fifth grade - reading ip...

SCPS Fifth Grade Literacy Plan 2014-2015

2014-2015 Literacy Instructional Plans

Seminole County Public Schools

Fifth Grade

SCPSLiteracyPlan2014-2015Grade1_Updated_recent_shareFINAL.xlsx

Seminole County Public Schools2014-2015

K-5 Literacy Writing Committee

School Board of Seminole County

Karen Almond

Dr. Tina Calderone

Amy Lockhart

Dede Schaffner

Superintendent of Schools

Dr. Walt Griffin

Deputy Superintendent of Instructional

Excellence and Equity

Dr. Anna-Marie Cote

Elementary Executive Directors

Dr. Marion Cummings

Dr. Beth Sharpe

Director of Teaching and Learning

Dr. Corbet Wilson

Elementary Curriculum Coordinator

Shawn Harrold

Writing Committee

Elementary Reading Specialist

Courtney Kavanaugh

Title One Literacy Specialist

Jane Moore

Teachers

Allison Carothers Catherine Schubert

Susan DeMint Tenesha Wells-Eason

Lesley O'Reilly Tammy Uliano

Marianne Wells Betsie Simmons

Elliott Hershey Stacey Parsons

Kelli Reyes Jeannette Smalley

Sharri Tatum Mary Legg

Nikhail Slaughter Tara Heston

Debra Zacharias Jill Pecoraro

Tonia Young Linda Richard

Kerri Baumis Dorretta McLaurin

Mary Estes Malcolm Cooper Adolph Pernal

1


Rationale for the 2014-2015 Literacy Plan

The 2014-2015 Literacy Instructional Plan aligns the Language Arts Florida Standards with resources found across our district and has been created as a suggested pacing in

order to guide teachers in planning standards-based instruction. The document reflects our current thinking related to the intent of the Language Arts Florida Standards

and covers the remaining weeks in the 2014-2015 school year. Each unit of instruction is based on 5 to 6 weeks of 120 minutes daily, with 90 uninterrupted reading and 30

to 40 minutes of writing instruction. Interventions should be delivered through small group instruction outside of the 120-minute block. Teachers should be utilizing district-

relevant programs and formative and summative assessments in order to differentiate instruction to meet the needs of their students.

Teachers should be using complex texts, including a greater number of informational texts than in previous years, when teaching comprehension tasks. Additional

materials like photos, print media, first-hand documents and websites have been provided as resources of complex text. We recognize that every school may not have

access to all of these items and have therefore included multiple resources that focus on the standard. Additional materials may be available and teachers are encouraged

to add resources that align to their grade-level standards that have been approved by the district or school site. A copy of the Language Arts Florida Standards can be

found at: www.cpalms.org

Learning goals, standards and scales have been provided within this plan as an example for teachers. These scales and goals should be modified in order to best fit

students' needs based on formative assessments.

Terms Used in Plan: RWN- Reader's & Writer's Notebook, GOTS- Guide on the Side, CL- Customized Literacy TE- Teacher Edition, SE- Student Edition


M T W T F S S M T W T F S S M T W T F S S M T W T F S S

1 2 1 2 3 4 5 6 7 1 2 3 4 1

3 4 5 6 7 8 9 8 9 10 11 12 13 14 5 (6 7 8 9 10 11 2 3 4 5 6 7 8

10 11 12 13 14 15 16 15 16* 17* 18*) 19 20 21 12 13 14 15 16 17 18 9 10 11 12 13 14 15

17 18 19 20 21 22 23 22 23 24 25 26 27 28 19 20 21 22 23 24 25 16 17 18 19 20 21 22

24 25 26 27 28 29 30 29 30 31 26 27 28 29 30 31 23 24 25 26 27 28

M T W T F S S M T W T F S S M T W T F S S

1 1 2 3 4 5 1 2 3

2 3 4 5 6 7 8 6 7 8 9 10 11 12 4 5 6 7 8 9 10

9 10 11 12) 13 14 15 13 14 15 16 17 18 19 11 12 13 14 15 16 17

16 17 18 19 20 21 22 20 21 22 23 24 25 26 18 19 20 21 22* 23 24

(23 24 25 26 27 28 29 27 28 29 30 25 26* 27*) 28 29 30 31

30 31

Student Non-Attendance Day First/Last Day State Assessment

* Early Release Day ( Beginning of Grading Period ) End of Grading Period

Unit or EOY Assessment Review prior to assessments

LAFS.5.RL.1.2; LAFS.5.RL.1.3; LAFS.5.RI.3.8LAFS.5.RF.4.4 LAFS.5.L.1.1, LAFS.5.L.1.2, LAFS.5.L.2.3

LAFS.5.RI.1.1; LAFS.5.RI.1.2; LAFS.5.RI.2.5LAFS.5.RF.4.4 LAFS.5.L.1.1, LAFS.5.L.1.2, LAFS.5.L.2.3

Foundational Standards Language

LAFS.5.RL.1.1; LAFS.5.RL.2.5; LAFS.5.RI.1.1

LAFS.5.RF.4.4

LAFS.5.RF.4.4

LAFS.5.L.1.1, LAFS.5.L.1.2, LAFS.5.L.2.3

GRADE 5 for 2014 - 2015 - Option A

March April

January February

May

November December

Reading High-Frequency Standards Additional Standards

S.S. Essential Standards

SS.5.A.5.1

LAFS.5.RL.2.5,LAFS.5.RI.2.6,LAFS.

5.SL.1.1,

LAFS.5.SL.2.4,LAFS.5.SL.2.5,LAFS

.5.SL.2.6, LAFS.5.L.3.6,

LAFS.5.RI.4.10, LAFS.5.RL.4.10

SS.5.A.5.4

SS.5.A.6.4

SS.5.C.1.4


Ongoing

LAFS.5.RI.1.1, LAFS.5.RI.1.2, LAFS.5.RI.1.3

Comprehension


M T W T F S S M T W T F S S M T W T F S S M T W T F S S

1 2 1 2 3 4 5 6 7 1 2 3 4 1

3 4 5 6 7 8 9 8 9 10 11 12 13 14 5 (6 7 8 9 10 11 2 3 4 5 6 7 8

10 11 12 13 14 15 16 15 16* 17* 18*) 19 20 21 12 13 14 15 16 17 18 9 10 11 12 13 14 15

17 18 19 20 21 22 23 22 23 24 25 26 27 28 19 20 21 22 23 24 25 16 17 18 19 20 21 22

24 25 26 27 28 29 30 29 30 31 26 27 28 29 30 31 23 24 25 26 27 28

M T W T F S S M T W T F S S M T W T F S S

1 1 2 3 4 5 1 2 3

2 3 4 5 6 7 8 6 7 8 9 10 11 12 4 5 6 7 8 9 10

9 10 11 12) 13 14 15 13 14 15 16 17 18 19 11 12 13 14 15 16 17

16 17 18 19 20 21 22 20 21 22 23 24 25 26 18 19 20 21 22* 23 24

(23 24 25 26 27 28 29 27 28 29 30 25 26* 27*) 28 29 30 31

30 31

Student Non-Attendance Day First/Last Day State Assessment

* Early Release Day ( Beginning of Grading Period ) End of Grading Period

March April May

GRADE 5 for 2014 - 2015 - Option BNovember December January February

Reading High-Frequency Standards Additional Standards

S.S. Essential Standards Comprehension Foundational Standards Language Ongoing

SS.5.A.5.1 LAFS.5.RI.1.1, LAFS.5.RI.1.2, LAFS.5.RI.1.3 LAFS.5.RF.4.4 LAFS.5.L.1.1, LAFS.5.L.1.2, LAFS.5.L.2.3

Unit or EOY Assessment Review prior to assessments


SS.5.A.6.4 LAFS.5.RL.1.2; LAFS.5.RL.1.3; LAFS.5.RI.3.8

LAFS.5.RF.4.4 LAFS.5.L.1.1, LAFS.5.L.1.2, LAFS.5.L.2.3

LAFS.5.RL.2.5,LAFS.5.RI.2.6,LAFS.

5.SL.1.1,

LAFS.5.SL.2.4,LAFS.5.SL.2.5,LAFS

.5.SL.2.6, LAFS.5.L.3.6,


SS.5.A.5.4LAFS.5.RL.1.1; LAFS.5.RL.2.5; LAFS.5.RI.1.1

LAFS.5.RF.4.4

SS.5.C.1.4LAFS.5.RI.1.1; LAFS.5.RI.1.2; LAFS.5.RI.2.5



Rationale for the 2014-2015 Literacy Plan

The 2014-2015 Literacy Instructional Plan aligns the Language Arts Florida Standards with resources found across our district and has been created as a suggested pacing in

order to guide teachers in planning standards-based instruction. The document reflects our current thinking related to the intent of the Language Arts Florida Standards

and covers the remaining weeks in the 2014-2015 school year. Each unit of instruction is based on 5 to 6 weeks of 120 minutes daily, with 90 uninterrupted reading and 30

to 40 minutes of writing instruction. Interventions should be delivered through small group instruction outside of the 120-minute block. Teachers should be utilizing district-

relevant programs and formative and summative assessments in order to differentiate instruction to meet the needs of their students.

Teachers should be using complex texts, including a greater number of informational texts than in previous years, when teaching comprehension tasks. Additional

materials like photos, print media, first-hand documents and websites have been provided as resources of complex text. We recognize that every school may not have

access to all of these items and have therefore included multiple resources that focus on the standard. Additional materials may be available and teachers are encouraged

to add resources that align to their grade-level standards that have been approved by the district or school site. A copy of the Language Arts Florida Standards can be

found at: www.cpalms.org

Learning goals, standards and scales have been provided within this plan as an example for teachers. These scales and goals should be modified in order to best fit

students' needs based on formative assessments.

Terms Used in Plan: RWN- Reader's & Writer's Notebook, GOTS- Guide on the Side, CL- Customized Literacy TE- Teacher Edition, SE- Student Edition

2. Determine central ideas or themes of a

text and analyze their development; summarize the key

supporting details and ideas.

2. Determine a theme of a story, drama, or

poem from details in the text, including how characters in a story or

drama respond to challenges or how the speaker in a poem reflects

upon a topic; summarize the text.

3. Analyze how and why individuals,

events, and ideas develop and interact over the course

of a text.

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).

Fifth grade students are required to quote

accurately from the text to support their answers. “Quote accurately” may

include using their own words. Determining a theme continues to be a focus

and students should be giving more thought to characters‟ actions in a text.

They are required to refer to specific details in the text when finding the

similarities and differences between two or more characters, settings, or

events.

Grade 5 Unpacking Standards- Language Arts

CCR ANCHOR STANDARD Language Arts Florida Standard Unpacking

Reading Literature College and Career Readiness Anchor Standards for

Reading

Key Ideas and Details 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.

1. Quote accurately from a text when

explaining what the text says explicitly and when drawing

inferences from the text.



College and Career Readiness Anchor Standards for

Reading Reading Literature

Craft & Structure4. Interpret words and phrases as they are

used in a text, including determining technical,

connotative, and figurative meanings, and analyze how

specific word choices shape meaning or tone.

4. Determine the meaning of words and

phrases as they are used in a text, including figurative language

such as metaphors and similes.

Students will continue to tell the meaning

of words and phrases in a text and focus on figurative language. Students

should tell how chapters, scenes, or stanzas in a series fit into the overall

structure of a story, drama, or poem. The students must continue identifying

the narrator‟s point of view and also explain how it impacts the events in the

text.5. Analyze the structure of texts, including

how specific sentences, paragraphs, and larger portions

of the text (e.g., a section, chapter, scene, or stanza)

relate to each other and the whole.

5. Explain how a series of chapters, scenes,

or stanzas fits together to provide the overall structure of a

particular story, drama, or poem.

6. Assess how point of view or purpose

shapes the content and style of a text.

6. Describe how a narrator‟s or speaker‟s

point of view influences how events are described.

9. Analyze how two or more texts address

similar themes or topics in order to build knowledge or

to compare the approaches the authors take.




Reading Reading Literature

Integration of Knowledge and Ideas 7. Integrate and evaluate content presented

in diverse media and formats, including visually and

quantitatively, as well as in words.

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).

8. Delineate and evaluate the argument and

specific claims in a text, including the validity of the

reasoning as well as the relevance and sufficiency of the

evidence.

9. Compare and contrast stories in the

same genre (e.g., mysteries and adventure stories) on their

approaches to similar themes and topics.

Fifth grade students are capable of reading

and understanding a variety of literature at the higher end of grades 4-5

independently.

Fifth grade students must examine what is

heard and/or viewed to gain an appreciation and understanding of the text.

Students will find similarities and differences in themes and topics when

reading stories of the same genre.

10. By the end of the year, read and

comprehend literature, including stories, dramas, and poetry, at the

high end of the grades 4–5 text complexity band independently and

proficiently.

10. Read and comprehend complex literary

and informational texts independently and proficiently.


Fluency helps the reader process language

for meaning and enjoyment. Fluent readers are able to focus attention on the

meaning of the text. Readers at this stage reread texts as needed to support

understanding.

