SkillsSkills Opinion Writing Linking Words
Strategy Writing pre-assessment of paragraph written from a prompt
about a text POW + TREE mnemonic and graphic organizer
Modeled response to text Peer editing pre-assessment for clear evidence in text Self editing pre-assessment and self-reflection Writing post-assessment to similar prompt
Learning Targets (I Can…) Form an opinion based on something I have read. Give between 4 to 5 reasons from the text that support my
opinion. Clearly state the topic and my opinion about the topic.
Routine Writing Forming a text-based opinion Citing evidence to support opinion Writing clear topic sentences
Writing Tasks Pre-assessment writing task: We have learned about the impact that
deforestation has had on animal populations. Do you think that people should continue to cut down animal’s habitats so that they can have timber? Or should we try to find a different material to use besides timber? Support your point of view and reasoning with evidence from the texts. (http://www.readworks.org/passages/brazil-today-amazon-river-and-basin and http://www.readworks.org/passages/paradise-lost)
Post-assessment writing task: We learned about different kinds of cats this week through reading Cougars and Purrfection. The authors of both texts suggest that cats, big and small, are “mysterious” creatures. Do you agree that cats are mysterious creatures? Why or why not? Use support from the texts to support your response.
Speaking and Listening Strategies and Skills Performance Assessments
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
English Language Arts 2nd Nine Weeks Grade 5
TN DOE Curriculum Standards Learning Outcomes Content & TasksSL.5.4- Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.SL.5.6- Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 on page 28 for specific expectations)
Research and Media Literacy Integrate Information from Multiple Texts
Learning Targets (I Can…) Explain a topic’s order, facts, main idea, details and theme. Deliver a speech for a task.
Journeys Cold Reads Journeys Level Readers Literacy Stations (Comprehension and Fluency/Word Study Add audio information Oral speeches
LanguageL.5.1a- Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.L.5.2- Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing.L.5.4c- Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify meaning of key words and phrases
Strategies and SkillsSkills Direct Quotation Interjections
Strategy Learning Grammar through Writing https://wvde.state.wv.us/strategybank/VocabularyStrategies.html
Learning Targets (I Can…) Use and explain the function of interjections in a sentence. Recognize and use proper capitalization and punctuation for
direct quotations. Use interjections and direct quotations in my own writing. Edit writing for capitalization errors and spelling errors. Determine the meanings of words and phrases.
Vocabulary Shades of Meaning
Vocabulary for Explicit Instruction Main idea, stress, synonym,
Literacy Station Activities Vocabulary Station-Shades of meaning (using words to describe the small,
subtle differences in meaning between similar words or phrases); Vocabulary Station- identify interjection words; practice writing using direct quotations.
Performance Assessments Edit pre-assessment draft for weekly grammar skill Edit for grade-level capitalization and punctuation errors. Journeys Grab-and-Go Weekly Vocabulary Assessment Teacher made vocabulary assessment in test format
Week 3- Lesson 11Reading Selections Dangerous Crossing (Lexile Level 800) Revolution and Rights (Lexile Level 940- paired selection) What Was “Woman Suffrage” (Donyall Dickey, Complex Text, RI.5.3)Big Idea: History is made by individuals
Reading Literature and Informational TextRL.5.7- Analyze how visual and multimedia elements contribute to the meaning, tone, or
Strategies and SkillsComprehension Skill Cause and Effect
Performance Assessments Journeys Grab-and-Go Assessments Reteaching Lesson p. T76
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
English Language Arts 2nd Nine Weeks Grade 5
TN DOE Curriculum Standards Learning Outcomes Content & Tasksbeauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).RI.5.3- Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.RI.5.5- Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
Visual Elements Primary sources
Comprehension Strategy Visualize
Learning Targets (I Can…) Understand cause and effect relationships. Recognize how visuals and multimedia elements add to texts. Identify primary sources to support topics. Explain different techniques about two or more people, events,
and ideas in text.
Written summary of a “cold read” text or texts, drawing on specific details from the text
Teacher-made or district common assessments in testing format Anecdotal evidence from classroom discussions Literacy Stations
Performance Task-Optional Read a passage with text structure, cause/effect; complete a T-chart of the
cause and effect relationship within the passage.
Text Dependent Questions How does John Adams feel about finally making it to France? (key details) On page 328, the author writes, “The blustering snow stung his cheeks like
nettles.” Using your context clues, what does nettles mean? (vocabulary) Based on the narrator’s descriptions of Johnny’s thoughts, how did he feel
about being in a possible battle? Explain using evidence from the text. (inferences)
Literacy Station Activities Comprehension Station- practice identifying cause and effect relationships;
Use a T-chart to list cause/effect relationships within a text. http://www.fcrr.org/curriculum/studentCenterActivities45.shtm
WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RI5.5: Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts
Level 1: Entering Level 2: Emerging Level 3: Developing Level 4: Expanding Level 5: BridgingSort similarities and differences tocompare and contrast the overallstructure of 2 or more texts with anillustrated graphic organizer andteacher support.
