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ENGLISH LANGUAGE ARTS/READING
ELEMENTARY CURRICULUM
GRADE: 5
4th
Nine-Week Period
Essential Understanding (Big Ideas):
WRITING
Generating topics and questions to address for research
Gather sources and record information addressing a research question
Organize and write a multi-paragraph essay using collected research
information
Use research essay information to write a letter with a persuasive purpose
READING
Recognizing the characteristics of literary and informational text can
guide us through what we read
Responding to text includes supporting with text evidence
Author’s viewpoint impacts the relationship among ideas
Messages can be conveyed in various forms of media and
Analyze differences in techniques used in media
Guiding Questions:
What is the difference between literary and informational text?
Do we read literary and informational text differently?
How can we prepare for the reading test (STAAR)?
What is the purpose of research?
How do we narrow our topics for research?
How do we organize and write a research essay?
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4th
9 Weeks At-A-Glance-Fifth Grade
Reading Writing/OWC Listening & Speaking Assessments
Ongoing
TEKS
Fluency (5.1)
Vocabulary (5.2ABE)
Independent reading (5.9)
Establish purposes for reading (Fig 19A)
Make inferences/ use textual (Fig 19D)
Make connections (Fig. 19F)
Writing Process (5.15 ABCDE)
Write responses to texts (5.18C)
Use resources to spell correctly (5.22DE)
Listen attentively to others
(4.27A)
Follow, restate, & give oral
instructions (4.27B)
Participate productively in
teams (4.29)
Spelling/Vocabulary Quizzes (1 per
week=1 major grade per nine weeks)
Reading Writing/OWC Research and
Listening & Speaking Common Assessments
4th
Nine
Weeks
Vocabulary Development
Roots and affixes (5.2A)
Dictionary use (5.2E)
Make connections across literary and
informational text (Fig. 19F)
Review literary text (5.6ABC, Fig. 19E)
Review informational text (5.11ABCDE, Fig
19E)
Informational Text/Persuasive
Review Author’s viewpoint & basic
relationships among ideas (5.12A)
Review Interpret graphics & text features
(5.12B)
Media Literacy
How messages are conveyed in media
(5.14A)
Consider difference in techniques (5.14B)
Identify the point of view (5.14C)
Analyze various digital media venues (5.14D)
Writing/Persuasive Texts
Establish a position and sound reasoning
with considered alternatives (5.19) This
could correlate with the research
Use the research to write a convincing
letter (5.19 & 5.18AB)
Write literary & expository responses
(5.18C)
OWC/Conventions
Adverbs (5.20Aiv)
Transitional words (5.20Avii)
OWC/Spelling
Spell words with Greek & Latin suffixes
(5.22Biii, iv)
Differentiate between commonly confused
terms (5.22C)
Research Generate a research plan
(5.23B)
Gather sources and record
information addressing a
research question from
generated questions in the
preceding marking periods
(5.24 ABCDE)
Synthesize information
(5.25AB)
Organize and present
(5.26ABCD)
Listening & Speaking
Peer and teacher
conferences for revisions
to drafts, reading
conference-responses, and
small/whole group
discussions (5.27A-C;5.28;
5.29)
Writing/Research: Use research to write letters with
multi-paragraphs that conveys
information – persuasive (5.18Ai,
ii, iii, iv)
Reading response writing grade;
use district rubric to grade
Reading:
Cold reads: two passages,
(literary/informational) with
various multiple choice
questions from RC 1, 2, & 3.
You may also include some
Reading Response questions
From various cold reads and/or
student research presentations ,
students will identify the point of
view in note taking form, noting
the POV and evidence to support
that (5.12A)
Academic
vocabulary
Literary text
Informational text
Messages in media
Digital media
Media techniques
Sources
Research
Make connections with the reading skills
related to writing.