Phonics and Word Recognition

Students continue learning specific

strategies for decoding words in texts. They are required to apply the specific

strategies for decoding and spelling multisyllabic words.

3. Know and apply grade-level phonics

and word analysis skills in decoding words.

a. 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.

None


Reading Foundational Skills

Fluency4. Read with sufficient accuracy and

fluency to support comprehension.

a. Read grade-level text with purpose and understanding.

b. Read grade-level prose and poetry orally with accuracy,

appropriate rate, and expression.

c. Use context to confirm or self-correct word recognition and

understanding, rereading as necessary.

None

Comprehension and Collaboration4. Present information, findings, and

supporting evidence such that listeners can follow the

line of reasoning and the organization, development,

and style are appropriate to task, purpose, and

audience.

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.

While adept at reporting on a topic or text,

telling a story, or recounting an event, fifth graders will focus on doing so in an

organized, logical manner. The aforementioned items should be done

orally and in coherent, spoken sentences. Fifth graders will do so at an

appropriate pace. Having the opportunity to present a personal opinion is

important in the fifth grade.

Students in the fifth grade will combine audio recordings and visual displays

when appropriate to enhance the development of main ideas or themes. At

this level, they may identify these components as multimedia components.

Students in the fifth grade should be exposed to a numerous variety of

speaking tasks so they may be able to distinguish between formal and informal

discourse. Small-group discussions and formal presentations would be one

example of each type of discourse. Fifth graders should be comfortable

adapting their speech to a variety of contexts and tasks.

5. Make strategic use of digital media and

visual displays of data to express information and

enhance understanding of presentations.

5. Include multimedia components (e.g.,

graphics, sound) and visual displays in presentations when

appropriate to enhance the development of main ideas or themes.

6. Adapt speech to a variety of contexts and

communicative tasks, demonstrating command of

formal English when indicated or appropriate.

6. Adapt speech to a variety of contexts

and tasks, using formal English when appropriate to task and

situation.




Reading Speaking and Listening




Reading Reading Informational Text

3. Analyze how and why individuals,

events, and ideas develop and interact over the course

of a text.

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.

Students at this level should be able to

quote correctly from the text to explain what the text is about and when

drawing conclusions. Students must identify two or more main ideas and find

the most important details that strengthen these

main ideas. They should also be able to summarize the text in their own words.

At this level, students describe the connections between two or more people,

events, ideas, or concepts in a historical,

scientific, or “how to” texts by using the

text to support their findings.

Key Ideas and Details 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.

1. Quote accurately from a text when

explaining what the text says explicitly and when drawing


2. Determine central ideas or themes of a

text and analyze their development; summarize the key

supporting details and ideas.

2. Determine two or more main ideas of a

text and explain how they are supported by key details; summarize

the text.





Craft & Structure4. Interpret words and phrases as they are

used in a text, including determining technical,

connotative, and figurative meanings, and analyze how

specific word choices shape meaning or tone.

4. Determine the meaning of general

academic and domain-specific words and phrases in a text relevant

to a grade 5 topic or subject area.

Fifth grade students continue to find the

meaning of general vocabulary words specific to fifth grade topics or subjects.

Students must explain how the events, ideas, or concepts fit into the overall

structure of a text by finding the similarities and differences in two or more

texts. Students are required to discuss the similarities and differences unique

to the various perspectives presented in the text. They will give descriptions

about how the information is presented for each perspective.

5. Analyze the structure of texts, including

how specific sentences, paragraphs, and larger portions

of the text (e.g., a section, chapter, scene, or stanza)

relate to each other and the whole.

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.

6. Assess how point of view or purpose

shapes the content and style of a text.

6. Analyze multiple accounts of the same

event or topic, noting important similarities and differences in the

point of view they represent.





9. Integrate information from several texts

on the same topic in order to write or speak about the subject

knowledgeably.

10. By the end of the year, read and

comprehend informational texts, including history/social studies,

science, and technical texts, at the high end of the grades 4–5 text

complexity band independently and proficiently.

Students are required to read and

understand a wide range of informational texts within the higher end of the

fourth to fifth grade text level efficiently by the end of the year.

Students at this level can use media

efficiently to answer questions and to solve problems. Students continue to

give explanations about how an author uses proof to support a point in the

text. In addition they must prove each point with evidence from the text.

Students will combine information from several texts about the same subject in

a written or oral response that demonstrates knowledge of the subject.

Craft & Structure7. Integrate and evaluate content presented

in diverse media and formats, including visually and

quantitatively, as well as in words.

7. Draw on information from multiple print

or digital sources, demonstrating the ability to locate an answer to a

question quickly or to solve a problem efficiently.

8. Delineate and evaluate the argument and

specific claims in a text, including the validity of the

reasoning as well as the relevance and sufficiency of the

evidence.

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).

10. Read and comprehend complex literary

and informational texts independently and proficiently.

9. Analyze how two or more texts address

similar themes or topics in order to build knowledge or

to compare the approaches the authors take.




Reading Speaking and Listening

Comprehension and Collaboration1. Engage effectively in a range of

collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on

grade 5 topics and texts, building on others‟ ideas and expressing their own clearly.

a. Come to discussions prepared, having read or studied required material; explicitly draw on

that preparation and other information known about the topic to explore ideas under

discussion.

b. Follow agreed-upon rules for discussions and carry out assigned roles.

c. Pose and respond to specific questions by making comments that contribute to the

discussion and elaborate on the remarks of others.

d. Review the key ideas expressed and draw conclusions in light of

information and knowledge gained from the discussions.

1. Prepare for and participate effectively in

a range of conversations and collaborations with diverse

partners, building on others‟ ideas and expressing their

own clearly and persuasively.

2. Summarize a written text read aloud or

information presented in diverse media and formats, including

visually, quantitatively, and orally.

2. Integrate and evaluate information

presented in diverse media and formats, including

visually, quantitatively, and orally.

3. Evaluate a speaker‟s point of view,

reasoning, and use of evidence and rhetoric.

3. Summarize the points a speaker makes and explain how each

claim is supported by reasons and evidence.

Students in grade five will engage in

conversations about grade-appropriate topics and texts. In order to do so,

students will need ample opportunities to take part

in a variety of rich, structured conversations. Students actively engage as part

of a whole class, in small groups, and with a partner, sharing the roles of

participant, leader, and observer. Students at this level should engage in

collaborative conversations (such as book groups,

literature circles, buddy reading), and develop skills in active (close) listening

and group discussion (looking at the speaker, turn taking, linking ideas to the

speakers‟ idea, sharing the floor, etc).

Fifth grade students will also summarize a written text read aloud or

information presented in multiple formats and refer back to the support given

by the speaker in the summary.

Conventions of Standard EnglishAn understanding of language is essential

for effective communication. “The inclusion of Language standards in their own

strand should not be taken as an indication that skills related to conventions,

knowledge of language, and vocabulary are unimportant to reading, writing,

speaking, listening, and viewing; indeed, they are inseparable from such

contexts.”

Fifth grade student must have a strong command of the grammar and usage of

spoken and written standard English. Standards that are related to conventions

are appropriate to formal spoken English as they are to formal written English.

In this grade, emphasis is on the function

of conjunctions, prepositions, interjections, and verb tenses. With conventions,

students must become more adept in the use of commas.

2. Demonstrate command of the

conventions of standard English capitalization,

punctuation, and spelling when writing.


conventions of standard English capitalization, punctuation, and spelling when writing.

a. Use punctuation to separate items in a series.*

b. Use a comma to separate an introductory element from the rest of the sentence.

c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag

question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address

(e.g., Is that you, Steve?).

d. Use underlining, quotation marks, or italics to indicate titles of works.

e. Spell grade-appropriate words correctly, consulting references as needed.


conventions of standard English grammar and usage when writing

or speaking.

a. Explain the function of conjunctions, prepositions, and

interjections in general and their function in particular sentences.

b. Form and use the perfect (e.g., I had walked; I have walked; I

will have walked) verb tenses.

c. Use verb tense to convey various

times, sequences, states, and conditions.

d. Recognize and correct inappropriate shifts in verb tense.*

e. Use correlative conjunctions (e.g.,

either/or, neither/nor).


conventions of standard English grammar and usage

when writing or speaking.




Reading Language

Vocabulary Acquisition and UseThe overall focus of language learning in

regards to vocabulary acquisition is to guide students as they make purposeful

language choices in writing and speaking in order to communicate effectively in

a wide range of print and digital texts. Students need to understand the

diversity in standard English and the ways authors use formal and informal

voice (dialects,

registers) to craft their message for specific purposes. Students also need

strategies for learning to make these kinds of choices for themselves as they

write and speak in different contexts and for different purposes.

Learning words at this stage includes understanding and interpreting the

meaning of similes, metaphors, idioms, adages, and proverbs; demonstrating

understanding of relationships between

words (synonyms and antonyms); growing vocabulary by using known word

parts (Greek and Latin affix and root) to acquire unknown words; and

developing print and digital reference use (glossary, dictionary, and thesaurus).

4. Determine or clarify the meaning of

unknown and multiple-meaning words and phrases by

using context clues, analyzing meaningful word parts,

and consulting general and specialized reference

materials, as appropriate.

4. Determine or clarify the meaning of

unknown and multiple-meaning words and phrases based on grade

5 reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., cause/effect relationships and comparisons in

text) as a clue to the meaning of a word or phrase.

b. Use common, grade-appropriate Greek and Latin affixes and

roots as clues to the meaning of a word (e.g.,

photograph, photosynthesis).

c. Consult reference materials (e.g., dictionaries, glossaries,

thesauruses), both print and digital, to find the pronunciation and

determine or clarify the precise meaning of key words and phrases.

5. Demonstrate understanding of word

relationships and nuances in word meanings.

5. Demonstrate understanding of figurative

language, word relationships, and nuances in word meanings.

a. Interpret figurative language, including similes and metaphors, in

context.

b. Recognize and explain the meaning of common idioms, adages, and

proverbs.

c. Use the relationship between particular

words (e.g., synonyms, antonyms,

homographs) to better understand each of the words.




Reading Language

Knowledge of LanguageStudents in grade 5 will use what they

know about HOW language works when they write, speak, read, and listen.

Students at this level will develop and use sentence fluency that interests the

reader/listener. They will be able to compare and contrast varieties of English

used throughout the genres they read. In order to do so, students will need

strategies for reading across various authors and genres to compare writing

styles and

effects of language usage.

3. Use knowledge of language and its

conventions when writing, speaking, reading, or listening.

a. Expand, combine, and reduce sentences for meaning,

reader/listener interest, and style.

b. Compare and contrast the varieties of English (e.g., dialects,

registers) used in stories, dramas, or poems.

a. Choose words and phrases to convey ideas precisely.*

b. Choose punctuation for effect.*

c. Differentiate between contexts that call for formal English (e.g.,

presenting ideas) and situations where informal discourse is

appropriate (e.g., small- group discussion).

3. Apply knowledge of language to

understand how language functions in different

contexts, to make effective choices for meaning or style,

and to comprehend more fully when reading or

listening.




Reading Language

Vocabulary Acquisition and Use“Tier One words are the words of everyday

speech usually learned in the early grades, albeit not at the same rate by all

children.”

“General academic vocabulary (Tier 2) words appear in all sorts of texts;

informational, technical texts, and literary texts.”

“Domain-specific vocabulary (Tier 3) words are specific to a domain or field of

study and key to understanding a new concept within a text. Because of their

specificity and close ties to content knowledge, Tier Three words are far more

common in informational texts than in literature.”

6. Acquire and use accurately grade-

appropriate general academic and domain- specific words and

phrases, including those that signal contrast, addition, and other

logical relationships (e.g., however, although, nevertheless,

similarly,

moreover, in addition).

6. Acquire and use accurately a range of

general academic and domain-specific words and

phrases sufficient for reading, writing, speaking, and

listening at the college and career readiness level;

demonstrate independence in gathering vocabulary

knowledge when encountering an unknown term

important to comprehension or expression.




Reading Language


BENCHMARK CODE BENCHMARK

SS.5.A.1.1 Use primary and secondary sources to understand history.

SS.5.A.1.2 Utilize timelines to identify and discuss American History time periods.


SS.5.A.2.1 Compare cultural aspects of ancient American civilizations (Aztecs/Mayas; Mound Builders/Anasazi/Inuit).

SS.5.A.2.2

Identify Native American tribes from different geographic regions of North America (cliff dwellers and Pueblo people of the desert

Southwest, coastal tribes of the Pacific Northwest, nomadic nations of the Great Plains, woodland tribes east of the Mississippi

River).

SS.5.A.2.3Compare cultural aspects of Native American tribes from different geographic regions of North America including but not limited

to clothing, shelter, food, major beliefs and practices, music, art, and interactions with the environment.


SS.5.A.3.1 Describe technological developments that shaped European exploration.

SS.5.A.3.2 Investigate (nationality, sponsoring country, motives, dates and routes of travel, accomplishments) the European explorers.