Identify similarities and differences to compare and contrast the overallstructure of 2 or more textsusing an illustrated graphic organizer.
Categorize information from shortened chunks of texts to compare and contrast the overall structure of 2 or more texts with process thinking maps and partner assistance.
Analyze information in the texts to compare and contrast the overall structure of 2 or more texts using thinking maps in a small group.
Synthesize information presented in the texts to compare and contrast the overall structure of events, ideas, concepts, or information in 2 or more texts.
For additional information on scaffolding within the domains of Reading, Writing, Speaking, and Listening please see:North Carolina Live binder http://www.livebinders.com/play/play?id=1089921 -Click on Transformed MPIs/ELAs
Reading Foundational SkillsRF.5.3a Use combined knowledge of all letter-sound correspondences, syllabication
Strategies and Skills Accuracy and Self Correction Vowel Sounds in Stressed Syllables
Phonics and fluency Use context to self-correct word recognition Recognize syllabication patterns to stress words
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
English Language Arts 2nd Nine Weeks Grade 5
TN DOE Curriculum Standards Learning Outcomes Content & Taskspatterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.RF.5.4c- Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Learning Targets (I Can…) Recognize words while reading texts. Use patterns to identify stress syllables.
Performance assessments Journeys Cold Reads Journeys Student Book pp. 330, 334, and 335 Journeys TE p. T348 Journeys Literacy Toolkit
Literacy Station Activities Decoding/Word Study- Vowel sounds in stressed syllable Fluency (optional)- Read aloud for accuracy and self-correction; Time each
other and graph resultsWriting/Research W.5.2-Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.W.5.4-Produce clear and coherent writing in which development, organization, and style are appropriate to task, purpose, and audience.
Strategies and SkillsSkills Introduce Informative/Explanatory writing
Strategy Show exemplar text Model how to write informative/explanatory writing Use POW + TIDE mnemonic and graphic organizer
Learning Targets (I Can…) Draft, revise, and publish an informative/explanatory essay. Develop a topic with facts, definitions, details and quotations. Make logical connections between ideas in a text.
Writing Tasks In Dangerous Crossing and Revolution and Rights, we read about people who
had to be strong during difficult times. Explain how life would be different if John Adams’ father had given up, or the men fighting against the British? Describe how our lives would be the same or different? Support your answer with evidence from the text.
Speaking and ListeningSL.5.1- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.SL.5.2- Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
Strategies and Skills Collaborate effectively Summarize
Learning Targets (I Can…) Collaborate with peers in discussions to report on grade level
text. Understand rules for discussions. Summarize texts read aloud.
LanguageL.5.2- Demonstrate the conventions of standard English, capitalization, punctuation, and spelling when writing.
Strategies and SkillsSkills Subject and Object PronounsStrategy
Vocabulary Reference Materials
Vocabulary for Explicit Instruction
Shelby County Schools2015/2016
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Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
English Language Arts 2nd Nine Weeks Grade 5
TN DOE Curriculum Standards Learning Outcomes Content & TasksL.5.4c- Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify meaning of key words and phrases.
Learning Grammar through Writing https://wvde.state.wv.us/strategybank/VocabularyStrategies.html
Learning Targets (I Can…) Identify subject and object pronouns while reading. Use subject and object pronouns correctly while writing. Edit incorrect uses of subject and object pronouns. Edit writing for capitalization errors and spelling errors. I can use reference materials to find pronunciations and word
meanings.
Cause, effect, conduct, pressing, survey,
Literacy Station Activities Vocabulary Station- Using reference materials have students locate and
organize information on a topic.
Language Arts Subject and Object Pronouns
Performance Assessments for both Edit pre-assessment draft for weekly grammar skill Edit for grade-level capitalization and punctuation errors. Journeys Grab-and-Go Weekly Vocabulary Assessment Teacher made vocabulary assessment in test format.
Week 4- Lesson 12Reading Selection Can’t You Make Them Behave, King George? (Lexile Level 790) Tea Time! (Lexile Level 1090 -paired selection) A History of US (Donyall Dickey, Complex Text, RI.5.7)Big Idea: History is made by individuals
Reading Literature and Informational TextRL.5.4- Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.RL.5.7- Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
Related Social Studies Standard5.2 Interpret the sectional differences between the North and the South in economics, transportation, and population.
Strategies and SkillsComprehension Skill Fact and Opinion Tone SimilesComprehension Strategy Question
Learning Targets (I Can…) Use text evidence to support facts and opinions. Analyze the author’s use of tone. Recognize the difference between similes and metaphors. Explain different techniques about two or more people, events,
and ideas in texts.
Performance Assessments Journeys Grab-and-Go Assessments Reteaching Lesson p. T156 Written summary of a “cold read” text or texts, drawing on specific details
from the text Teacher-made or district common assessments in testing format Anecdotal evidence from classroom discussions Literacy Stations
Performance Task-Optional Ask students to turn facts into opinions and opinions into facts.