Adverbs
Transitional words
ELPS/
CCRS
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++ Readiness Standards; + Supporting Standards
TEKS / ELPS / CCRS
(1) Reading/Fluency. Students read
grade-level text with fluency and
comprehension. Students are
expected to read aloud grade-level
stories with fluency (rate, accuracy,
expression, appropriate phrasing)
and comprehension.
(2) Reading/Vocabulary
Development. Students understand
new vocabulary and use it when
reading and writing. Students are
expected to:
(A) determine the meaning of
grade-level academic English words
derived from Latin, Greek, or other
linguistic roots and affixes;
(B) use context (e.g., in-sentence
restatement) to determine or clarify
the meaning of unfamiliar or
multiple meaning words;
(E) use a dictionary, a glossary, or a
thesaurus (printed or electronic) to
determine the meanings,
syllabication, pronunciations,
alternate word choices, and parts of
speech of words.
(6) Reading/Comprehension of
Literary Text/Fiction. Students
understand, make inferences and
draw conclusions about the structure
and elements of fiction and provide
evidence from text to support their
understanding. Students are
expected to:
(A) describe incidents that advance
the story or novel, explaining how
each incident gives rise to or
SMALL GROUPS
Guided Reading uses leveled readers to address the supported skills taught during each three week period. Tier II intervention is the place
to address gaps in student grade level ELAR skills.
INDEPENDENT READING & WRITING
Students will incorporate the skills addressed this nine weeks in their literacy notebooks: this includes reading responses, word work
activities, writing – free-writes, writing piece, grammar and conventions, etc.
This is a good time to meet in small groups, participate in both teacher and peer conferences
Daily 5, Debbie Dillar workstations, or other routine structures can be implemented during this time.
WORD STUDY (WORD-WALL)
Unfamiliar words that students need in order to build their own repertoire of vocabulary. They address word meaning in context, spelling
patterns and decoding skills (patterns & abstract combinations), and proper use of the words. Vocabulary is taught in context and word
study techniques. A word wall that posts a few, but not every word addressed is valuable if students are directed to revisit the words in
application throughout the workshop style, (I do, We do, You do) cycle of each day.
The Workshop Model: MINILESSON: student exposure of the TEKS/skills to be addressed
SMALL GROUPS: Guided Reading/Literature Groups
INDEPENDENT READING & WRITING: Practicing skills through the 9 weeks
CONFERENCING: Peer and teacher conferences in Reading-discuss what they are reading and address reading skills; in Writing-discuss what they
are writing and revising and editing
WORD STUDY: spelling conventions and decoding words; word meanings
SUGGESTED Instructional Strategies & Activities Assessment
Connections WEEK 1-3
For weeks 1 & 2 Review the following STAAR tested standards:
RC 1: 5.2A,B, E; Fig. 19F; 5.3A
RC 2: 5.6A,B,C; 5.8A; Fig. 19D,E; 5.3B,C; 5.4A, 5.5; 5.7A; 5.14C
RC 3: 5.11A,B,C,D,E; Fig. 19D,E; 5.10A; 5.12AB;
Below are suggested activities to reinforce the standards and help students recognize the map for
reading in particular genres.
READING
Create Roadmaps for the types of genres: Create a roadmap for each type of genre in RC 2 & 3 by collaborating a list of the characteristics of each piece of genre
Reading Major
Grade
After reviewing
the standards
assess with an
expository and
literary passage
with questions
from RC 1, 2, &
3
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foreshadows future events;
(B) explain the roles and functions
of characters in various plots,
including their relationships and
conflicts; and
(C) explain different forms of third-
person points of view in stories.
(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 through established
methods;
(C) analyze how the organizational
pattern of a text (e.g., cause-and-
effect, compare-and-contrast,
sequential order, logical order,
classification schemes) 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; and
(E) synthesize and make logical
connections between ideas within a
text and across two or three texts
representing similar or different
genres.
(12) Reading/Comprehension of
Informational Text/Persuasive Text.
Students analyze, make inferences
and draw conclusions about
Teaching Point: So, I have a feeling that many of you guys really like to travel – or like the idea of traveling once you get a little older!