SS.5.A.3.3 Describe interactions among Native Americans, Africans, English, French, Dutch, and Spanish for control of North America.

Strand: AMERICAN HISTORY

Standard 1: Historical Inquiry and Analysis

Standard 2: Pre-Columbian North America

Standard 3: Exploration and Settlement of North America

Standard 4: Colonization of North America



SS.5.A.4.1 Identify the economic, political and socio-cultural motivation for colonial settlement.

SS.5.A.4.2 Compare characteristics of New England, Middle, and Southern colonies.

SS.5.A.4.3 Identify significant individuals responsible for the development of the New England, Middle, and Southern colonies.

SS.5.A.4.4 Demonstrate an understanding of political, economic, and social aspects of daily colonial life in the thirteen colonies.

SS.5.A.4.5 Explain the importance of Triangular Trade linking Africa, the West Indies, the British Colonies, and Europe.

SS.5.A.4.6 Describe the introduction, impact, and role of slavery in the colonies.


SS.5.A.5.1 Identify and explain significant events leading up to the American Revolution.

SS.5.A.5.10Examine the significance of the Constitution including its key political concepts, origins of those concepts, and their role in

American democracy.

SS.5.A.5.2 Identify significant individuals and groups who played a role in the American Revolution.

SS.5.A.5.3Explain the significance of historical documents including key political concepts, origins of these concepts, and their role in

American independence.

SS.5.A.5.4 Examine and explain the changing roles and impact of significant women during the American Revolution.

SS.5.A.5.5 Examine and compare major battles and military campaigns of the American Revolution.

Standard 5: American Revolution & Birth of a New Nation


SS.5.A.5.6 Identify the contributions of foreign alliances and individuals to the outcome of the Revolution.

SS.5.A.5.7 Explain economic, military, and political factors which led to the end of the Revolutionary War.

SS.5.A.5.8 Evaluate the personal and political hardships resulting from the American Revolution.

SS.5.A.5.9Discuss the impact and significance of land policies developed under the Confederation Congress (Northwest Ordinance of

1787).


SS.5.A.6.1 Describe the causes and effects of the Louisiana Purchase.

SS.5.A.6.2 Identify roles and contributions of significant people during the period of westward expansion.

SS.5.A.6.3Examine 19th century advancements (canals, roads, steamboats, flat boats, overland wagons, Pony Express, railroads) in

transportation and communication.

SS.5.A.6.4 Explain the importance of the explorations west of the Mississippi River.

SS.5.A.6.5 Identify the causes and effects of the War of 1812.

SS.5.A.6.6 Explain how westward expansion affected Native Americans.

SS.5.A.6.7 Discuss the concept of Manifest Destiny.

SS.5.A.6.8 Describe the causes and effects of the Missouri Compromise.

SS.5.A.6.9 Describe the hardships of settlers along the overland trails to the west.

Standard 6: Growth and Westward Expansion

Strand: GEOGRAPHY



SS.5.G.1.1 Interpret current and historical information using a variety of geographic tools.

SS.5.G.1.2 Use latitude and longitude to locate places.

SS.5.G.1.3 Identify major United States physical features on a map of North America.

SS.5.G.1.4 Construct maps, charts, and graphs to display geographic information.

SS.5.G.1.5 Identify and locate the original thirteen colonies on a map of North America.

SS.5.G.1.6 Locate and identify states, capitals, and United States Territories on a map.


SS.5.G.2.1Describe the push-pull factors (economy, natural hazards, tourism, climate, physical features) that influenced boundary changes

within the United States.


SS.5.G.3.1 Describe the impact that past natural events have had on human and physical environments in the United States through 1850.


SS.5.G.4.1 Use geographic knowledge and skills when discussing current events.

SS.5.G.4.2Use geography concepts and skills such as recognizing patterns, mapping, graphing to find solutions for local, state, or national

problems.

Standard 2: Places and Regions

Standard 3: Environment and Society

Standard 4: Uses of Geography

Standard 1: The World in Spatial Terms



SS.5.E.1.1 Identify how trade promoted economic growth in North America from pre-Columbian times to 1850.

SS.5.E.1.2Describe a market economy, and give examples of how the colonial and early American economy exhibited these

characteristics.

SS.5.E.1.3Trace the development of technology and the impact of major inventions on business productivity during the early development

of the United States.


SS.5.E.2.1 Recognize the positive and negative effects of voluntary trade among Native Americans, European explorers, and colonists.


SS.5.C.1.1 Explain how and why the United States government was created.

SS.5.C.1.2 Define a constitution, and discuss its purposes.

SS.5.C.1.3 Explain the definition and origin of rights.

SS.5.C.1.4 Identify the Declaration of Independence's grievances and Articles of Confederation's weaknesses.

Standard 2: The International Economy

Strand: ECONOMICS

Standard 1: Market Economy

Strand: CIVICS AND GOVERNMENT

Standard 1: Foundations of Government, Law, and the American Political System


SS.5.C.1.5 Describe how concerns about individual rights led to the inclusion of the Bill of Rights in the U.S. Constitution.

SS.5.C.1.6 Compare Federalist and Anti-Federalist views of government.


SS.5.C.2.1 Differentiate political ideas of Patriots, Loyalists, and "undecideds" during the American Revolution.

SS.5.C.2.2 Compare forms of political participation in the colonial period to today.

SS.5.C.2.3 Analyze how the Constitution has expanded voting rights from our nation's early history to today.

SS.5.C.2.4 Evaluate the importance of civic responsibilities in American democracy.

SS.5.C.2.5 Identify ways good citizens go beyond basic civic and political responsibilities to improve government and society.


SS.5.C.3.1Describe the organizational structure (legislative, executive, judicial branches) and powers of the federal government as defined

in Articles I, II, and III of the U.S. Constitution.

SS.5.C.3.2Explain how popular sovereignty, rule of law, separation of powers, checks and balances, federalism, and individual rights limit

the powers of the federal government as expressed in the Constitution and Bill of Rights.

SS.5.C.3.3 Give examples of powers granted to the federal government and those reserved for the states.

SS.5.C.3.4 Describe the amendment process as defined in Article V of the Constitution and give examples.

Standard 2: Civic and Political Participation

Standard 3: Structure and Functions of Government


SS.5.C.3.5 Identify the fundamental rights of all citizens as enumerated in the Bill of Rights.

SS.5.C.3.6Examine the foundations of the United States legal system by recognizing the role of the courts in interpreting law and settling

conflicts.

Glossary of Key Terms- ELA Close Read- Reading a short, complex passage carefully, multiple times, with a purpose that

leads to deeper comprehension.

Cloze Passage- A passage that requires students to identify the correct vocabulary words

that have been deleted from the passage.

Domain-specific words and phrases – Vocabulary specific to a particular field of study

(domain), such as the human body (CCSS, p. 32); in the Standards, domain-specific words and

phrases are analogous to Tier Three words (Language, p. 36).

Emergent reader texts – Texts consisting of short sentences comprised of learned sight

words and CVC words; may also include rebuses to represent words that cannot yet be

decoded or recognized; see also rebus.

Evidence – Facts, figures, details, quotations, or other sources of data and information that

provide support for claims or an analysis and that can be evaluated by others; should appear

in a form and be derived from a source widely accepted as appropriate to a particular

discipline, as in details or quotations from a text in the study of literature and experimental

results in the study of science.

Focused question – A query narrowly tailored to task, purpose, and audience, as in a

research query that is sufficiently precise to allow a student to achieve adequate specificity

and depth within the time and format constraints.

General academic words and phrases – Vocabulary common to written texts but not

commonly a part of speech; in the Standards, general academic words and phrases are

analogous to Tier Two words and phrases (Language, p 36).

Independent(ly) – A student performance done without scaffolding from a teacher, other

adult, or peer; in the Standards, often paired with proficient(ly) to suggest a successful

student performance done without scaffolding; in the Reading standards, the act of reading a

text without scaffolding, as in an assessment; scaffolding

Point of view – Chiefly in literary texts, the narrative point of view (as in first- or third-person

narration); more broadly, the position or perspective conveyed or represented by an author, narrator,

speaker, or character.

Print or digital (texts, sources) – Sometimes added for emphasis to stress that a given standard

is particularly likely to be applied to electronic as well as traditional texts; the standards are generally

assumed to apply to both.

Proficient(ly) – A student performance that meets the criterion established in the Standards as

measured by a teacher or assessment; in the Standards, often paired with independent(ly) to suggest

a successful student performance done without scaffolding; in the Reading standards, the act of

reading a text with comprehension; see also independent(ly), scaffolding.

Scaffolding – Temporary guidance or assistance provided to a student by a teacher, another adult,

or a more capable peer, enabling the student to perform a task he or she otherwise would not be able

to do alone, with the goal of fostering the student’s capacity to perform the task on his or her own

later on.

Text Coding- Marking a text with symbols in order to examine the structure, key ideas, details or to

examine a specific topic.

Text complexity – The inherent difficulty of reading and comprehending a text combined with

consideration of reader and task variables; in the Standards, a three-part assessment of text difficulty

that pairs qualitative and quantitative measures with reader-task considerations (CCSS, pp. ; Reading,

pp. xx).

Text complexity band – A range of text difficulty corresponding to grade spans within the

Standards; specifically, the spans from grades 2–3, grades 4–5, grades 6–8, grades 9–10, and grades

11–CCR (college and career readiness).

With prompting and support/with (some) guidance and support – See scaffolding

D Description- Words or phrases that evoke an image in the reader's mind or appeal to the five senses.

Codes for Informational Text

DE Definition- When the author defines a term to help the reader understand the concept, idea or topic.

E Expert- Information or quotes from an expert source. This can be an organization, agency or person.

SStatistic- Information that includes quantitative information that may be represented numerically, on tables, graphs or

illustrations or using words and phrases.

OObservation/Anecdote- When the author or who the author is citing provides an observation or anecdote that helps or argue

his or her claim.

EX Example- A specfic example the author uses to explain or argue a point.

What is Close Reading ? Close reading is a strategy that allows readers to dig deeper into a text by completing some or all of the following:

1. Reading the text (model or independently) to gain a key understanding

of the text.

2. Coding the text for something specific (vocabulary, evidence, opinions,

new information, etc. ) see text codes .