Text Dependent Questions King George tried to be firm with the colonists. Using evidence from the text,
explain if he was successful or not? (key details) The King uses the proverb, “No peace without honor.” What does he mean
by this? (vocabulary) Why do you think the British government’s opinion is different than the King’s
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
English Language Arts 2nd Nine Weeks Grade 5
TN DOE Curriculum Standards Learning Outcomes Content & Tasks
Literacy Stations Comprehension Station- practice identifying facts and opinions using a T-
chart; use text highlights and label similes and other figurative language. http://www.fcrr.org/curriculum/studentCenterActivities45.shtm
WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RL5.4: Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
Level 1: Entering Level 2: Emerging Level 3: Developing Level 4: Expanding Level 5: Bridging Represent figurative language expressions by locating online images with peer or instructor support.
Match written similes and metaphors to illustrations to determine the meaning of words and phrases with teacher or peersupport.
Determine the meaning of figurative language within the text using visual support and partner assistance.
Determine the meaning of figurative language within the text with partner assistance.
Infer the meaning of figurative language in grade-level text using context clues and prior knowledge.
For additional information on scaffolding within the domains of Reading, Writing, Speaking, and Listening please see:North Carolina Live binder http://www.livebinders.com/play/play?id=1089921 -Click on Transformed MPIs/ELAs
Reading Foundational SkillsRF.5.3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of contextRF.5.4b- Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings
Strategies and Skills Rate Open and Closed Syllables: VCV Pattern
Learning Targets (I Can…) Read text with accuracy and appropriate rate. Read for a purpose with understanding. Identify open and closed syllables.
Phonics and fluency Improve reading rate Use VCV pattern to read words correctly
Performance assessments Journeys Cold Reads Journeys Student Book pp. 363, 365, 366 Fluency Checks with Running records Journeys Literacy Toolkit
Literacy Station Activities Decoding/Word Study- Sort VCV pattern words; Fluency (optional)- Read aloud repeatedly to improve reading rate; Time
each other and graph results. http://www.fcrr.org/curriculum/studentCenterActivities45.shtm
Writing/ResearchW.5.2-Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
Strategies and SkillsSkills Informative/Explanatory writing Linking Words
Strategy
Routine Writing Using Linking Words Having a clear topic sentence Writing a clear concluding statement
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
English Language Arts 2nd Nine Weeks Grade 5
TN DOE Curriculum Standards Learning Outcomes Content & TasksW.5.4-Produce clear and coherent writing in which development, organization, and style are appropriate to task, purpose and audience.
Show exemplar text Model how to write informative/explanatory writing Use POW + TIDE mnemonic and graphic organizer
Learning Targets (I Can…) Introduce a topic clearly. Group important supporting facts together about a topic in an
informative/explanatory text. Use linking words and phrases to connect ideas within
categories of information. Produce clear and coherent writing that is appropriate to task,
purpose and audience.
This week we read Can’t You Make Them Behave, King George and American Government: The Branches of Government. King George had total power over Britain at that time, so when America became a country, we established a separation of powers. What is a separation of powers? How is a separation of powers important in this story? Explain why you believe this, using evidence from both texts to support your reasons. (http://www.readworks.org/passages/american-government-branches-government-closer-look)
Speaking and ListeningSL.5.2- Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.5.4- Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
Strategies and Skills Summarizing Paraphrasing Information
Learning Targets (I Can…) Understand how to sum up information read aloud. Speak clearly to present a task aloud to an audience.
Performance Assessments Journeys Cold Reads Journeys Level Readers Literacy Centers (Comprehension and Fluency/Word Study Add audio information Oral reports
LanguageL.5.1b- Form and use the perfect verb tenses.L.5.5- Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Strategies and SkillsSkills Verb TensesStrategy Learning Grammar through Writing https://wvde.state.wv.us/strategybank/VocabularyStrategies.html
Learning Targets (I Can…) Identify and understand simple verb tenses while reading. Use simple verb tenses in my writing. Recognize and edit incorrect verb shifts in the simple verb tenses. Edit writing for capitalization errors and spelling errors. Determine the meanings of words and phrases, including figurative
language.
Vocabulary Figurative Language
Vocabulary for Explicit Instruction Fact, tense, rate, opinion, tone, objected,
Literacy Station Activities Vocabulary station-using different types of figurative language, practice
sorting under categories. http://www.fcrr.org/curriculum/studentCenterActivities45.shtm
Language Arts Verb Tenses
Performance Assessments Edit pre-assessment draft for weekly grammar skill Edit for grade-level capitalization and punctuation errors.
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
English Language Arts 2nd Nine Weeks Grade 5
TN DOE Curriculum Standards Learning Outcomes Content & Tasks Journeys Grab-and-Go Weekly Vocabulary Assessment Teacher made vocabulary assessment
Week 5- Lesson 13Reading Selections They Called Her Molly Pitcher (Lexile Level 920) A Spy For Freedom (Lexile Level NP- paired selection) Michael Jordan (Donyall Dickey, Complex Text, RI.5.5)Big Idea: Revolution
Reading Literature and Informational TextRL.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 challenge or how the speaker in a poem reflects upon a topic; summarize the text.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.