Maybe you’re thinking about visiting New York, LA, France, China… the world is out there for you to explore! One
key to successful travel is to have with you, at all times, a roadmap. You need a map that guides you through a new
place, a map that helps you when you need it, a map you can look back to anytime you need it.
This might sound a little weird, but taking a test is a similar situation. That is, when you go into your test-taking mode,
you want to have a roadmap, something that helps you answer questions and guides you through a passage. In test-
taking, you make your own roadmaps by thinking about what genre/path the passage is taking.
Today I’m going to teach you how to make a roadmap for literary/fiction passages. Here’s what you do:
First, preview a passage to see what genre it is. When you see that a passage is literary/fiction, you flip that switch in
your brain so that it calls up everything you know about fiction – characters, challenges, solutions, and lessons.
What are the parts of literary text in Fifth Grade that help us drive through the passages? (Guide students to the specific
standards) Create an anchor charts (see examples after the instructional instructions)
As you read: look for the landmarks from the roadmap to help bring meaning to what you read and jot down notes as
you find your way through the passage.
Demonstration (Watch me…):
Let’s try this together.
I have a copy of Title of a Passage up here and you have your own copies at your desks.
I’m going to get us started; you will watch how I read a bit, and then jot down my thinking about the character, problem,
solution, and lessons. While I’m doing this, your eyes are on me and the board. In a few minutes, we’ll do some
together.
After paragraph 1: Okay, I gotta stop and ask: What’s happening so far? What do I know about the characters?.
After paragraph 3: What do I know now?
(Continue as time permits
Readers, do you see how I’m making myself this roadmap? Do you see how I’m using what I know about fiction to jot
ideas about character, challenges, solutions, and lessons?
Active Engagement: (Now you’re going to try…)
I’m going to put you in charge of finishing this roadmap. I’ll read a bit more, stopping a few times for you to add more
to your map. When I pause, that means you jot. Read rest of passage, stopping after every 3-4 paragraphs. Turn and
share with your partner what you jotted at this last point. (Remember, partners don’t just tell what they wrote, they have
actual conversations.)
Follow the same procedures for Informational Text. See an example of an anchor charts below. Add to it as you see
need.
REDING
STAAR test
Week 3
April 2
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persuasive text and provide
evidence from text to support their
analysis. Students are expected to:
(A) identify the author's viewpoint
or position and explain the basic
relationships among ideas (e.g.,
parallelism, comparison, causality)
in the argument; and
(B) recognize exaggerated,
contradictory, or misleading
statements in text.
(14) Reading/Media Literacy.
Students use comprehension skills
to analyze how words, images,
graphics, and sounds work together
in various forms to impact meaning.
Students continue to apply earlier
standards with greater depth in
increasingly more complex texts.
Students are expected to:
(A) explain how messages
conveyed in various forms of media
are presented differently (e.g.,
documentaries, online information,
televised news);
(B) consider the difference in
techniques used in media (e.g.,
commercials, documentaries, news);
(C) identify the point of view of
media presentations; and
(D) analyze various digital media
venues for levels of formality and
informality.
(15) Writing/Writing Process.
Students use elements of the writing
process (planning, drafting, revising,
editing, and publishing) to compose
text. Students are expected to:
(A) plan a first draft by selecting a
genre appropriate for conveying the
intended meaning to an audience,
INDPENDENT PRACTICE: As we go off to practice, you will have a chance to work hard on making your own roadmaps for a fiction passage.
Once you’ve read the passage and made your “map” notes, you’ll also have a chance to practice answering questions.
Assign another story passage and use the roadmap method. Then provide one or more of the below Response Questions
to record answers in their notebooks.
Writing Responses to Text (5.18C)
Response Questions for further discussion and independent enrichment:
Sample Literary Response Questions:
1. What is the message/theme/lesson the author is conveying? Use events form the text to support your answer.
2. Summarize the lesson of this piece and explain how you know using text evidence.
Writing Major
Grade
Reading
response writing
grade; use
district rubric to
grade. A copy
can be found in
the TISD Smart
Content folder
in the Fifth
grade 4th
9wks.