3. Rereading the text & discussion (whole group or small group).

4. Rereading the text to answer questions/ produce a writing task .

E

C

Text Codes

* Important Idea

! This information is interesting or surprising

? I have a question about this word/phrase/idea

Evidence to support my task or thinking

Connection to another text or another idea


Reading Street 2014 Trade Book Library List TITLE AUTHOR ISBN

GRADE 1

Uno: Blue-Ribbon Beagle Spinner, Stephanie 9780448450735

Best Friends Edwards, Roberta 9780448445670

Emperor Penguins Edwards, Roberta/Schwartz, Carol 9780448446646

Babies in the Bayou Arnosky, Jim 9780142414637

Mama's Little Duckling Parker, Marjorie 9780142415320

Nobunny's Perfect Dewdney, Anna 9780142415337

Little Cloud Carle, Eric 9780698118300

Johnny Appleseed Demuth, Patricia Brennan 9780448411309

T-Rex Is Missing! Depaola, Tomie 9780448428703

Bones and the Birthday Mystery (#5) Adler, David A. 9780142414323

Badgers Fancy Meal Holub, Joan 9780142401064

From Slave to Soldier Deborah Hopinson 068939669

GRADE 2

Isla Dorros, Arthur 9780140565058

The Old House Edwards, Pamela Duncan 9780142414804

Cam Jansen 13 and the Mystery at the Haunted House Adler, David 9780142402108

Henry and Mudge and the Big Sleepover Cynthia Rylant 0689834519

Earthquake Marion Dane Bauer 1416925511

On Earth Karas, G. Brian 9780142410639

Where Fish Go In Winter Koss, Amy Goldman 9780142300381

Second Grade Rules, Amber Brown Danziger, Paula /Ross, Tony 9780142404218

Coming Home Soon 0448413345

Rainbow Tulip, The Mora, Pat 9780142500095

Legend of the Indian Paintbrush, The dePaola, Tomie 9780698113602

Virgie Goes to School with Us Boys Elizabeth Fitzgerald Howard 0689877935

Grade 3


Uncle Jed's Barbershop Margaret King Mitchell 0689849137

Legend of the Bluebonnet, The dePaola, Tomie 9780698113596

Bug Out! Clarke, Ginjer L. 9780448445434

Miss Rumphius Cooney, Barbara 9780140505399

Charlotte's Web E. B. White 9780064400558

Jeff Corwin: Snakes Corwin, Jeff 9780448451770

Lowji Discovers America Candance Fleming 1416958320

Scraps of Time A Song for Harlem McKissack, Patricia 9780142412381

Scraps of Time The Home-Run King McKissack, Patricia 9780142414590

George Did It Jurmain, Suzanne Tripp 9780142408957

The Bat Boy and His Violin Gavis Curtis 0689830122

The Storm Cynthia Rylant 068984882X

Grade 4

House in the Mail, The Wells, Rosemary & Tom/Andreasen, Dan 9780142400616

Abby Takes a Stand McKissack, Patricia /James, Gordon C. 9780142406878

Because of Winn Dixie Kate Di Camillo 0763616052

The Year of Miss Agnes Kirkpatrick Hill 0689851243

Yours Truly, Goldilocks Alma Flor Ada 0689844522

Boy, Were We Wrong About Dinosaurs! Kudlinski, Kathleen 9780142411933

Frindle Robert Burleigh 0698114256

Who Was Marco Polo? Holub, Joan 9780448445403

James and the Giant Peach Dahl, Roald 9780142410363

Flight Burleigh, Robert 9780698114258

Mieko and the Fifth Treasure Coerr, Eleanor 9780698119901

Stuart Little E. B White 9780064400565

Grade 5

Celia Cruz, Queen of Salsa Chambers, Veronica 9780142407790

Number the Stars Lois Lowry 0440802911

Three Cups of Tea Mortenson, Greg/Relin, David Oliver 9780142414125


Shiloh Phillis Reynolds Naylor 0689835825

So You Want to Be An Inventor? St. George, Judith /Small, David 9780142404607

Kid Who Invented the Popsicle, The Wulffson, Don L. 9780141302041

Mary On Horseback Wells, Rosemary 9780141308159

Immigrant Kids Freedman, Russell 9780140375947

No Talking Andrew Clements 1416916245

Maniac Magee Jerry Spinelli 316809063

The Phantom Tollbooth Norton Juster 0394820371

Mr. Popper's Penguins Richard and Florence Atwater 0316058432

LAFS.5.RF.4.4

Fluency Spelling Word Analysis Handwriting Conventions

Fresh Reads

RI.1.1.1

RI.1.1.2

RI.1.1.3

Su

pp

lem

en

tal

Ma

terials

School Based

Fluency

Resources

Suggested S.S. Resources

S.S

. Sta

nd

ard

s: S

S.5

.A.5

.1

RWN pg.207 RWNpg.208

CCR Weekly Test or

Weekly Benchmark or

Teacher Created

Assessment

Comprehension Toolkit

LAFS.5.RI.1.1 Lessons 11, 15


http://www.cpalms.org/Public/PreviewStandard/Preview

http://www.cpalms.org/Public/PreviewStandard/Preview/5777


Asse

ssm

en

t

Op

tion

s

Novel Study

Re

sou

rce

sR

ea

din

g S

tre

et


SCPS Writing Plan Focus:

Click for

Words

Words with

Consonant

Sounds /j/,

/ks/, /sk/,

/s/

pg. 391c

Homonyms

Context Clues

pg. 392

Check Oral

Vocabulary

Pg. 389a

RWN

pg.203,204,21

0, 238

Click for

Words

Te

xt B

ase

d

Writing frame based on A Model Scientist TE Pages 416 - 421

Use Opinion Frame

Cu

rsiv

e Le

tter

P

pg.

39

1d Principal Parts

of Irregular

Verbs

pg. 391d

LAFS.5.RI.1.1; LAFS.5.RL.4.10

Re

tea

ch

/Exte

nsio

n

Leveled Readers

pgs. 50-51; 66-67

DOK Stems

How would you

summarize____?

What do you notice

about___?

What is your interpretation

of this text?

Support your rationale

When does the author use a

flashback? What does the

flashback do?

You have just read "Dinosaurs of Waterhouse Hawkins" and "A Model Scientist." Think about

the skills these two men used to make their sculptures. Do you think artistic skills or scientific

skills are more important for making the sculptures? Why? State your opinion and offer

reasons supported by details from the selections.

Fact and Opinion

pg. 390 - 391

Homonyms

pg. 392 - 393

"Graveyards of the

Dinosaurs" pgs. 389a -

389b, 423a

"Dinosaurs of

Waterhouse Hawkins"

pgs. 394 - 413

Close Reads:

pg. 396, 406 (Fact and

Opinion)

pg. 400 (Homonyms)

A model Unit High Frequency Standards LAFS.5.RI.1.1, LAFS.5.RI.1.2, LAFS.5.RI.1.3

G5U3W3 Learning Goal: The students will be able to distinguish between fact and opinion and between important facts and

unimportant details.

Standards Click here for Example Scale Click here for FSA Stem Doc.

Click here for SCPS Writing Information

Immigrant Kids or other grade appropriate text

for standards-based instruction Click for student pages Click for teacher guide

CPALMS

RWN pg.200RWN

pg.209

RWN pg. 206

& 202

Smithsonian

Archives site

First Hand Docs

Phrasing

"A Model Scientist"

pgs 416 - 421

Sleuth Reader's Theatre

“The Bone

and the Tooth”

(Lexile 770)

pp. 36–37

Ro Bo Cleaner

CCSS Fresh

Reads

pg. 73 - 78

And Then What

Happened Paul

Revere?

Click for Lesson

Planning Guide

pgs. 112-113;

132-133

Concept Literacy: Picturing the Past (Lex 520, Guided Rdg Lev H)

On-Level: Searching for Dinosaurs (Lex 950, Guided Rdg Lev S)

Advanced: What’s New with Dinosaur Fossils? (Lex 1320, Guided Rdg

Lev W) ELL: Dinosaur Time Line

Customized Literacy Guide on the Side




http://www.weebly.com/uploads/2/5/9/9/25995806/testedvocabspelling5.doc




http://www.weebly.com/uploads/2/5/9/9/25995806/grade_4_and_5_opinion_frame.doc



http://www.weebly.com/uploads/2/5/9/9/25995806/lafs.5.ri.1.3.docx

http://scpswriting.weebly.com/text-based-writing-plans-for-fourth-and-fifth-grades.html

http://www.smithsoniansource.org/

http://www.archives.gov/

http://www.floridamemory.com/

http://seminole.discoveryeducation.com/player/view/assetGuid/321B06A1-6C49-4395-BE7D-3A90F7E160C1





http://www.weebly.com/uploads/2/5/9/9/25995806/crqplanningsheet.pdf



LAFS.5.RF.4.4


Fresh Reads

RI.1.1.1

RI.1.1.2RI.1.1.3

G5U3W1

First Hand Docs

Re

sou

rce

s

CCSS Fresh

Reads pg. 67 -

72

S.S

. Sta

nd

ard

s: S

S.5

.A.5

.1


Supple

ment

al M

ate

rials

School Based

Fluency

Resources

Assessm

ent

Options

http://www.cpalms.org/Public/PreviewStandard/Preview/5777http://www.cpalms.org/Public/PreviewStandard/Preview/5778

pgs. 70-71; 74-75pgs. 122-123;

140-141

Concept Literacy: Moving to the United States (Lexile 500,

Guided Reading Level I)On-Level: Journey to the New World (Lexile 900, Guided

Reading Level T) Advanced: Cheaper, Faster and Better: Recent Technological Innovations

(Lexile 1290, Guided Reading Level X)ELL: The Anasazi: The Ancient Builders


TR DVD

pg.126,130RWN pg.185

CCR Weekly Test or Weekly

Benchmark or Teacher

Created Assessment




Customized Literacy Guide on the Side Leveled Readers

Re

ad

ing S

tre

et



Click for

Words

Words

with

Schwa

pgs.

327c

Multiple

Meaning

Words

pgs. 328 -

329

Check Oral

Vocabulary

pg. 325a

Conventions

RWNB pg.

234,

181,182,188

Click for

Words

Te

xt

Ba

se

d

Writing frame based on paired text The Toy Space Shuttle is Here TE

Pages 348 - 351

Click here for Opinion Frame

Cursive

letter E

pg. 327d

Past, Present,

and Future

Tenses

pg. 327d

Grammar

Transparency

DVD11

LAFS.5.RL.1.2, LAFS.5.RL.4.10, LAFS.5.RL.2.6

Re

tea

ch/E

xte

nsio

n

DOK Stems

What do you notice

about____?

How would you adapt____to

create a

different____?

What would happen if___?

How do inventors inspire our

imagination?

You have read two texts about fictional inventions.

Imagine that both inventions are real, affordable, and available in any toy store. State

your opinion and offer reasons supported by details from the selections.

Unit High Frequency Standards LAFS.5.RI.1.1, LAFS.5.RI.1.2, LAFS.5.RI.1.3

Learning Goal: The students will be able to identify text structure an author uses "sequence of events" to explain how it

impacts meaning of the text.

Standards Click here for Example Scale

Sequencing - Students

pgs. 326-327

Multiple Meaning Words -

Student pgs. 328 - 329

"Whats the Big Idea, Ben

Franklin?"

Teacher read-a-loud pgs.

325A - 325B, 353S9

"The Fabulous Perpetual

Motion Machine"

pgs. 330 - 343

Close Reads:

pgs. 336, 338

(Sequencing)

pg. 332

(Multiple Meaning

Words)

Expression

Complimentary Text -

"The Toy Space Shuttle is

Here"

Student pgs. 348 - 351



for standards-based instruction Click for teacher guide Click for student pages

CPALMS

RWN pg. 178RWN 180

TR DVD

pd.121,1

29

Reader's TheatreSleuth

Ro Bo Cleaner

“The Greatest

Invention?”

(Lexile 870)

pp. 32–33

Novel Study

American Revolution

Video

SS Weekly - Week 9

Click for Lesson

Planning Guide

Smithsonian

Archives site















http://www.weebly.com/uploads/2/5/9/9/25995806/immigrantkids_teacher_guide.pdf

http://www.weebly.com/uploads/2/5/9/9/25995806/immigrantkids_studentcopies.pdf

http://seminole.discoveryeducation.com/player/view/assetGuid/4A75540A-5539-43C7-AA96-461B3ED02E1D










LAFS.5.RF.4.4


Fresh Reads

RI.1.1.1

RI.1.1.2

RI.1.1.3

Re

sou

rce

s

CCSS Fresh

Reads

pgs. 67 - 72

CPALMS

S.S

. Sta

nd

ard

s: S

S.5

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.1


RWN pg.189 RWNpg.196 RWNpg.197CCR Weekly Test or Weekly


Created Assessment





http://www.cpalms.org/Public/PreviewStandard/

Re

tea

ch/E

xte

nsio

n

Supple

menta

l M

ate

ria

ls

School Based

Fluency

Resources

Sleuth

“Team ‘Sports”(Lexile

920)pp. 34–35

Novel Study


for standards-based instruction

Re

ad

ing S

tre

et



Click for

Words

Com-

pound

Words

pg. 357c

Greek and

Lain Roots

pg. 358 - 359

Check Oral

Vocabulary

pg. 355a

RWNB pg.

236, 192-

193,199TR

DVD 137,140

Click for

Words

Te

xt

Ba

se

d

Writing frame based on paired text A Job for Michelangelo TE Pgs 382 - 385

Use Compare Frame

Cursive

Letter J

pg. 357d

Principal Parts

of Regular

Verbs pg.

357d

TR DVD 139

Assessm

ent

Options

LAFS.RI.1.2, LAFS.5.RI.1.1; LAFS.5.RL.4.10


Learning Goal: The students will be able to connect, infer, and explictitly state ideas from across texts to determine two or more main

ideas.


G5U3W2

"Leonardo's Horse"

pgs. 360 - 379

Close Reads:

pgs. 362,368,372 (Main Idea)

pgs. 364, 376 (Greek & Latin

Roots)

"A Job for Michelangelo"

SE pg. 382

DOK Stems

1. In what ways was

Leonardo different?

2. Summarize the part about

why Leonardo went to

Merlin.

3. How does Leonardo's

desire to build a free looking

horse relate to his hatred of

seeing caged birds?

4. What conclusions can you

draw _____?You have just read "Leonardo's Horse" and "A Job for Michelangelo." Write an informational

paragraph that shows the experiences and events of the characters' lives as artists.