Strategies and SkillsComprehension Skill Conclusions and Generalizations Domain-Specific Vocabulary Text Structure
Comprehension Strategy Analyze/Evaluate
Learning Targets (I Can…) Draw conclusions and generalizations from texts. Determine the meaning of words in context. Identify main ideas and supporting details when summarizing
two or more texts. Understand relationships between events and ideas in different
texts. Read and understand story structure of plays, poetry, and
stories.
Performance Assessments Journeys Grab-and-Go Assessments Reteaching Lesson p. T214 Journeys Progress Monitoring Journeys Reader’s Notebooks Written summary of a “cold read” text or texts, drawing on specific details
from the text Anecdotal evidence from classroom discussions Literacy Stations
Performance Task-Optional Create 4 different text structure scenarios; have students state if the text
structure is sequential, cause/effect, problem/solution, or compare/contrast.
Text Dependent Questions On page 396, how did Molly Hays come to be known as Molly Pitcher? What
impression of Molly Pitcher is created by her actions? (key details) Using context clues on page 399, “The British were advancing quickly, guns
aimed straight at their foes.” What is a foe? (vocabulary) The British decided to retreat. Is this surprising? Use evidence from the text
to support your explanation. (inferences)
Literacy Station Activities Comprehension Station-practice identifying generalization statements and
conclusions in text. http://www.fcrr.org/curriculum/studentCenterActivities45.shtm
Reading Foundational SkillsRF.5.3a Use combined knowledge of all letter-sound correspondences, syllabication
Strategies and Skills Phrasing: Pauses Recognizing Initial and Medial Digraphs
Phonics and fluency Group words into phrases to guide pauses Decode words with digraphs
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
English Language Arts 2nd Nine Weeks Grade 5
TN DOE Curriculum Standards Learning Outcomes Content & Taskspatterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.RF.5.4a -Read grade-level text with purpose and understanding.
Learning Targets (I Can…) Understand how to group words into phrases to guide pauses. Recognize initial and medial digraphs. Read for purpose and understanding.
Performance assessments Journeys Cold Reads Journeys Student Book pp. 395, 396, 398 Fluency Checks with Running records Journeys Literacy Toolkit
Literacy Station Activities Decoding/Word Study- identify and sort initial and medial digraphs. Fluency (optional)- Read aloud and pause appropriately using punctuation as
a guide; Time each other and graph results. http://www.fcrr.org/curriculum/studentCenterActivities45.shtm
Writing/ResearchW.5.2-Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.W.5.4-Produce clear and coherent writing in which development, organization, and style are appropriate to task, purpose, and audience.
Strategies and SkillsSkills Informative/Explanatory writing Linking Words
Strategy Show exemplar text Model how to write informative/explanatory writing Use POW + TIDE mnemonic and graphic organizer
Learning Targets (I Can…) Produce clear and coherent writing that is appropriate to task,
purpose and audience. Group important supporting facts together about a topic in an
informative/explanatory text. Use linking words and phrases to connect ideas within categories
of information.
Routine Writing Citing evidence to support writing Writing clear topic sentences
Writing Tasks This week, we read about two remarkable women who displayed a great
amount of patriotism towards our country. Both Molly Pitcher and Lydia Darraugh had to do brave things in order to save the lives of people they loved. Of these two ladies, explain their actions that are considered to be brave. Make sure to support your answer with evidence from both texts.
Speaking and ListeningSL.5.5- Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.SL.5.6- Adapt speech to a variety of contexts and tasks, using formal English when
Strategies and Skills Dramatize an Event
Learning Targets (I Can…) Present a scene from a play. Use visuals and props when presenting. Speak in front of an audience.
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
English Language Arts 2nd Nine Weeks Grade 5
TN DOE Curriculum Standards Learning Outcomes Content & Tasksappropriate to task and situation. (See grade 5 Language standards 1 and 3 on page 28 for specific expectations).
LanguageL.5.1b- Form and use the perfect verb tenses.L.5.4c- Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify meaning of key words and phrases.
Strategies and SkillsSkills Regular and Irregular VerbsStrategy Learning Grammar through Writing https://wvde.state.wv.us/strategybank/VocabularyStrategies.html
Learning Targets (I Can…) Identify and use regular and irregular verbs. Use regular and irregular verbs correctly in speaking and
writing. Edit for incorrect usage of regular and irregular verbs. Edit writing for capitalization errors and spelling errors. I can use reference materials to find pronunciations and word
meanings.
Vocabulary Reference Materials
Vocabulary for Explicit Instruction Text structure, formal, foes, strategy
Literacy Station Activities Vocabulary Station- Using reference materials, have students locate and
organize information on a topic. http://www.fcrr.org/curriculum/studentCenterActivities45.shtm
Language Arts Regular and Irregular Verbs
Performance Assessments Edit pre-assessment draft for weekly grammar skill Edit for grade-level capitalization and punctuation errors. Journeys Grab-and-Go Weekly Vocabulary Assessment Teacher made vocabulary assessment in test format
RI.5.3- Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
Strategies and SkillsComprehension Skill Text Structure (review)
Comprehension Strategy Analyze/Evaluate
Learning Targets (I Can…) Read and understand story structure of plays, poetry, and
stories.