Roadmap to
Literary/Fiction/Nonfiction/Poetry/Drama
incidents that advance the story and leads us to
foreshadow (5.6A)
roles and functions of characters in various plots
(5.6B)
character relationships and conflicts (5.6B)
POV-1st or 3rd person (5.6C)
themes or moral lessons and compare/contrast it
across several works of fiction (5.3A)
the phenomena (wonders) explained in origin
myths (5.3B)
explain effect of historical event or movement on
the theme (5.3C)
Make inferences about text and use textual
evidence to support understanding (Fig. 19D)
Poets use sound effects to reinforce meaning
(alliteration, internal rhyme, onomatopoeia,
rhyme scheme)
Drama uses structure and elements to help the
reader understand, make inferences, and draw
conclusions
Roadmap to
Informational/Procedural Text
Draw conclusions and evaluate author’s purpose
(5.10A)
Main ideas and supporting details (5.11A/Fig. 19E)
Maintain meaning and logical order (5.11A/Fig.
19E))
Analyze how the organizational patterns of text
influence the relationships among the ideas
(5.11C)
o Cause-and-effect
o Compare-and-contrast
o Sequential order
o Logical order
o Classification schemes
Use multiple text features and graphics to gain an
overview of text/locate information (5.11D)
Synthesize and make logical connections between
ideas within a text and across two or three texts
(5.11E)
Identify author’s viewpoint or position and explain
relationships among ideas (5.12A)
Make inferences about text and use textual
evidence to support understanding (Fig. 19D)
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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
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; and
(E) revise final draft in response to
feedback from peers and teacher and
publish written work for appropriate
audiences.
(18) Writing/Expository and
Procedural Texts. Students write
expository and procedural or work-
related texts 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
3. How are the themes of both selections similar? Use text from both selections to support your answer.
4. Who do you think has the greatest impact on the main character? What text evidence supports your thinking?
5. At the beginning of the story how does the main character feel and how do they change? Use text evidence to
support your answer.
6. Explain how the narrator’s actions reveal his or her feelings? Support your idea with textual evidence.
7. What do the character’s choices tell about him/her? Use text evidence to support your answer.
8. Is the author of this story writing about a personal experience? How do you know? Use text to support your
answer.
9. Are you reading fiction or literary nonfiction? How do you know? Use text evidence to support your
understanding.
10. Explain how the author’s use of sensory language enhanced the meaning of the text? Use parts of the text to
support your answer.
Sample Informational Response Questions:
11. What is the author’s purpose in this article? Explain how you know by using textual evidence.
12. Did the author accomplish the purpose he stated at the beginning of this informative article? How do you know?
Use support of the text.
13. What conclusion can the reader draw from the information presented by this author? Use evidence from the text to
support your conclusion.
14. What is a fact in this article, and how do you know? Use text to support your answer.
15. How did the author show the fact _______________________________?
16. What is an implied purpose of this text selection? Explain your answer with support from the text.
17. How does the author organization enhance the author’s purpose of this article? Explain your answer with support
from the text.
18. Why did the author write this article? Explain your answer with textual evidence.
19. How can the reader tell the author’s purpose of this article? Use text evidence to support your thinking.
20. How do the text features in this article help the reader understand the article? Use support from the both the
features and the article to support your answer.
21. What does the author use to influence the reader to _________________? Explain your answer and use text
evidence to support your answer.
22. How does the author of this selection reveal his viewpoint in the argument? (cause and effect statements or parallel)
Support your answer with text evidence.
23. What is the author’s position on ______________? How do you know? Support your answer with text evidence.
Sample making connections across text Response Questions:
1. How is the dramatic adaptation similar/different from the original story? Use text events, setting, character
development and structure of each text to help support your answer. 2. What idea can you find in both selections? Use text from both selections to support your answer.