Rate


RWN

pg.198RWN pg. 191

Click for student pages Click for teacher guide

pgs. 62 - 63; 78-79

Reader's Theatre

Ro Bo Cleaner pgs. 120 - 121;

144-145

Concept Literacy: Meet the Artists! (Lexile 300, Guided

Reading Level H)

On-Level: The Italian Renaissance and Its Artists (Lexile 890,

Guided Reading Level S)

Advanced: Art’s Inspiration (Lexile 1050, Guided Reading Level W)

ELL: The Renaissance



Main Idea and Details

pgs. 356 - 357

Greek and Latin Roots

pgs. 358 - 359

"Norman Rockwell"

Teacher Read-aloud,

pg. 355a - 355b

LIberty Kids "We the

People"

Click for Lesson

Planning Guide

Archives site

Smithsonian

First Hand Docs






http://www.weebly.com/uploads/2/5/9/9/25995806/grade_4_and_5_compare.docx





http://www.weebly.com/uploads/2/5/9/9/25995806/immigrantkids_studentcopies.pdf

http://www.weebly.com/uploads/2/5/9/9/25995806/immigrantkids_teacher_guide.pdf



http://seminole.discoveryeducation.com/player/view/assetGuid/F957CACE-74CC-4B77-B9C3-669E0FAC72DA










LAFS.5.RF.4.4


Fresh Reads

RI.1.1.1

RI.1.1.2

RI.1.1.3

Re

tea

ch/E

xte

nsio

n

Supple

menta

l

Ma

terials

School Based

Fluency

Resources


S.S

. Sta

nd

ard

s: S

S.5

.A.5

.1

RWN pg.218 RWN pg.219CCR Weekly Test or Weekly


Created Assessment







First Hand DocsAssessm

en

t O

ptions

"Mahalia Jackson"

pgs. 430 - 439

Close Reads:

pg. 436 (Main Idea &

Detail)

pg. 432 (Antonyms)

Re

sou

rce

sR

ea

din

g S

tre

et



Click for

Words

One

Conso-

nant or

Two

pg. 427c

Antonyms

Context Clues

pg. 428

Check Oral

Vocabulary

pg. 425a

Conventions

RWNB

pg. 240,

214,215,221

Click for

Words

Te

xt

Ba

se

d

Writing Frame based on paired text Perfect Harmony TE Pgs 442 - 445

Use claim/evidence/reasoning frame

Cursive

letter A

pg. 427d

Troublesome

Verbs

pg. 427d

LAFS.5.RI.1.2; LAFS.5.RI.1.3; LAFS.5.RL.4.10

Novel Study

DOK Stems

How would you compare and

contrast Mahalia Jackson and

Ray Charles?

How is ____ related to ____?

What would happen if___?

You have just read "Mahalia Jackson" and "Perfect Harmony". You are a famous person in your

favorite field of music, art, or drama. Write a paragraph for a time capsule, describing the

journey of how you became famous. Use details from both texts to help organize an event

sequence.

Main Idea and Details

pgs. 426 - 427

Antonyms pg. 428 - 429

"Bud, not Buddy"

Read Aloud pg. 425a - 425b

pgs. 120 - 121;

142-143

Concept Literacy: Music Legends (Lexile 560, Guided Reading

Level H)

On-Level: Blues Legends (Lexile 990, Guided Reading Level S)

Advanced: The Blues Evolution (Lexile 1210, Guided Reading Level X)

ELL: Willie Dixon’s Blues: A Talk with Marie Dixon


pgs. 62 - 63; 76-77

BeanBody Historys

Part 1

SS Weekly - Week 12

Click for Lesson

Planning Guide


Learning Goal: The students will be able to understand the use of text features and organizational structures in a text.


G5U3W4



CPALMS

RWN pg.211RWN

pg.220RWN pg.213



Smithsonian

Archives site

Rate

"Perfect Harmony"

pgs. 442 - 445


“A Week

of the Blues”

(Lexile 910)

pp. 38–39

Ro Bo Cleaner

CCSS Fresh

Reads

pgs. 79 - 84









http://www.weebly.com/uploads/2/5/9/9/25995806/grade_4_and_5_claim_evidence_reasonining-_tdq_graphic_organizer.docx



http://seminole.discoveryeducation.com/player/view/assetGuid/EBB23E56-0286-46AA-B81D-4F90C7E4CB22












LAFS.5.RF.4.4


Fresh Reads

RI.1.1.1

RI.1.1.2

RI.1.1.3

Re

tea

ch/E

xte

nsio

n

Supple

menta

l

Ma

terials

School Based

Fluency

Resources


S.S

. Sta

nd

ard

s: S

S.5

.A.5

.1


Benchmark or Teacher Created

Assessment- Unit Assessment & Oral

Fluency Check








en

t O

ptions

"Special Effects in Film

and Television"

pgs. 454 - 465

Close Reads:

pg. 456 (Graphic

Sources)

pg. 462 (Prefixes)

Re

sou

rce

sR

ea

din

g S

tre

et



Click for

Words

Prefixes

un-, de-,

dis-

pg 451c

prefixes pre-,

re-

pg 452

Word

Structure

Check Oral

Vocabulary

pg. 449a

RWNB pg.

242,225,226,

232

Click for

Words

Te

xt

Ba

se

d

Writing Frames based on paired text Searching for Animation TE Pgs. 468 - 471

Use Contrast Text Frame

Cursive

Letter

D pg.

451d

Prepositions

and

Preopsitional

Phrase

pg. 451d

LAFS.5.RI.1.1; LAFS.5.RI.1.2; LAFS.5.RL.4.10

Novel Study

DOK Stems

Why do you think the author

included a graphic source for

every step of the modeling

process?

Can you explain how ____

affected ____?

Describe how the sequence

of modeling is very

important.You have read two texts about ways to show things that do not exist. Write an informational

paragraph that tells the differences between how the set designers created their miniature

scenes in Special Effects in Film and Television and how they created the giant dinosaur in the

Dinosaurs of Waterhouse Hawkins.

Graphic Sources

pgs. 450 - 451

affixes, prefixes pre-, re-.

pgs. 452 - 453

"The Making of Lord of the

Flies"

Teacher Read Aloud 449a -

449b, 477c

pgs. 116-117;

126-127

Concept Literacy: Movie Magic (Lexile 480, Guided Rdg Lev H) On-

Level: Computers in Filmmaking: Very Special Effects(Lexile 920,

Guided Rdg Level S)

Advanced: Special Effects in Hollywood (Lexile 1170, Guided Rdg

Level X) ELL: VActors: Virtual Actors on the Screen


pgs. 54-55; 56-57

BeanBody Histories

Part 2

SS Weekly - Weekly

Click for Lesson

Planning Guide


Learning Goal: The students will be able to understand the use of text features and organizational structures in a

text.


G5U3W5



CPALMS

RWN pg.222,229,230RWN

pg.224,228

RWN

pg.231



Smithsonian

Archives site

Accuracy

"Searching for Animation"

pgs. 468 - 471


“The

Uncanny Valley”

(Lexile 910)

pp. 40–41

Ro Bo Cleaner

CCSS Fresh

Reads

pgs. 85 - 90









http://www.weebly.com/uploads/2/5/9/9/25995806/grade_4_and_5_contrast_frame2.docx



http://seminole.discoveryeducation.com/player/view/assetGuid/1C63EF38-2A41-45C6-B0BF-0E7B6731E8D7














Fresh Reads

5.RL.1.1

5.RL.2.5

5.RI.1.1

Re

sou

rce

s

S.S.

Sta

nd

ard

s: S

S.5

.A.5

.4

First Hand Docs

Appropriate

Phrasing

Reader's Theatre

“The Uncanny Valley”

(Lexile 910) pp. 44–45

Don't Judge a Book by

it's Cover


Words

from

Many

Cultures

TE: p.

23c

Endings -ed, -

ing, -s TE: p.

24c

Cursive

letter C

TE: p.23d

Subject &

Object

Pronouns TE:

p. 23d

CCSS Fresh

Reads p.91-

96

LAFS.5.RL.1.1; LAFS.5.RL.4.10

Drawing Conclusions

pgs. 22 - 23

Endings -ed, - ing, -s

pgs. 24 - 25

Assessm

en

t O

ptions

Re

ad

ing S

tre

et


Check Oral

Vocabulary

p.21A

Conventions

Te

xt

Ba

se

d

Writing Frame based on Under the Back Porch TE pgs. 42 - 43

Use Opinion Frame

Novel Study

Re

tea

ch/E

xte

nsio

n

Supple

menta

l

Ma

terials

School Based

Fluency

Resources

Sleuth

“Birdsong on a

Summer Evening”

Teacher Read Aloud

pp. 21a–21b, 45s

Unit High Frequency Standards LAFS.5.RL.1.1; LAFS.5.RL.2.5; LAFS.5.RI.1.1

Learning Goal: The student will be able to quote accurately from a text when explaining what the text says explicitly and

when drawing inferences from the text.

Click here for Example Scale Standards

G5U4W1

Weslandia Genre: Fiction

(Lexile 1020)

pp. 34c–39a

SE: p. 34 - 39

Close Reads:

pg. 30, 31, 36, 37

(Drawing Conclusions)

pg. 32, 33 (Word Endings)

“Under the Back Porch”

and “Keziah”

Genre: Poetry

(Lexile N/A)

pp. 42–43–43a

SE: p. 42 - 43

DOK Stems

What conclusions can you

draw about Wesley's feelings

about being different?

What caused the seeds to

take root so easily?

What makes you conclude

that ________?

You have read "Weslandia." Based on the information in the passage write a paragraph

with supporting evidence that tells whether or not you think Wesley chose a good

summer project.

RWN pg.247


Women in the

Revolution

SS Weekly - Week 14

Mounting Tensions in

Click for Lesson

Planning Guide

RWN

pg.249,253

Number the Stars or other grade appropriate

text for standards-based instruction

RWN pg.254CCR Weekly Test or Weekly


Created Assessment

RWN

pg.256

LAFS.5.RI.1.1 Lessons 11, 15http://www.cpalms.org/Public/PreviewStandard/Preview



Smithsonian

Archives site

Click for

Words

Click for

Words


pgs. 48-49; 68-69


RWN pg.252

Leveled Readers

pgs. 110-111; 136-

137

Concept Literacy: Moving to the United States (Lexile 500)

On-Level: Journey to the New World (Lexile 900)

Advanced: Cheaper, Faster and Better: Recent Technological Innovations

(Lexile 1290)

ELL: The Anasazi: The Ancient Builders


CPALMS


http://www.weebly.com/uploads/2/5/9/9/25995806/numberthestars_grade5_causeeffect_student.pdf

http://www.weebly.com/uploads/2/5/9/9/25995806/numberthestars_grade5_causeeffect.pdf



http://www.weebly.com/uploads/2/5/9/9/25995806/lafs.5.rl.1.11.21.3.docx

https://seminole.discoveryeducation.com/player/view/assetGuid/05D9D4DD-C55F-4A9E-BF82-7068894CD1C0



















LAFS.5.RF.4.4


Fresh Reads

5.RL.1.1

5.RL.2.5

5.RI.1.1

G5U4W2

CCSS Fresh

Reads p.97-

102




Created Assessment



RWN

pg.260,264

Sleuth

“Helping Hands” (Lexile

900) pp. 46–47

Novel Study


text for standards-based instructionClick for student pages Click for teacher guide

Re

sou

rce

sR

ea

din

g S

tre

et



Click for

Words

Prefixes

over-,

under-,

sub-,

super-,

out-

TEp. 49c

Unfamiliar

Words TE:

p. 50e

Check Oral

Vocabulary

p.47a

Conventions

RWNB p.305,

261-262,268

Click for

Words

Te

xt

Ba

se

d

Writing Frame based on paired text, Square Dancing, TE pgs. 72 - 73

Use Claim Evidence and Reasoning Frame (theme)

Cursive

letter

N

TE: p.

49d

Pronouns and

Antecedants

TE: p. 49d

RWN pg.258

Assessm

ent

Options


S.S.

Sta

nd

ard

s: S

S.5

.A.5

.4

RWN pg. 263


Learning Goal: The student will be able to explain generalizations by citing appropriate details and examples from the text.


Page 52-53; 66-67

Re

tea

ch/E

xte

nsio

n

Supple

menta

l

Ma

terials

LAFS.5.RL.1.1; LAFS.5.RL.4.10

Generalizations

pgs. 48 49

Unfamiliar Words

pgs. 50 - 51

“Sense”

Teacher Read Aloud

pp. 47a–47b

Tripping Over the

Lunch LadyGenre: Realistic Fiction

(Lexile 790) pg.

52–53–69a

SE: p. 52 - 69

Close Reads: pg. 54, 55

(Generalizations)

pg. 60-61 (Unfamiliar

Words)

“Square Dancing: Good

for the Heart and Mind”

Genre: Persuasive Text

(Lexile 1000)

pp. 42–43–43a

SE: p. 42 - 43

DOK Stems

Make a generalization about

the people around Jinx.

What conclusion can you

draw about how Mr.

Deimeister feels about Jinx?

How are ________alike?

You have read "Tripping Over the Lunch Lady" and "Square Dancing." Imagine that Jinx

and Wesley meet and talk about their difficulties at school and their ideas of the garden

project and square dancing. Write a paragraph about their difficulties at school using

facts and details from both texts.

Accuracy

Page 114-115;

132-133

Concept Literacy: Curing the Klutzies (Lexile 400)

On-Level: Wilma Rudolph: Running to Win (Lexile 870)

Advanced: Operation Inspiration (Lexile 810)

ELL: Strength of Spirit

CPALMS

Reader's Theatre


it's Cover





School Based

Fluency

Resources

RWN

pg.267

Deborah Samson

SS Weekly - Week

15 the Road to

Click for Lesson

Planning Guide

Smithsonian

Archives site

First Hand Docs















https://seminole.discoveryeducation.com/player/view/assetGuid/C688BA4D-D02B-4C24-882A-40475DF3D9AE











LAFS.5.RF.4.4


Fresh Reads

5.RL.1.1

5.RL.2.5

5.RI.1.1

Re

sou

rce

s

CCSS Fresh

Reads p.103-

108


S.S.