Performance Assessments Journeys Grab-and-Go Assessments Re-teaching Lessons p. T214-215 as review
http://www.readworks.org/passages/star-spangled-relicPerformance Task-Optional Create 4 different text structure scenarios; have students state if the text
structure is sequential, cause/effect, problem/solution, or compare/contrast.
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
English Language Arts 2nd Nine Weeks Grade 5
TN DOE Curriculum Standards Learning Outcomes Content & Tasks Comprehension Station: Question and answer discussion from text selection;
Identify text structure within an opinion piece (review station activities). http://www.fcrr.org/curriculum/studentCenterActivities45.shtm
RF.5.4a -Read grade-level text with purpose and understanding.
Strategies and Skills Phrasing: Pauses (review)
Learning Targets (I Can…) Understand how to group words into phrases to guide pauses. Recognize initial and medial digraphs. Read for purpose and understanding.
Phonics and fluency Group words into phrases to guide pauses (review)
Performance assessments Fluency Checks with Running records Journeys Literacy Toolkit
Literacy Station Activities Decoding/Word Study- group words into phrases Fluency (optional)- Read aloud and pause appropriately using punctuation
as a guide; time each other and graph results. http://www.fcrr.org/curriculum/studentCenterActivities45.shtm
Writing/ResearchW.5.2-Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.W.5.4-Produce clear and coherent writing in which development, organization, and style are appropriate to task, purpose, and audience.
Skills Informative/Explanatory writing Linking Words
Strategy Show exemplar text Model how to write informative/explanatory writing Use POW + TIDE mnemonic and graphic organizer
Modeled response to textLearning Targets (I Can…) Introduce a topic clearly. Group important supporting facts together about a topic in an
informative/explanatory text. Use linking words and phrases to connect ideas within
categories of information.
Routine Writing Using Linking Words Having a clear topic sentence Writing a clear concluding statement
Speaking and ListeningSL.5.5- Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
Strategies and Skills Dramatize an Event (review)
Learning Targets (I Can…) Speak in front of an audience.
Performance Assessments Literacy Stations Add audio information Oral reports
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
English Language Arts 2nd Nine Weeks Grade 5
TN DOE Curriculum Standards Learning Outcomes Content & TasksLanguageL.5.1b- Form and use the perfect verb tenses.
Strategies and SkillsSkills Regular and Irregular Verbs (review)Strategy Learning Grammar through Writing https://wvde.state.wv.us/strategybank/VocabularyStrategies.html
Learning Targets (I Can…) Identify and use regular and irregular verbs. Use regular and irregular verbs correctly in speaking and
writing.
Vocabulary (review) Reference Materials
Vocabulary for Explicit Instruction (review) Text structure, formal, foes, strategy
Language Arts Regular and Irregular Verbs
Performance Assessments Teacher made vocabulary assessment in test format
Literacy Station Activities Vocabulary Station- Sort and use regular and irregular verbs in sentences;
using reference materials have students locate and organize information on a topic (review station activity).
Week 7-Lesson 14Reading Selections James Forten (Lexile Level 910) Modern Man (Lexile Level 780-paired text) Abigail and John Adams: America’s Original ‘Power Couple’ (Donyall Dickey, Complex Text, RI.5.3)Big Idea: Revolution
Reading Literature and Informational TextRI.5.2- Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.RI.5.3- Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
Related Social Studies Standard5.3 Use primary sources to analyze multiple samples of abolition leaders’ writings and their stance on slavery.
Strategies and SkillsComprehension Skill Sequence of Events Explain Historical Events Main Idea and Details
Comprehension Strategy Summarize
Learning Targets (I Can…) Recognize how to put story concepts in chronological order. Retell historical events from texts. Identify main ideas and details in two or more texts. Determine the meaning of words in context.
Performance Assessments Journeys Grab-and-Go Assessments Reteaching Lesson p. T288 Journeys Progress Monitoring Journeys Reader’s Notebooks Written summary of a “cold read” text or texts, drawing on specific details
from the text Teacher-made or district common assessments in testing format. Anecdotal evidence from classroom discussions
Performance Task-Optional Describe a process using signal words (first, next, before, lastly, then) to
describe the order of steps to follow. Example: How to make cookies.
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
English Language Arts 2nd Nine Weeks Grade 5
TN DOE Curriculum Standards Learning Outcomes Content & TasksText Dependent Questions Using evidence from the text, what kind of person was Thomas Forten? (key
details) On page 424, the author writes, “Marching with muskets on their shoulders,
they seemed taller and blacker than any men he had ever seen.” What do you think this means to James Forten? (vocabulary)
Re-read page 428. Why are the prisoners treated so harshly? Use evidence from the text to support your answer. (inferences)
Literacy Station Activities Comprehension Station- use a graphic organizer to list events of the reading
selection in sequential order; practice identifying main idea and details in text. http://www.fcrr.org/curriculum/studentCenterActivities45.shtm
WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RI5.3: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
Level 1: Entering Level 2: Emerging Level 3: Developing Level 4: Expanding Level 5: Bridging Highlight words/phrases from designated paragraphs to explain the relationships amongst two or more events, individuals, or concepts with word bank support.