3. What is one idea you will only find in the first selection? Pull sources from both texts to back your idea.
Reading/Vocabulary Development (5.2B,E) Help students recognize that when we figure out what a word that we don’t know means, we use inferring techniques.
Teaching Point:
Students can tell you they use context clues to find meaning of words, but do they really know what that means. Review
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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;
(B) write formal and informal
letters that convey ideas, include
important information, demonstrate
a sense of closure, and use
appropriate conventions (e.g., date,
salutation, closing); and
(C) write responses to literary or
expository texts and provide
evidence from the text to
demonstrate understanding.
(19) Writing/Persuasive Texts.
Students write persuasive texts to
influence the attitudes or actions of
a specific audience on specific
issues. Students are expected to
write persuasive essays for
appropriate audiences that establish
a position and include sound
reasoning, detailed and relevant
evidence, and consideration of
alternatives.
(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 the function
of the following parts of speech in
the context of reading, writing, and
speaking:
(iv) adverbs (e.g., frequency:
that context clues from words and ideas surrounding the word we don’t know to figure out the meaning of the word.
Explicitly tell them that is inferring.
Say: When we read, we have to become word sleuths and use text clues and our background knowledge to solve the
mystery of what words mean.
Write the sentence where kids can see it and work together to discover the meaning of sleuth with an equation: TC + BK
= I (Text Clues plus Background Knowledge equals Inference)
Use the equation to infer the meaning of sleuth. (Scaffold students in getting to the idea that a sleuth investigates like a
detective.)
TC: clues, solve, mysteries
BK: I know detectives use clues to solve mysteries.
I: I can infer that the word sleuth means a kind of detective.
…So a sleuth must be someone who solves mysteries. And a “word sleuth” is someone who solves word mysteries, like
a word detective. That’s what we’re doing today.
Teaching/Model:
Introduce the text and tell students “we are going to explore how we infer and use our background knowledge to help us
figure out the meaning of unfamiliar words as we read. Choose a word ahead of time them model making an inference
about a word while reading a selection aloud. Write and code with an I for infer. Tell students to turn and talk about
what they saw you doing and then share. Guide them to the understanding that you paused when you read and didn’t
know a word. You used your background knowledge and experience, which was…. And the text clues, which
were…And you recorded your inference with an I on a Post-it. Then offer several more examples, and then turn the
reading over to the students.
Guided Practice-Guiding Reading Groups:
Have students read on and record their inference on Post-its. Move among the students, listening in on their reading and
supporting them as necessary.
BUILDING ON the FIRST VOCABUALRY LESSON
Teaching Point:
Have kids recall new words in a passage and review the TC + BK = I. Share a four column activity to help them think
about the words they listed. (If they say they don’t have any words, provide some you think they may really not know,
but think they do). Complete a couple of examples together with words you chose beforehand. Show students how to
read around the word to infer meaning from the text clues. Explain that often creating your own sentence using the
word helps the reader understand the meaning of the word.
word Inferred meaning Clues Sentence
thermal
warm
“weather very cold”
“special clothing”
It was so cold,
they had to wear thermal
underwear to stay warm.
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usually, sometimes; intensity:
almost, a lot);
(viii) transitional words (e.g., also,
therefore);
(22) Oral and Written
Conventions/Spelling. Students spell
correctly. Students are expected to:
(B) spell words with:
(iii) Greek suffixes (e.g., -ology, -
phobia, -ism, -ist); and
(iv) Latin derived suffixes (e.g., -
able, -ible; -ance, -ence);
(C) differentiate between
commonly confused terms (e.g., its,
it's; affect, effect);
(D) use spelling patterns and rules
and print and electronic resources to
determine and check correct
spellings; and
(E) know how to use the spell-
check function in word processing
while understanding its limitations.
(23) Research/Research Plan.
Students ask open-ended research
questions and develop a plan for
answering them. Students are
expected to:
(B) generate a research plan for
gathering relevant information about
the major research question.
(24) Research/Gathering Sources.