Sta

nd

ard

s: S

S.5

.A.5

.4




Created Assessment


LAFS.5.RI.1.1 Lessons 11, 15http://www.cpalms.org/Public/PreviewStandard/Preview


http://www.cpalms.org/Public/PreviewStandard/PreviewSupple

menta

l M

ate

ria

ls

School Based

Fluency

Resources

Assessm

ent

Options

Graphic Source

pg. 78-79

Synonyms

pgs. 80-81

RWN pg.271RWN

pg.278

Novel Study



Re

tea

ch/E

xte

nsio

n

LAFS.5.RI.1.1; LAFS.5.RI.1.2

Re

ad

ing S

tre

et



Click for

Words

Hompho

nes TE:

p. 79c

Synonyms

Context clues

TE: p. 80e

Check Oral

Vocabulary

p.77a

Conventions

RWNB

p.307,272-

273,279

Click for

Words

Te

xt

Ba

se

d

Click for Contrast Frame

Cursive

Letter L

TE: p.

79d

Possessive

Pronouns TE:

p. 79d

RWN pg.269


Learning Goal: The students will be able to understand the use of text features and organizational structures in a text.


G5U4W3

DOK Stems

How successful is the

adaptation of the soldier ant?

Can you explain how ____

affected _____?

How would you

summarize_______?

You have read "Exploding Ants" and "Escape Artists." Use evidence from the text to

contrast adaptations of ants and other animals.


RWN pg.276

First Hand Docs

Rate

Page 116-117;

126-127

Concept Literacy: Amazing Ants (Lexile 280)

On-Level: Changing for Survival: Bird Adaptations (Lexile 860)

Advanced: Can Humans Make a Home in Outer Space? (Lexile 930)

ELL: Surprising Insects Magazine: Masters of Disguise

CPALMS


“A ‘Coat’of Many

Colors” (Lexile 930) pp.

48–49


it's Cover


“Escape Artists”

Teacher Read Aloud

pp. 77a–77b

Exploding Ants

Genre: Expository Text

(Lexile 1020)

pp. 82–83–95a

SE: p. 82 - 95

Close Reads:

pg. 84, 85 (Graphic

Sources)

pg. 88, 89 (Synonyms)

“The Art of Mimicry”


(Lexile 970)

pp. 98–99–101a

SE: p. 98 - 101

Page 54-55; 56-57

Mary Draper

SS Weekly - Week 16

The Revolutionary

Click for Lesson

Planning Guide

Smithsonian

Archives site














https://app.discoveryeducation.com/builders/boards/assetGuid/2F31B025-BDEC-5823-64E0-4E14AD230339/includeHeader/true/layout/default










LAFS.5.RF.4.4


Fresh Reads

5.RL.1.1

5.RL.2.5

5.RI.1.1

G5U4W4

First Hand Docs

S.S.

Sta

nd

ard

s: S

S.5

.A.5

.4

Re

sou

rce

s



CCSS Fresh

Reads p.109-

114





Created Assessment






Re

ad

ing S

tre

et



Click for

Words

Suffixes -

ible, -

able TE:

p. 107c

Unfamiliar

Words TE: p.

108e

Check Oral

Vocabulary

p.105a

Conventions

RWNB

p.309,283-

284,290

Click for

Words

Te

xt

Ba

se

d

Writing frame is based on the paired text, The Extra Credit Club, TE pgs 130 - 133

Click here for the Opinion Frame

Cursive

Letter X

TE: p.

107d

Indefinite and

Reflexive

Pronouns TE:

p. 107d

RWN pg.280

Assessm

ent

Options


RWN pg.285




Page 52-53; 72-73

Re

tea

ch/E

xte

nsio

n

Supple

menta

l M

ate

ria

ls

LAFS.5.RL.1.1; LAFS.5.RL.2.5; LAFS.5.RL.4.10

Generalize pgs. 106-107;

Unfamiliar Words pgs. 108-

109

“A Legacy of Courage”

Teacher Read Aloud

pp. 105–105b, 135s

The Stormi Giovanni

Club

Genre: Drama(Lexile 510)

pp. 110–111–127a

SE: p. 110 - 127

Close Reads:

pg. 116-119

(Generalization)

pg. 122, 123 (Unfamiliar

Words)

“The Extra Credit Club”

Genre: Persuasive Text

(Lexile 710)

pp. 130–131–133a

SE: p. 130 - 133

DOK Stems


draw about Stormi"s feelings

when she is introduced into

her new class?

What can you infer about

Hannah?

How would you compare

_________?You have read "The Stormi Giovanni Club" and "The Extra Credit Club." If you shut

other people out of your life, your feelings cannot be hurt."

Write an opinion paragraph in which you do or do not support the claim using

evidence from the text.

Expression

Page 114-115;

138-139

Concept Literacy: Making New Friends (Lexile 530)

On-Level: The New Kid at School (Lexile 1000)

Advanced: Nathaniel Comes to Town (Lexile 770)

ELL: In This New Place: Poems

CPALMS

Reader's Theatre


it's Cover


School Based

Fluency

Resources

RWN

pg.282,286

RWN

pg.289

Sleuth

“The Big Move” (Lexile

890) pp. 50–51

Novel Study

Betsy Ross

SS Weekly - Week

17 Growing Pains for

Click for Lesson

Planning Guide

Smithsonian

Archives site














http://www.wikitree.com/photo.php/thumb/e/e9/Betsy-Ross.jpg/300px-Betsy-Ross.jpg










LAFS.5.RF.4.4


Fresh Reads

5.RL.1.1

5.RL.2.5

5.RI.1.1

Re

sou

rce

s

CCSS Fresh

Reads p.115-

120


S.S.

Sta

nd

ard

s: S

S.5

.A.5

.4

RWN pg.298 RWN pg.299




Fluency Check


RWN pg.291

Page 48-49; 78-79Page 110-111;

144-145

Concept Literacy: Becoming a Gymnast (Lexile 410)

On-Level: Strange Sports with Weird Gear (Lexile 810)

Advanced: What Makes Great Athletes? (Lexile 1030)

ELL: Fast as Lightning


Guide on the Side Leveled Readers


SS Weekly - Week

18 Colonial

Government

Click for Lesson

Planning Guide

Smithsonian

Assessm

ent

Options

Re

ad

ing S

tre

et



Click for

Words

Negative

Prefixes

TE: p.

139c

Idioms TE: p.

140c

Check Oral

Vocabulary

p137a

Conventions

RWNB p.311,

294-295, 301

Re

tea

ch/E

xte

nsio

n

Supple

menta

l M

ate

ria

ls

School Based

Fluency

Resources

Click for

Words

Te

xt

Ba

se

d

RWN pg.

295


Learning Goal: The student will be able to quote accurately from a text when explaining what the text says explicitly and

when drawing inferences from the text.


G5U4W5

LAFS.5.RI.1.1

Draw Conclusions

pgs. 138 - 139

Suffixes -ion, -ish

pgs. 140 - 141

“The Winning Stroke”

Teacher Read Aloud

pp. 137a–137b

The Gymnast

Genre: Autobiography

(Lexile 980)

pp. 142–143–153a

SE: p. 142 - 153

Close Reads:

pg. 146, 147 (Drawing

Conclusions)

“All About Gymnastics”

Genre: Online

Reference Sources

(Lexile N/A)

pp. 156–157–159a

SE: p. 156 - 159

DOK Stems

How are stage directions

different than dialogue?


draw about Stormi's feeling

when she's introduced to her

new class?

What can you infer about

Hannah?You have read "The Gymnast." Write a paragraph about the narrator's dedication to

looking like a gymnast. He thinks it is important to look like a gymnast in order to be a

gymnast. Write an opinion paragraph in which you do or do not support this claim and

include evidence from the text.

Writing frame is based on the paired text, All About Gymnastics, TE Pgs 156 - 159


Cursive

Letter G

TE: p.

139d

Using Who

and Whom

TE: p. 139d

Phrasing

Archives site

First Hand Docs

RWN

pg.293,297


“You’ll Just Flip for

Circus School!” (Lexile

950) pp. 52–53


it's Cover

Novel Study


text for standards-based instruction LAFS.5.RI.1.1 Lessons 11, 15

CPALMS



Suggested S.S. ResourcesCustomized Literacy





https://seminole.discoveryeducation.com/player/view/assetGuid/F5898296-1649-47D2-995C-D1E68602E077


















LAFS.5.RF.4.4


Fresh Reads

RL.1.2

RL.1.3

RI.3.8

Re

sou

rce

s

S.S.

Sta

nd

ard

s: S

S.5

.A.6

.4

First Hand Docs

Re

tea

ch/E

xte

nsio

n

Supple

menta

l

Ma

terials

School Based

Fluency

Resources http://www.cpalms.org/Public/PreviewStandard/Preview



Pages 42-43 Pages 124 & 125

Concept Literacy: An Adventure with Simple Machines (Lexile

590, Guided Reading Level I)

On-Level: Bill Lucks Out (Lexile 640, Guided Reading Level T)

Advanced: The Sandwich Brigade (Lexile 680, Guided Reading Level X)

ELL: Fast as Lightning


CCSS Fresh

Reads p.121-

126

Assessm

e

nt O

ptions

The Skunk LadderGenre: Humorous Fiction

(Lexile 1040)pp. 174-189a

SE: p. 174-189

Close Reads:

pg. 186, 187 (Character

and Plot)

pg. 178, 179 (Greek and

Latin Roots)

Re

ad

ing S

tre

et



Click for

Words

Multisyll

abic

Words

pg. 171c

Greek and

Latin Roots

pg. 172e

Check Oral

Vocabulary

p169a

RWNB

p.372,319-

320,326

Click for

Words

Te

xt

Ba

se

d

Writing frame is based on the paired text, Books and Adventure, TE Pgs 192-195

Click here for the Opinon Frame

Cursive

Letter

Y

pg. 171d

Contractions

and Negatives

pg. 171d

LAFS.5.RL.1.1; LAFS.5.RL.1.2; LAFS.5.RL.1.3

Novel Study

DOK Stems

Why does the author list the

adventures the characters

have been on?

What did the narrator mean

when he said____?

Why do you think the author

and Eddie decided to fill in

the hole?

How would you compare and

contrast ____?

You have read "The Skunk Ladder." Based on the information in the passage, write a paragraph

about the intentions of the two friends. Apparently they decided to keep the hole and the skunk a

secret from Eddie's father. Do you think this is a good idea or a bad idea? Why? Include text

evidence.

Literary Elements:

Character and Plot SE: p.

170-171; Greek and Latin

Roots SE: p. 172-173

“How the Desert

Made Us Different”

Teacher Read Aloud

pp. 169a–169b, 197s


RWN pg.321 RWN pg324CCR Weekly Test or Weekly


Created Assessment

Shhh, We're Writing

the Constitution video

SS Weekly - Week 19


Learning Goal: The students will be able to identify and explain the elements of plot structure and character development in

a variety of fiction.


G5U5W1



CPALMS

LAFS.5.RI.3.8 Lesson 11

RWN pg.360RWN

pg.325

RWN

pg.318,322

Maniac Magee Author: Jerry Spinelli or grade

appropriate text for standards-based instruction http://www.cpalms.org/Public/PreviewStandard/Preview

Click for Lesson

Planning Guide

Smithsonian

Archives site

Expression

“Books and Adventure”


(Lexile 800)

pp. 192–193–195a

SE: p. 192-195


“Welcome in

the Neighborhood”

(Lexile 960)

pp. 56–57

Adventure by the Barrel










https://seminole.discoveryeducation.com/player/view/assetGuid/E74A0862-A64E-4B06-B78D-EC0537A8AFFC





http://www.weebly.com/uploads/2/5/9/9/25995806/lafs.5.rl.3.8.docx


http://www.weebly.com/uploads/2/5/9/9/25995806/maniacmagee_studentpages.pdf

http://www.weebly.com/uploads/2/5/9/9/25995806/maniacmagee_teacherguide.pdf







LAFS.5.RF.4.4


Fresh Reads

RL.1.2

RL.1.3

RI.3.8

Re

sou

rce

s

CCSS Fresh

Reads p.127-

132


S.S.

Sta

nd

ard

s: S

S.5

.A.6

.4

School Based

Fluency

Resources




Created Assessment



Pages 54-55; 58-59Pages 116-117;

128-129

Concept Literacy: Alvin and the Titanic (Lexile 310, Guided

Reading Level I)

On-Level: Explore with Science (Lexile 780, Guided Reading

Level U)

Advanced: Space Travel Inventions (Lexile 930, Guided Reading Level X)

ELL: Exploring the Oceans with Alvin


Re

ad

ing S

tre

et



Click for

Words

Related

Words

pg. 201c

Unknown

Words

Dictionary /

Glossary

pg. 202e

Check Oral

Vocabulary

p199a

Conventions

RWNB p.374 ,

330-331,337

Click for

Words

Te

xt

Ba

se

d

Writing frame is based on the paired text, Shipwreck Season, TE Pgs 220 - 225

Use the Compare Frame

Re

tea

ch/E

xte

nsio

n

Supple

menta

l M

ate

ria

ls

Assessm

ent

Standards

Cursive

Letter

Q

pg. 201d

Adjectives

and Articles

pg. 201d


“Technology and

Treasure”(Lexile

940)pp. 58–59Adventure by the Barrel

Expression

RWN

pg.329,333

Novel Study

G5U5W2Unit High Frequency Standards


Graphic Sources SE: p. 200-

201; Unknown Words SE: p.