Sort words and phrases by individual, event, idea, or concept to explain the relationships or interactions amongst them with answer key support.
Identify similarities and differences of two or more individuals, ideas, concepts, or events from within excerpts of grade level text with a small group
Analyze text to identify specific relationships and interactions between individuals, events, ideas, or concepts with peer support.
Draw conclusions about relationships and interactions based on specific details and inferences to explain the relationships or interactions between two or more individuals, events, ideas, or concepts.
For additional information on scaffolding within the domains of Reading, Writing, Speaking, and Listening please see:North Carolina Live binder http://www.livebinders.com/play/play?id=1089921 -Click on Transformed MPIs/ELAs
Reading Foundational SkillsRF.5.3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.RF.5.4a -Read grade-level text with purpose and understanding.
Strategies and Skills Expression VV Syllable Pattern
Learning Targets (I Can…) Read level text orally with expression. Recognize a VV Syllable Pattern.
Phonics and fluency Echo read to learn to express words Use letter sound correspondence and patterns to decode words
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
English Language Arts 2nd Nine Weeks Grade 5
TN DOE Curriculum Standards Learning Outcomes Content & Tasks Fluency (optional)- Read aloud and pause appropriately using punctuation as
a guide; time each other and graph results http://www.fcrr.org/curriculum/studentCenterActivities45.shtm
Writing/ResearchW.5.2-Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.W.5.4-Produce clear and coherent writing in which development, organization, and style are appropriate to task, purpose and audience.
Strategies and SkillsSkills Informative/Explanatory writing Linking Words
Strategy Show exemplar text Model how to write informative/explanatory writing Use POW + TIDE mnemonic and graphic organizer
Learning Targets (I Can…) Write my paragraphs always containing a clear topic sentence. Write my paragraphs with a clear concluding statement. Produce clear and coherent writing that is appropriate to task,
purpose, and audience. Use linking words and phrases to connect ideas within
categories of information.
Routine Writing Using Linking Words Having a clear topic sentence Writing a clear concluding statement
Writing Tasks This week we read James Forten. At the end of the story, the author says
that James is not a hero. Explain why the author feels this way. Support your response with evidence from the text.
Speaking and ListeningSL.5.2- Summarize a written text read aloud of information presented in diverse media and formats, including visually, quantitatively, and orally.SL.5.4- Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
Strategies and Skills Conduct Research Summarize Information Create a Timeline
Learning Targets (I Can…) Understand how to research a topic. Summarize a topic. Put events in chronological order. Present a topic aloud to a group.
LanguageL.5.2- Demonstrate the conventions of standard English capitalization, punctuation, and spelling when writing.L.5.4b- Use common, grade-appropriate
Strategies and SkillsSkills TransitionsStrategy Learning Grammar through Writing
Vocabulary Greek and Latin Words
Vocabulary for Explicit Instruction Sequence, root, authorities, biography
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
English Language Arts 2nd Nine Weeks Grade 5
TN DOE Curriculum Standards Learning Outcomes Content & TasksGreek and Latin roots as clues to the meaning of a word or phrase.
Learning Targets (I Can…) Identify transition words and phrases while reading. Use transition words and phrases to link my ideas while I am
writing. Edit writing for capitalization errors and spelling errors. Learn and use words with Greek and Latin roots.
Literacy Station Activities Vocabulary- Identify and sort Greek and Latin roots from other words; identify
and list transitional words from reading selection. http://www.fcrr.org/curriculum/studentCenterActivities45.shtm
Language Arts Transitions
Performance Assessment Edit pre-assessment draft for weekly grammar skill Edit for grade-level capitalization and punctuation errors. Journeys Grab-and-Go Weekly Vocabulary Assessment Teacher made vocabulary assessment in test format
Week 8- Lesson 15Reading Selection We Were There, Too! (Lexile Level 980) Patriotic Poetry (Lexile Level NP-paired selection)Big Idea: Revolution
Reading Literature and Informational TextRL.5.5- Explain how a series of chapters, scenes, or stanzas fit together to provide the overall structure of a particular story, drama, or poem.RI.5.2- Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
Related Social Studies Standard5.2 Interpret the sectional differences between the North and the South in economics, transportation, and population.
Strategies and SkillsComprehension Skill Compare and Contrast Actions Text and Graphic Features Text Structure
Comprehension Strategy Monitor/Clarify
Learning Targets (I Can…) Identify similarities and differences in two or more characters,
settings, or events in text. Understand word meanings and visuals. Understand relationships between events and ideas in different
texts. Determine the meaning of words in context.