Students determine, locate, and
explore the full range of relevant
sources addressing a research
question and systematically record
the information they gather.
Students are expected to:
(A) follow the research plan to
collect data from a range of print
and electronic resources (e.g.,
reference texts, periodicals, web
pages, online sources) and data from
Guided Practice-Guiding Reading Groups:
Have students work in pairs with words they’ve chosen or words you have chosen. Have students share their charts.
Check for understanding: make sure students’ sentences actually demonstrate they understand the meaning.
GUIDED READING GROUPS & INDEPENDENT READING/CONFERENCES:
Center your groups around the areas of need from the above standards; When conferring with students you will discover
needs as well. Guided Reading Groups and Conferencing are two vital pieces to knowing your students’ strengths and
weaknesses.
WEEK 4-6
READING Reading/Media Literacy
How messages are conveyed in media (5.14A); Consider difference in techniques (5.14B); Identify the point of view
(5.14C); Analyze various digital media venues (5.14D)
PLAN AHEAD: You will need multiple laptops or chrome-books to share in groups and use in independent activities.
Various Kid Friendly websites to use for this three week period:
National Geographic Kids: http://kids.nationalgeographic.com/kids/
The Connected Classroom: https://theconnectedclassroom.wikispaces.com/News
Time for Kids: http://www.timeforkids.com/
Discovery Kids: http://kids.discovery.com/
Channel One News: http://www.channelone.com/
The Washington Post-KidsPost: http://www.washingtonpost.com/lifestyle/kidspost/
ScholasticNews: http://magazines.scholastic.com/
Science News for Kids: https://student.societyforscience.org/sciencenews-students
Smithsonian Kids: http://www.si.edu/Kids
Teaching point: (5.14A 7 B)
Preview several articles, news, photos and more in printed version and using the sites above, or other student
appropriate sites. On an anchor chart, compile a list of features/techniques the printed versions and sites use to present
the information.
Guided Practice Break into groups and let them visit printed and online representations of news and other school appropriate topics. In
the groups have them find at least two pieces that have similar topics and jot down comparisons of the two. Walk
around and monitor student use of technology and their discussions. Share and discuss how messages can be conveyed
through printed, technology, and television media.
Student Response (this can be a daily or quiz grade)
As an independent activity have students write responses to the following question:
Explain how messages conveyed in various forms of media are presented differently. Use specific examples (techniques)
discovered through our lesson and group work.
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experts;
(B) differentiate between primary
and secondary sources;
(C) record data, utilizing available
technology (e.g., word processors)
in order to see the relationships
between ideas, and convert
graphic/visual data (e.g., charts,
diagrams, timelines) into written
notes;
(D) identify the source of notes
(e.g., author, title, page number) and
record bibliographic information
concerning those sources according
to a standard format; and
(E) differentiate between
paraphrasing and plagiarism and
identify the importance of citing
valid and reliable sources.
(25) Research/Synthesizing
Information. Students clarify
research questions and evaluate and
synthesize collected information.
Students are expected to:
(A) refine the major research
question, if necessary, guided by the
answers to a secondary set of
questions; and
(B) evaluate the relevance, validity,
and reliability of sources for the
research.
(26) Research/Organizing and
Presenting Ideas. Students organize
and present their ideas and
information according to the
purpose of the research and their
audience. Students are expected to
synthesize the research into a
written or an oral presentation that:
(A) compiles important information
from multiple sources;
(B) develops a topic sentence,
summarizes findings, and uses
evidence to support conclusions;
Teaching point: (5.14C & D)
Review Point of View and discuss how it relates to media presentation. Compare and contrast POV represented in
media presentation and text-based documents. Make sure students can transfer their thinking from text-based
representation and media presentation.
Guide Practice
In small groups make connections to POV and formal and informal voice in the representation. Create characteristics of
formal and informal voice in media. Discuss the reason this is important, to recognize the purpose of the presentation.