202-203

“Tea Leaves and

Buried Treasure”

Teacher Read Aloud

pp. 199a–199b, 277s

The Unsinkable Wreck

of the R.M.S. Titanic


(Lexile 1030)

pp. 204–205–217a

SE: 204-217

Close Reads: pg. 206,

207 (Graphic Sources)

pg. 210, 211 (Unknown

Words)

“Shipwreck Season”

Genre: Historical Fiction

(Lexile 820)

pp. 220–221–225a

SE: 220-225

DOK Stems

Make an inference about

why the author included

information about the Coutts

brothers and Loraine Allidon.

Using evidence from the text,

what can we learn from

exploring new places?

What conclusions can you

draw _____?You have read "The Unsinkable Wreck of the R.M.S. Titanic" and "Shipwreck Season." Despite

vast differences in their characters and settings, these two stories have important similarities in

their plots and in the lessons they teach. Write an paragraph in which you compare the stories'

plots and the problem each story attempts to solve.

LAFS.5.RL.1.2; LAFS.5.RL.1.3; LAFS.5.RI.3.8

Learning Goal: The students will be able to understand the use of text features an organizational structures in a text.

Click here for Example Scale


appropriate text for standards-based instruction

CPALMS

RWN pg.327





RWN

pg.336

Shhh, We're Writing

the Constitution video

SS Weekly - Week 19

Click for Lesson

Planning Guide

Smithsonian

Archives site

First Hand Docs

























LAFS.5.RF.4.4


Fresh Reads

RL.1.2

RL.1.3

RI.3.8

G5U5W3

First Hand Docs


S.S.

Sta

nd

ard

s: S

S.5

.A.6

.4

CCSS Fresh

Reads p.133-

138



Assessment







Pages 40-41; 64-65Pages 104-105;

130-131

Concept Literacy: Life in Outer Space (Lexile 770, Guided

Reading Level I)

On-Level: Sailing the Stars (Lexile 930, Guided Reading Level U)

Advanced: Astronauts and Cosmonauts (Lexile 670, Guided Reading

Level W)

ELL: Fixing Hubble’s Troubles

Supple

menta

l

Ma

terials

School Based

Fluency

Resources

Assessm

e

nt O

ptions

Re

tea

ch/E

xte

nsio

n Customized Literacy

Re

sou

rce

s



Click for

Words

Greek

Word

Parts

pg. 231c

Multiple-

Meaning

Words

Context Clues

pg. 232e

Check Oral

Vocabulary

p.229a

Conventions

RWNB p.376,

341-342,348

Click for

Words

Te

xt

Ba

se

d

Writing frame is based on the paired text, Women Astronauts, TE Pgs 250 - 253


Cursive

Letter O

pg. 231d

This, That,

These, and

Those

pg. 231d

Re

ad

ing S

tre

et


DOK Stems

How did Ochoa's mother

influence Ochoa?

What information on page 238

would be helpful to someone

who is thinking about

becoming an astronaut?

What facts would you select

to

support____?Write an opinion paragraph in which you agree or disagree with this idea. Begin by stating your

opinion. Then offer two or more reasons, each supported by details, facts, and examples from the

texts. Group your ideas logically.


Learning Goal: The student will be able to I am able to identify the author’s purpose (e.g., to persuade, inform, entertain, explain)

in text and how an author’s perspective influences text.


Author's Purpose SE: p. 230-

231; Multiple-Meaning

Words SE: p. 232-233

“Apollo 13”

Teacher Read Aloud

pp. 229a–229b

Talk with an Astronaut


(Lexile 850)

pp. 234–235–247a

SE: 234-247

Close Reads:

pg. 242, 243 (Author's

Purpose)

pg. 236, 237 (Multiple

Meaning Words)

Accuracy

“Women Astronauts”

Genre: Online Directories

(Lexile N/A)

pp. 250–251–253a

SE: 250-253



appropriate text for standards-based instruction Click for student pages Click for teacher guide

CPALMS

RWN pg.338RWN

pg.340,344

RWN

pg.347


“Charlotte’s

Space Travel”

(Lexile 960)

pp. 60–61


Novel Study

How the USA Grew

from 13 Colonies to

50 States

Click for Lesson

Planning Guide

Smithsonian

Archives site















http://seminole.discoveryeducation.com/player/view/assetGuid/C02A0A9C-9618-40DB-A17E-27C04074ECB4










LAFS.5.RF.4.4


Fresh Reads

RL.1.2

RL.1.3

RI.3.8

G5U5W4


S.S.

Sta

nd

ard

s: S

S.5

.A.6

.4

CCSS Fresh

Reads p.139-

144



Created Assessment







Pages 44-45; 74-75

First Hand Docs

Pages 106-107;

140-141

Concept Literacy: Exploring Inner Space (Lexile 450, Guided

Reading Level I)

On-Level: The Journey Through Earth (Lexile 850, Guided

Reading Level U)

Advanced: The Shaping of the Continents (Lexile 1020, Guided

Reading Level Y)

ELL: Exploring the Sonora Caverns

Supple

menta

l

Ma

terials

School Based

Fluency

Resources

Assessm

e

nt O

ptions

Re

tea

ch/E

xte

nsio


Re

sou

rce

sR

ea

din

g S

tre

et



Click for

Words

Latin

Roots

pg. 259c

Unfamiliar

Words

pg. 260e

Check Oral

Vocabulary

p.257a

Conventions

RWNB

p.378,352-

353,359

Click for

Words

Te

xt

Ba

se

d

Writing frame is based on the paired text, The Sea Battle, TE Pgs 278 - 281

Click here for transitional frame

Cursive

Letter W

pg. 259d

Comparative

and

Superlative

Adjectives

pg. 259d

LAFS.5.RI.1.1; LAFS.5.RI.1.2; LAFS.5.RI.1.3

DOK Stems

Why are the adventurers so

tired? Use details to support

your answer.

Explain the cause and effect

relationship between ____

and ______.

Why is the raft nearly

dragged down into the

water?Based on the information in the passage from the selection Journey to the Center of

the Earth, write a paragraph that tells about the explorers' adventure. Cite evidence

from the text.


Learning Goal: The student will be able to identify cause-and-effect relationships in text whether they are stated or implied.


Cause and Effect SE: p. 258-

259; Unfamiliar Words SE:

p. 260-261

“Bartlett and the

City of Flames”

Teacher Read Aloud

pp. 257a–257b, 283s

Journey to the

Center of the Earth

Genre: Science

Fiction Novel

(Lexile 910) pp.275

SE: p. 262-275

Close Reads:

pg. 264, 265, 270, 271

(Cause and Effect)

pg. 268, 269 (Unfamiliar

Words)

Phrasing/

Punctuation

Cues

“The Sea Battle”

Genre: Drama

(Lexile N/A)

pp. 278–279–281a

SE: p. 278-281



appropriate text for standards-based instruction Click for student pages Click for teacher guide

CPALMS

RWN pg.349RWN

pg.351,355

RWN

pg.358


“Escape

from the Mine”

(Lexile 920)

pp. 62–63


Novel Study

How the USA Grew

from 13 Colonies to

50 States

SS Weekly - Week 21

Click for Lesson

Planning Guide

Smithsonian

Archives site









http://www.weebly.com/uploads/2/5/9/9/25995806/grade_4_and_5_chronological_order-_series_of_events.docx


















LAFS.5.RF.4.4


Fresh Reads

RL.1.2

RL.1.3

RI.3.8

G5U5W5

First Hand Docs


S.S.

Sta

nd

ard

s: S

S.5

.A.6

.4

CCSS Fresh

Reads p.145-

10

RWN pg.368




Fluency Check







Pages 52-53; 68-69Pages 114-115;

136-137

Concept Literacy: The Town Too Tough to Die (Lexile 470,

Guided Reading Level I)

On-Level: The United States Moves West (Lexile 860, Guided

Reading Level U)

Advanced: From Territory to Statehood (Lexile 770, Guided Reading

Level Y)

ELL: Gold in the American River

Supple

menta

l

Ma

terials

School Based

Fluency

Resources

Assessm

en

t O

ptions

Re

tea

ch/E

xte

nsio


Re

sou

rce

sR

ea

din

g S

tre

et



Click for

Words

Greek

Word

Parts

pg. 287c

Prefixes over-

, in-

pg. 288e

Check Oral

Vocabulary

p.285a

Conventions

RWNB

p.380,363-

364,370

Click for

Words

Te

xt

Ba

se

d

Writing frame is based on the paired text, Gold Dreams, TE Pgs 306 - 309

Click here for the Compare Frame

Cursive

Letter B

pg 287d

Adverbs

pg. 287d


DOK Stems

How were banks different

from the other buildings in

mining camps? Why do you

think they are different?

What evidence from the text

shows that these towns

eventually died out?

How would you

summarize___? You have read "Ghost Towns of the American West" and "Gold Dreams." Despite vast

differences in their characters and settings, these two stories have important similarities in their

plots and in the lessons they teach. Write a paragraph in which you compare the stories' plots

and the problem each story attempts to solve.




Generalize SE: p. 286-287;

Prefixes over-, in- SE: p. 288-

289

“By the Great Horn

Spoon!”

Teacher Read Aloud

pp. 285a–285b–315c

Ghost Towns of the

American West


(Lexile 1170)

pp. 290–291–303a

SE: 290-303

Close Reads:

pg. 292, 293, 298,

299(Genralizations)

pg. 194, 295 (Prefixes)

Rate

“Gold Dreams”

Genre: Historical Fiction

(Lexile 420)

pp. 306–307–309a

SE: 306-309



CPALMS

RWN pg.360RWN

pg.362,366

RWN

pg.369


appropriate text for standards-based instruction


“The

Ghost Town”

(Lexile 900)

pp. 64–65


Novel Study

How the USA Grew

from 13 Colonies to

50 States

SS Weekly - Week 21

Click for Lesson

Planning Guide

Smithsonian

Archives site



























LAFS.5.RF.4.4


Fresh Reads

5.RI.1.1

5.RI.1.2

5.RI.2.5

G5U6W1


ent

Options


S.S.

Sta

nd

ard

s: S

S.5

.C.1

.4



Assessment



RWN pg.385


RWN

pg.394

RWN

pg.387,391

Re

sou

rce

sR

ea

din

g S

tre

et



Click for

Words

Suffixes -

ous, -

sion, -

ion, -

ation

TE: p.

321c

Unknown

Words TE: p.

322e

Check Oral

Vocabulary

p.319a

Conventions

RWNB p.441

,388-398,395

Click for

Words

Te

xt

Ba

se

d Writing frame is based on the paired text, The Animals in My LIfe,

TE Pgs 340 - 341a

Click here for the Contrast Frame

Cursive

Letter V

TE: p.

321d

Re

tea

ch/E

xte

nsio

n

Supple

menta

l

Ma

terials

Accuracy

Unit High Frequency Standards

LAFS.5.RI.1.1, LAFS.5.RI.1.2

Draw Conclusions SE: p.320-

321; Unknown Words SE: p.

322-323

“A Lucky Accident”

Teacher Read Aloud

pp. 319a–319b

The Truth About

Austin’s Amazing Bats

Genre: Expository Text (Lexile

940)

pp. 324–325–337a

SE: p. 324-337

Close Reads:

pg. 238, 329, 332, 333 (Draw

Conclusions)

pg. 326, 327 (Unknown

Words)

“The Animals in My Life”


(Lexile 710)

pp. 340–341–341a

SE: p. 340-341

DOK Stems

How would you summarize

_______?

Using evidence from this

selection, tell what you

learned about positive

outcomes that come from

unplanned events.

How would you describe the

sequence of ________? You have read "The Truth About Austin's Amazing Bats" and "The Animals in My LIfe." Write a

paragraph about the difference between the bats in both stories. Use text evidence in your

writing.

LAFS.5.RI.1.1; LAFS.5.RI.1.2; LAFS.5.RI.2.5

Learning Goal: The student will be able to quote accurately from a text when explaining what the text says explicitly and when drawing



CPALMS

Leveled Readers

Concept Literacy: Going Batty in Austin (Lexile 730)

On-Level: Driven to Change (Lexile 860)

Advanced: How the Wolves Saved Yellowstone (Lexile 770)

ELL: An Unexpected Friend

Signing of Declaration

of Independance

SS Weekly - Week 24

Click for Lesson

Planning Guide


“A Matter of Luck?”