Performance Assessments Journeys Grab-and-Go Assessments Reteaching Lesson p. T156 Journeys Progress Monitoring Journeys Reader’s Notebooks Written summary of a “cold read” text or texts, drawing on specific details
from the text Teacher-made or district common assessments in testing format Anecdotal evidence from classroom discussions Literacy Stations
Performance Task-Optional Read two inter-texual connected texts; compare and contrast the characters’
actions.
Text Dependent Questions After reading, We Were There, Too! what do you learn about Joseph and
Sybil from the author? Use details from the text. (key details) On page 450, what phrases suggest that Joseph and his grandfather are in a
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
English Language Arts 2nd Nine Weeks Grade 5
TN DOE Curriculum Standards Learning Outcomes Content & Taskshurry to get out of town? Quote accurately from the text. (key details)
What does Joseph Martin mean when he says he was a soldier “in name at least”? (vocabulary)
Using evidence from the text, what are some similarities and differences between the Continentals and the militia? (inferences)
Literacy Station Activities Comprehension Station- identify the differences between text features and
graphic features or text structure using a graphic organizer. http://www.fcrr.org/curriculum/studentCenterActivities45.shtm
Reading Foundational SkillsRF.5.3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.RF.5.4b- Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
Strategies and Skills Intonation Vowel+/l/Sounds in Unstressed Final Syllable
Learning Targets (I Can…) Read text orally with appropriate intonation. Decode words with vowel sounds.
Phonics and fluency Read with fluency Analyze words with vowels
Performance assessments Journeys Cold Reads Journeys Student Book pp. 452, 458, and 466 Journerys Literacy Toolkit Journeys Fluency Check Running records
Literacy Station Activities Decoding/Word Study- identify and sort vowel = /l/ sounds in unstressed final
syllables; Fluency (optional)- Read aloud and monitor expressions with a partner. http://www.fcrr.org/curriculum/studentCenterActivities45.shtm
Writing/ResearchW.5.2-Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.W.5.4-Produce clear and coherent writing in which development, organization, and style are appropriate to task, purpose, and audience.
Strategies and SkillsSkills Informative/Explanatory writing Linking Words
Strategy Show exemplar text Model how to write informative/explanatory writing Use POW + TIDE mnemonic and graphic organizer
Routine Writing Forming a text-based opinion Citing evidence to support opinion Using Linking Words Having a clear topic sentence Writing a clear concluding statement
Writing Tasks In the passage We Were There Too! we met two different people – Joseph
and Sybil. Both of these characters were patriotic and fought for their countries. Explain how both characters were portrayed as patriotic. Use evidence from the text to support your response.
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
English Language Arts 2nd Nine Weeks Grade 5
TN DOE Curriculum Standards Learning Outcomes Content & TasksLearning Targets (I Can…) Write my paragraphs always containing a clear topic sentence. Write my paragraphs with a clear concluding statement. Use linking words and phrases to connect ideas within categories
of information.
Speaking and ListeningSL.5.1b- Follow agreed-upon rules for discussions and carry out assigned roles.
Strategies and Skills Poetic Elements Theme Collaborate with peers
Learning Targets (I Can…) Understand rhyme, repetition, alliteration, onomatopoeia, and
symbolism. Identify the theme and the speaker in a poem.
Performance Assessments Journeys Cold Reads Journeys Level Readers Literacy Centers (Comprehension and Fluency/Word Study) Add audio information Discussions
LanguageL.5.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.5.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Strategies and SkillsSkills Adjectives Descriptive AdjectivesStrategy Learning Grammar through Writing https://wvde.state.wv.us/strategybank/VocabularyStrategies.html
Learning Targets (I Can…) Identify adjectives and descriptive adjectives when I am reading. Use adjectives and articles correctly when speaking and writing. Edit writing for capitalization errors and spelling errors.
Vocabulary Prefixes in-, im-, il- and ir-
Vocabulary for Explicit Instruction Graphic features, text features, peal, patriotism, text structureLiteracy Station Activities Vocabulary station: identify words with prefixes in-, im-, il- and ir-; create a list
of prefixes in-, im-, il- and ir- http://www.fcrr.org/curriculum/studentCenterActivities45.shtm
Language Arts Adjectives Descriptive Adjectives
Performance Assessments Edit pre-assessment draft for weekly grammar skill Edit for grade-level capitalization and punctuation errors. Journeys Grab-and-Go Weekly Vocabulary Assessment Teacher made vocabulary assessment in test format
Week 9- Lesson 16Reading Selection “Lunch Money” (Lexile Level 990) Zap! Pow! A History of the Comics (Lexile Level 820-paired selection)
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
English Language Arts 2nd Nine Weeks Grade 5
TN DOE Curriculum Standards Learning Outcomes Content & Tasks The Case of the Vanishing Recess (Donyall Dickey, Complex Text, RI.5.8)
Big Idea: Everyone has a story to tell.