WRITING: Research/Research Plan Generate a research plan (5.23B); Gather sources and record information addressing a research question from generated questions in
the preceding marking periods (5.24 ABCDE); Synthesize information (5.25AB); Organize and present (5.26ABCD)
Each student should have a research folder to keep all their notes, information, drafts, resources and whatever else is
vital to the research.
Reading/Writing Connection:
Deciding on a topic and questions to research:
If your students have been collecting topics and questions throughout the year, they can turn to those in their RWN, or as
student observe the websites, articles and other resources have them list topics of interest and create a chart of possible
Topics for Research and under each topic begin the “I wonders”. As you conference with students check for “thick
questions” and “thin questions”. Help students develop 3-5 thick questions for their topic.
THINK AHEAD:
The final weeks of school, students will use their compile information from research and multi-paragraph essay to write
a persuasive letter. This will entail that they be able to use information they’ve collected to write in a different genre
and purpose.
Guided Practice Generate a plan & Gather sources and record information addressing the research questions (5.23a)
Discuss/students share their topics and questions with each other and help decide the thick questions for research.
Students will map out their plan for research by placing one question of each of the 3 – 5 questions at the top of
single pieces of paper.
Example
Topic: Pollution
What causes pollution to be such a huge problem?
What are the types of pollution?
What are some ways we can cut down on pollution?
What can I do?
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(C) presents the findings in a
consistent format; and
(D) uses quotations to support ideas
and an appropriate form of
documentation to acknowledge
sources (e.g., bibliography, works
cited).
(27) Listening and
Speaking/Listening. Students use
comprehension skills to listen
attentively to others in formal and
informal settings. Students continue
to apply earlier standards with
greater complexity. Students are
expected to:
(A) listen to and interpret a
speaker's messages (both verbal and
nonverbal) and ask questions to
clarify the speaker's purpose or
perspective;
(B) follow, restate, and give oral
instructions that include multiple
action steps; and
(C) determine both main and
supporting ideas in the speaker's
message.
(28) Listening and
Speaking/Speaking. Students speak
clearly and to the point, using the
conventions of language. Students
continue to apply earlier standards
with greater complexity. Students
are expected to give organized
presentations employing eye
contact, speaking rate, volume,
enunciation, natural gestures, and
conventions of language to
communicate ideas effectively.
(29) Listening and
Speaking/Teamwork. Students work
productively with others in teams.
Discuss collecting resources that can help answer the questions: books from the library; google searches; other
sources. (5.23B)
WEEK 7-9
READING/WRITING: Research/Research Plan Generate a research plan (5.23B); Gather sources and record information addressing a research question from generated questions in
the preceding marking periods (5.24 ABCDE); Synthesize information (5.25AB); Organize and present (5.26ABCD)
Each student should have a research folder to keep all their notes, information, drafts, resources and whatever else is
vital to the research.
Before heading to the library or gathering all the resources needed have those mini-lesson reviews over:
Features of non-fiction that are useful when looking for specific information:
Table of context
Index
Subtitles
Captions
Bold-faced print
Other technology features as discussed and learned in weeks 4-6 READING
Strategies for finding specific information:
Skim & scan strategy
Using key words
Search engines
Google searches
Guided & Independent Practice
Have student take their questions they wrote on the pieces of paper in weeks 4-6 and pull the resource pieces.
Have student identify the sources using the MLA format to create a compile list for a resource page (5.24D).
Write phrases (not copied sentences) of information pertinent to each question on sticky notes and place the sticky
notes under the question the phrases go with. Be sure students write somewhere on the sticky notes the title of the
source, author, and website or page number so they can refer to it later. Tell students this technique is used so that
they won’t be tempted to plagiarize. Discuss the difference between paraphrasing and plagiarism and why it’s
important to cite valid and reliable sources (5.24E)
Example of a page
with phrases on sticky-
notes.
Major Grade:
Multi-
paragraphs –
turning notes
into paragraphs
in a logical and
meaningful
order
What are the types of pollution?
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Students continue to apply earlier
standards with greater complexity.