(Lexile 860) pp. 68–69

Modifiers

TE: p. 321d

Page 48-49; 56-57

Archives site

School Based

Fluency

Resources

Pg.110Suburban Power

Novel Study

CCSS Fresh

Reads p.151-

156



No Talking or grade appropriate text for

standards-based instruction Click for student pages Click for teacher guide



http://www.cpalms.org/Public/PreviewStandard/Preview/5780 Smithsonian












http://upload.wikimedia.org/wikipedia/commons/3/3e/Signing_of_Declaration_of_Independence_by_Armand-Dumaresq,_c1873.png








http://www.weebly.com/uploads/2/5/9/9/25995806/notalking_studentpages.pdf

http://www.weebly.com/uploads/2/5/9/9/25995806/notalking_teacherguide.pdf






LAFS.5.RF.4.4


Fresh Reads

5.RI.1.1

5.RI.1.2

5.RI.2.5

G5U6W2

First Hand Docs

Leveled Readers Guide on the Side

RWN pg.396

Te

xt

Ba

se

d

Writing frame is based on the paired text, City Hawks,

TE Pgs 364 - 367a

Click here for the Contrast Frame

Supple

menta

l

Ma

terials

School Based

Fluency

Resources

RWN

pg.398,402

RWNpg.

405


“Fishy Business!”

(Lexile 950) pp. 70–71Suburban Power

Novel Study

Click for student pages


Assessm

en

t O

ptions

Re

sou

rce

sR

ea

din

g S

tre

et



Click for

Words

Final

Syllable -

ant, -ent,

-ance, -

ence TE:

p. 347c

Ending -ant, -

ent, -ance, -

ence TE: p.

347c

Check Oral

Vocabulary

p.345a

Conventions

RWNB

p.443,399-

400,406

Re

tea

ch/E

xte

nsio

n



Customized Literacy

Phrasing

CCSS Fresh

Reads p.157-

162

Click for

Words

Unit High Frequency Standards LAFS.5.RI.1.1; LAFS.5.RI.1.2; LAFS.5.RI.2.5

Learning Goal: The students will be able to connect, infer, and explictitly state ideas from across texts to determine two or

more main ideas.


Cursive

Letter Z;

TE 347d

Conjunctions

TE: p. 347d

LAFS.5.RI.1.1 LAFS.5.RI.1.2, LAFS.5.RI.2.5

Main Idea/Details SE: p.346-

347; Words ending in -s, -

es - SE: p. 348-349

“All the King’s Animals”

Teacher Read Aloud

pp. 345a–345b

The Mystery of Saint

Matthew Island


(Lexile 990)

pp. 350–351–361a

SE: p. 350-361

Close Reads:

pg. 352, 353 (Main

Idea/Details)

pg. 358, 359 (Words

ending in -s, -es)

“City Hawks”


(Lexile 1010)

pp. 364–365–367a

SE: p. 364-367

DOK Stems

Find the main idea of the first

two para-

graphs on page 352.

Summarize the ideas.

What are the two main ideas

presented in this selection?

Select two details from the

text that supports these

ideas.You have read "The Mystery of Saint Matthew Island" and "City Hawks." Show the

differences and problems between "The Mystery of Saint Matthew Island" and "City

Hawks."

S.S.

Sta

nd

ard

s: S

S.5

.C.1

.4



Created Assessment






War of 1812 Video

SS Weekly - Week 25

The War of 1812

Click for Lesson

Planning Guide

Smithsonian

Archives site

CPALMS

Page 62-63; 76-77Page 120-121;

142-143

Concept Literacy: Nature’s Balance (Lexile 290)

On-Level: The Kudzu Invasion (Lexile 930)

Advanced: Mixed Up Vegetables (Lexile 880)

ELL: All Things in Balance


standards-based instruction Click for teacher guide















https://www.youtube.com/watch?v=_LgV6KIDtoE










LAFS.5.RF.4.4


Fresh Reads

5.RI.1.1

5.RI.1.2

5.RI.2.5

RWN pg.412 RWn pg.414CCR Weekly Test or Weekly


Created Assessment

CPALMS

Page 108-109;

138-139

Concept Literacy: Where’s King Midas When You Need Him?

(Lexile 740)

On-Level: The Golden Journey (Lexile 730)

Advanced: Precious Goods: From Salt to Silk (Lexile 840)

ELL: A Tale of Gold and Good





Declaration of

Independance

SS Weekly - Week 26

S.S.

Sta

nd

ard

s: S

S.5

.C.1

.4

First Hand Docs


Learning Goal: The student will be able to compare and contrast similarities and differences in elements of multiple texts


G5U6W3

Latin

Roots

TE: p.

373c

Complex

Spelling

Patterns TE:

p. 374c

Cursive

Letter S

TE: p.

373d

Commas TE:

p. 373dRate

LAFS.5.RL.1.3, LAFS.5.RL.2.5

Compare/Contrast SE: p.

372-373; Suffixes -less, -ful

SE: p. 374-375

“Valuables”

Teacher Read Aloud

pp. 371a–371b

King Midas and theGolden

TouchGenre: Myth(Lexile

890)pp. 376–377–395aSE:

p. 376-395 Close Reads:pg.

378, 378, 386, 387

(Compare/Contrast)pg.

388, 389 (Suffixes -less, -

ful)

“Prometheus the

Fire-Bringer”

Genre: Myth

(Lexile 480)

pp. 398–399–399a

SE: p. 398-399

DOK Stems

What details led King Midas to

conclude he was in the

presence of a magical begin?

Give examples from the text.

The king is restless at the start

of the story and content at the

end. What brought about this

transformation? Select two

sentences from the text that

support your answer.You have read "King Midas and the Golden Touch" and "Prometheus the Fire-Bringer."

Compare and contrast King Midas from "King Midas and the Golden Touch" and

Prometheus from "Prometheus the Fire-Bringer." Use a t-chart to plan your writing.Click here for contrast frame

Writing frame is based on the paired text, Prometheus the Fire-Bringer", TE Pgs 398 -

399a

Re

ad

ing S

tre

et

Te

xt

Ba

se

d

Check Oral

Vocabulary

p.371a

Re

tea

ch/E

xte

nsio

n

CCSS Fresh

Reads p.163-

168

Click here for compare frame

Re

sou

rce

s


SCPS Writing Plan Focus: Click here for SCPS Writing Information

Customized Literacy Guide on the Side Leveled Readers Sleuth Reader's Theatre

“Train Your Dog” (Lexile

960) pp. 72–73Suburban Power

Novel Study

Conventions

RWNB p.445,

410-411,417

School Based

Fluency

Resources Supple

menta

l

Ma

terials

Assessm

ent

Options

RWN pg. 409,

413

Click for Lesson

Planning Guide

Smithsonian

Archives site

Click for

Words

Click for

Words

RWN pg.

416


standards-based instruction Click for student pages Click for teacher guide http://www.cpalms.org/Public/PreviewStandard/Preview


RWN pg. 407

Page 46-47; 72-73




http://www.historytube.org/wp-content/uploads/2013/07/Declaration-of-Independence-broadside-1776-Jamestown-Yorktown-Foundation2.jpg






















LAFS.5.RF.4.4


Fresh Reads

5.RI.1.1

5.RI.1.2

5.RI.2.5

G5U6W4

S.S.

Sta

nd

ard

s: S

S.5

.C.1

.4

Fact and Opinion SE: p.404-

405; Unfamiliar Words SE:

p. 406-407

“Daedalus and Icarus”

Teacher Read Aloud

pp. 403a–403b

The HindenburgGenre: Expository Text

(Lexile 1000)

pp. 408–409–425a

SE: p. 408-425

Close Reads:

pg. 410, 411, 416, 417

(Fact and Opinion)

pg. 414, 415, 422, 423

(Unfamiliar Words)

“The Mystery of the

Hindenburg Disaster”

Genre: Online Sources:

Web Sites

(Lexile 720)

pp. 428–429–431a

SE: p. 428-431


CPALMS




Leveled Readers

Concept Literacy: The Crash of the Hindenburg (Lexile 410)

On-Level: Stop That Train! (Lexile 740)

Advanced: Traveling by Plane (Lexile 1020)

ELL: Lighter Than Air

RWN pg. 418

DOK Stems

1. What is the primary reason

______? Cite text evidence.

2. Summarize the details the

author uses to support the

main idea that zeppelins fell

out of favor after the

explosion. Cite text evidence.

3. Based on the information in

the text, how do ____ most

likely feel about ____?


Click here for contrast frame

Writing frame is based on the paired text, The Mystery of the Hindenburg Disaster, TE

Pgs 428 - 431a






Page 112-113; 132-

133Page 50-51; 66-67

You have read "The HIndenburg" and "The Mystery of the Hindenburg Disaster." Both of

the stories describe real-life tragedies using description and details. Write a paragraph in

which you compare each of the stories' overall structure of events and information.


“Birds and Planes: An

Unhappy

Rendezvous...” (Lexile

970) pp. 74–75

Suburban Power

CCSS Fresh

Reads p.169-

174

Supple

menta

l M

ate

ria

ls

School Based

Fluency

Resources

Assessm

ent

Options

Re

sou

rce

sR

ea

din

g S

tre

et

Appro-priate

Phrasing

Click here for compare frame


Click for

Words

Related

Words

TE: p.

405c

Unfamiliar

Words TE: p.

406e

Check Oral

Vocabulary

p.403a

Conventions

RWNB

p.447,421-

422,428

Click for

Words

Te

xt

Ba

se

d

Cursive

Letter

R TE: p.

405d

Quotations

and

Quotation

Marks TE: p.

405d

RWN pg.

420,424

RWN pg.

427

Novel Study


standards-based instruction

Re

tea

ch/E

xte

nsio

n

LAFS.5.RI.1.1, LAFS.5.RI.1.2


Learning Goal: The students will be able to distinguish between fact and opinion and between important facts and

unimportant details.

Standards Click here for Example Scale LAFS.5.L.1.1, LAFS.5.L.1.2, LAFS.5.L.2.3



Created Assessment

Declaration of

Independance

SS Weekly - Week 26

Click for Lesson

Planning Guide

Smithsonian

Archives site

First Hand Docs

























LAFS.5.RF.4.4


Fresh Reads

5.RI.1.1

5.RI.1.2

5.RI.2.5

G5U6W5

First Hand Docs

S.S.

Sta

nd

ard

s: S

S.5

.C.1

.4

Re

sou

rce

s

CCSS Fresh

Reads p.175-

180


DOK Stems1. Select details from the text

that support the theme that

people can sometimes

unexpectedly influence each

other.

2. What does this passage

suggest about people's

influence on one another?

3. What inferences can you

make about how Canary Alma

feels about herself. Use

examples to support your

response.

Based on the information in the passage from the selection Sweet Music in Harlem, write a paragraph that tells whether you agree or

disagree with this statement: "Everyone needs a hero to look up to." Be sure to consider how C. J. looks up to his Uncle Click and how it

affects C. J.'s life, as well as how any hero has affected your life.

State your opinion and support it with reasons. Use your own ideas as well as details from the text. Conclude with a sentence that

restates your opinion.

Guide on the SideCustomized Literacy

Easily

Confused

Words TE: p.

437c

Compound

Words TE: p.

438c

Cursive

Letter F TE:

p. 437d

Punctuation

TE: p. 437d

Click for WordsClick for

Words

Page 42-43; 70-71Page 122-123;

124-125

Concept Literacy: All That Jazz! (Lexile 250)

On-Level: Grandma Betty’s Banjo! (Lexile 810)

Advanced: Unexpected Music (Lexile 1020)

ELL: What Do You See, James Van Der Zee?








Fluency Check

CPALMSComprehension Toolkit


RWN pg. 429

Sequence SE: p. 436-437;

Homographs SE: p. 438-439

“Dorothea Lange”

Teacher Read Aloud

pp. 435a–435b

Sweet Music in Harlem

Genre: Realistic Fiction

(Lexile 860)

pp. 440–441–459a

SE: p. 440-459

Close Reads:

pg. 446, 447, 448, 449,

(Sequence)

pg. 450, 451

(Homographs)

“Sweet Music in Harlem:

Author’s Note”


(Lexile 1010)

pp. 462–463–465a

SE: p. 462-465


Learning Goal: The students will be able to identify text structure an author uses "sequence of events" to explain how it

impacts meaning of the text.

Standards Click here for Example Scale LAFS.5.L.1.1, LAFS.5.L.1.2, LAFS.5.L.2.3

Accuracy


Check Oral

Vocabulary

p435a

Writing frame is based on the paired text, Sweet Music in Harm:

Author's Note, TE Pgs 462 - 465a


Assessm

ent

Conventions

RWNB p.449,

432-433,439

RWN pg.

438

RWN pg. 431,

435

School Based

Fluency

Resources

Declaration of

Independance

Click for Lesson

Planning Guide

Smithsonian

Archives site

Leveled Readers

SCPS Writing Plan Focus: Click here for SCPS Writing Information


“Making Up Music” (Lexile

930) pp. 76–77Suburban Power

Novel Study

No Talking or grade appropriate text for standards-based

instruction Click for student pages Click for teacher guide

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