Reading Literature and Informational TextRL.5.6- Describe how a narrator or speaker’s point of view influences how events are described. RL.5.7- Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).RI.5.8- Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
Strategies and SkillsComprehension Skill Author’s Purpose Voice Visual Elements
Comprehension Strategy Monitor/Clarify
Learning Targets (I Can…) Analyze the author’s purpose in texts. Examine an author’s voice. Understand the difference between first and third person point of
view. Analyze how visual elements contribute to stories Summarize textual information.
Performance Assessments Journeys Grab-and-Go Assessments Reteaching Lesson p. T56 Journeys Progress Monitoring Journeys Reader’s Notebooks Written summary of a “cold read” text or texts, drawing on specific details
from the text Teacher-made or district common assessments in testing format Anecdotal evidence from classroom discussions Literacy Stations
Performance Task-Optional Read a passage to determine if the purpose is to inform, entertain, express,
or persuade.
Text Dependent Questions What is Greg’s big idea? What is the difference between Greg’s comic books
and the kind usually found in stores? (key details) On page 485, use context clues to determine the meaning of “word of
mouth.” How could word of mouth help Greg’s comic book sales? (vocabulary)
On page 486, why do you think the author uses a drawing of the word “krak!’ (inferences)
Literacy Stations Activities Comprehension Station: identify the Author’s purpose in reading selection;
list the visual elements in the reading selection. http://www.fcrr.org/curriculum/studentCenterActivities45.shtm
WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RI5.8: Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
Level 1: Entering Level 2: Emerging Level 3: Developing Level 4: Expanding Match supporting evidence to main points using single, illustrated words with peer assistance.
Match illustrated main points with supporting evidence based on a teacher model and with small group support.
Classify main points with supporting evidence using a graphic organizer in a small group.
Analyze the evidence the author provides to determine whether or not it supports his/her claims with a small group.
Evaluate the evidence provided by the author to determine the degree to which it supports his/her claims.
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
English Language Arts 2nd Nine Weeks Grade 5
TN DOE Curriculum Standards Learning Outcomes Content & TasksFor additional information on scaffolding within the domains of Reading, Writing, Speaking, and Listening please see:North Carolina Live binder http://www.livebinders.com/play/play?id=1089921 -Click on Transformed MPIs/ELAs
Reading Foundational SkillsRF.5.3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.RF.5.4b- Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
Strategies and Skills Rate Word Parts and Inflectional Endings
Learning Targets (I Can…) Read on level text with accuracy and appropriate rate. Analyze word parts and inflectional endings.
Phonics and fluency Read text with fluency Use morphology to recognize word parts
Performance assessments Journeys Cold Reads Journeys Student Book pp. 487, 498, and 490 Journeys Literacy Toolkit Fluency Checks Running records
Literacy Station Activities Decoding/Word Study- identify and sort word parts and inflectional endings. Fluency (optional)- Read aloud repeatedly with a partner and time each other
for improvement. http://www.fcrr.org/curriculum/studentCenterActivities45.shtm
Writing/ResearchW.5.2-Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.W.5.4-Produce clear and coherent writing in which development, organization, and style are appropriate to task, purpose, and audience.
Strategies and SkillsSkills Informative/Explanatory writing Linking Words
Strategy Show exemplar text Model how to write informative/explanatory writing Use POW + TIDE mnemonic and graphic organizer
Learning Targets (I Can…) Write a definition paragraph to support my writing about a text. Write my paragraphs always containing a clear topic sentence. Write my paragraphs with a clear concluding statement. Produce clear and coherent writing that is appropriate to task,
purpose and audience.
Routine Writing Using Linking Words Having a clear topic sentence Writing a clear concluding statement
Writing Tasks Webster Dictionary defines determination as, “a quality that makes you
continue trying to do or achieve something that is difficult.” Describe how Greg and other comic book authors have had determination when creating and promoting their comic books. Use evidence found in the texts Lunch Money and Zap! Pow! A History of Comics to support your response.
Speaking and ListeningSL.5.2- Summarize a written text read aloud
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
English Language Arts 2nd Nine Weeks Grade 5
TN DOE Curriculum Standards Learning Outcomes Content & Tasksor information presented in diverse media and formats, including visually, quantitatively, and orally.
Collaborate with peers in discussions
Learning Targets (I Can…) Summarize a story, play or poem aloud using media. Create and answer questions about two or more texts.
LanguageL.5.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.5.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Strategies and SkillsSkills Review: AdjectivesStrategy Learning Grammar through Writing https://wvde.state.wv.us/strategybank/VocabularyStrategies.html
Learning Targets (I Can…) Identify adjectives and descriptive adjectives when I am reading. Use adjectives and articles correctly when speaking and writing. Edit writing for capitalization errors and spelling errors.
Vocabulary Word origins
Vocabulary for Explicit Instruction Voice, feature, record, word origins
Literacy Station Activities Vocabulary station: identify word origins; define lesson vocabulary and use in
Performance Assessments Edit pre-assessment draft for weekly grammar skill Edit for grade-level capitalization and punctuation errors. Journeys Grab-and-Go Weekly Vocabulary Assessment Teacher made vocabulary assessment in test format
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