Students are expected to participate
in student-led discussions by
eliciting and considering
suggestions from other group
members and by identifying points
of agreement and disagreement.
FIG. 19 (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 (e.g., 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; and
(F)make connections (e.g., thematic
links, author analysis) between and
across multiple texts of various
genres and provide textual evidence
Students should keep all notes in their research folder
Turn the questions into headings: example—What are the types of pollution? Change to “Types of Pollution” Have students share their headings with each other: these will become their subtitles for their paper.
Students will then begin composing a paragraph on an adjacent page that can be taped next to each question/sticky-
note page. Example:
Daily grades can come from turning phrases into paragraphs; collection information that pertains to the question and
other parts of the steps completed.
WEEK 10-12
Research/Research Synthesize information (5.25AB); Organize and present (5.26ABCD) Peer conferences (5.27AB)
Guided & Independent Practice Mini-lesson: use mentor text to identify the structure of text features; discuss the layout, purposes, structures, placement of the
text features from the mentor text; and then have students create their own text features to accompany their information. Mini-lessons regarding revising & editing paragraphs; have peer and teacher conferences – students peer editing paragraphs. Mini-lesson on introductions and closing of expository text; include thesis statements as the promise (what the reader will learn
from reading the paper). Have students write the introduction and closing; peer and teacher conferences Write the whole paper, organizing it in a logical order and placing text features in places that enhance the paper. Peer and teacher conferences to revise and edit. (5.27A) Write the final draft with text features
Listening & Speaking
Put students in groups of 4 or 5 and have them read their papers to each other. While listening students are to make notes of
important facts including the main idea and supporting details and provide positive feedback to the presenter (5.27C)
Writing/Procedural Text (5.18B)
Read Letters to the editor mentor texts and discuss the techniques the author uses. Explain that they are persuasive in nature and
that the purpose it to convince the reader of something.
Have students take their research paper and take a position within the topic to create a letter to the editor. They are to use the
information they have in their paper to help support their position. Share the letters in whole class or small groups.
Discuss formal and informal purposes for writing
What are the types of
pollution?
Types of Pollution Students will use the sticky-note phrases to compose a paragraph.
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Spelling/Vocabulary Words Weeks 1 -3 STAAR Preparation
Week 4: Greek Suffix ist: artist; historian; terrorist; finalist; specialist; vocalist; chemist; violinist; enthusiast; pianist
Week 5: Short week (Good Friday)
Week 6: Latin Suffix able: understandable; predictable; comfortable; reasonable; variable; usable; immovable;
honorable; reliable; avoidable
Week 7: Latin Suffix ible: incredible; edible; credible; audible; terrible; horrible; feasible; visible; possible; responsible
Week 8: Latin Suffix ance: entrance; allowance; arrogance; assistance; fragrance; ambulance; performance; substance;
clearance; balance
Week 9: Latin Suffix ence: experience; influence; evidence; patience; conscience; audience; confidence; conference;
experience; difference
Week 10: Commonly confused Terms: its/it’s; affect/effect; accept/except; aisle/isle; altar/alter; angel/angle;
breath/breathe; capital/capitol; lose/loose; aloud/allowed
Major Grade: Compiled
weekly grade
Other Resources Cheryl Kelley-Tomball ISD ELA Content Specialist Grades 3-6 http://teacherweb.com/TX/TomballCurriculumInstruction/Kelley Website with resources for the various skills in this nine week
period
TISD SMART Content Folder has various resources to be used in the fourth nine weeks: included are various reading passages with questions. Make sure you adjust questions to be TEKS-
based. To get to this folder you must be on your teacher computer in your room to retrieve it.
Vocabulary sites: www.quizlet.com http://info.sadlier.com/Vocabulary-Blog/resources/
Site with Greek and Latin Roots with meanings and words with the roots in them http://www.learnthat.org/pages/view/roots.html
Website with text structure resources, activities, and information: http://www.literacyleader.com/?q=textstructure