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GRADING PERIOD: 1st Nine Weeks Grade 5 English 2013-2014

SOL / Enabling Objectives

Resources Assessments Time

Frame

Reading Text Activities Technology

5.4 The student will expand vocabulary when reading.

a. Use context to clarify meaning of unfamiliar words. c. Use knowledge of root words, prefixes, and suffixes; (word origins, synonyms, antonyms, and multiple meaning words, homographs, homophones, word study: analogies). . 5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry. b. Describe character development in fiction. c. Describe the development of plot and explain how conflicts are resolved (narrative elements- character, setting, plot, theme) e. Describe how author’s choice of vocabulary contributes to the author’s style (author’s purpose, point of view, theme, author’s craft, imagery). h. Summarize supporting details from text. i. Draw conclusions and make inferences from text. j. Identify cause and effect relationships. k. Make, confirm, or revise predictions. l. Use reading strategies throughout the reading process to monitor comprehension. m. Read with fluency and accuracy.

Theme 1: School Spirit and

Building Relationships

Selection: A Package For

Mrs. Jewls Genre:

Humorous Fiction

Teacher’s Manual

pp.T12 - T56

Benchmark Leveled Readers

Tradebook (See list for

options to use related to building

relationships)

Read Aloud: Teacher’s Manual

pp.T12-T13

Prepare to Read: Teacher’s Manual

pp.14-19

Vocabulary Cards:

Teacher’s Manual p. 18-19

Vocabulary Support / Extension:

Teacher’s Manual pp. T 40-T41

Comprehension Card 1: Plot

Teacher’s Manual p.T13

Introduce new tradebook/ tradebook activities

Reading

Response Journal

5.4 ab context clues 5.4 c synonyms 5.4 c roots2 5.5 b character dev 5.5 c plot 5.5 e point of view 5.5 j cause effect 5.5 k predictions inferencing.

Vocabulary Check:

Workbook p. 3

Comprehension Check:

Guided Reading

Discussions (oral)

Deeper

Understanding p. 36-37 (written)

Workbook pp. 1-2

Selection Test of Vocabulary and Comprehension:

Workbook

Tradebook Unit

Quiz Times

Week 1


GRADING PERIOD: 1st Nine Weeks Grade 5



Frame

Writing Text Activities Technology

5.7 The student will write for a variety of purposes: to describe, to inform, to entertain, and to persuade. a. Identify intended audience. b. Use a variety of prewriting strategies. e. Write multi-paragraph compositions h. Revise for clarity of content using specific vocabulary and information. 5.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing.

a. Use plural possessives. d. Use apostrophes in contractions and possessives.

h. Edit for fragments and run-on sentences. j. Use correct spelling of commonly used words. 5.9 The student will find, evaluate, and select appropriate resources for a research product.

a. Construct questions about a topic. b. Use technology as a tool to research, organize, evaluate

and communicate information.

Grammar

Focus:

Writing Complete Sentences

Teacher’s

Manual Bk.1 pp.T46 – T49

Spiral Review:

Possessive Nouns

Writing Focus:

Fictional Narrative

Teacher’s


Making

Connections Teacher’s

Manual Bk. 1 p.T35

Grammar:

Projectibles 1.6, 1.7, 1.8

Workbook pp. 7 - 11

Writing:

Plan,prewrite, draft, revise and

publish a prompt: Fictional Narrative


Workbook p. 12

Daily prompts related to

descriptive and fictional narrative writing from text

(See Teacher’s Manual T6 – T7)

Writing Traits Rubric:

Teacher’s Manual Bk. 1 p.T5

WriteSmart CD

Harcourt

Grammar Gold

Power Proofreading

Education Place

5.5 g Main ideas 5.8 b adjectives 5.8 h sentences 5.8 a possessive Parts of Speech Parts of Speech 2

Weekly Assessment

1.8 – 1.9

Final Fictional Narrative

VDOE Prompts: (2 per week

required) Imagine your school closes for the day, and you can do anything you wanted. Write to explain where you would go and why.

(Fictional Narrative)

Think of someone or something that is special to you. Write to explain what is special to you and why.

(Descriptive Essay) Suggestion: Planning, draft w/revisions, final in writing journal to keep for review prior to Writing SOL

Gr 5 Writing rubric/checklist/prompts

Week

1




Frame



a. Use context to clarify meaning of unfamiliar words. c. Use knowledge of root words, prefixes, and suffixes; (word origins, synonyms, antonyms, and multiple meaning words, homographs, homophones, word study: analogies). e. Use dictionary, glossary, thesaurus, and other word- reference materials.

5.6 The student will read and demonstrate comprehension of nonfiction texts.

a. Use text organizers such as type, headings, and graphics

to predict and categorize information.

b. Use prior knowledge and build additional background

knowledge as context for new learning.

d. Identify the main idea of nonfiction texts. e. Summarize supporting details in nonfiction texts. f. Identify structural patterns found in nonfiction texts. g. Locate information to support opinions, predictions, and conclusions. l. Use reading strategies throughout the reading process to monitor comprehension. m. Read with fluency and accuracy

Theme 1: School Spirit

and Building

Relationships

Selections: Blasting off to

Space Academy Genres:

Informational Text

Teacher’s Manual

pp.T 85-T 129


Tradebook


pp.T 84-85


pp.T 86-T 89

Vocabulary Cards:

Teacher’s Manual p. T86-T 87


Teacher’s Manual pp. T 114-T 115

Comprehension : Text and Graphic

Features Teacher’s Manual

p.T90 Tradebook Unit

Activities

Reading Response Journal

5.4 ab context clues 5.4 c roots 5.4 c synonyms 5.4 e dictionary 5.5 k i predictions inferencing 5.5e Author's Purpose 5.5 g Main ideas

Vocabulary Check:

Workbook p. 15


Guided Reading

Discussions (oral)

Deepen

Comprehension T 110-T 111

Workbook pp. 13-

14 (written)


Tradebook Unit Quiz Times

Week 2


GRADING PERIOD: 1st Nine Weeks (continued) Grade 5



Frame


5.7 The student will write for a variety of purposes: to describe, to inform, to entertain, and to persuade. a. Identify intended audience. b. Use a variety of prewriting strategies. c. Organize information to convey a central idea. d. Write a clear topic sentence focusing on the main idea. e. Write multiparagraph compositions. f. Use precise and descriptive vocabulary to create tone and voice. h. Revise for clarity of content using specific vocabulary and information. i. Include supporting details that elaborate the main idea. 5.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing. c. Identify and use interjections. j. Use correct spelling of commonly used words. 5.9 The student will find, evaluate, and select appropriate resources for a research product. b. Collect information from multiple resources including

online, print, and media. c. Use technology as a tool to research, organize, evaluate,

and communicate information. d. Organize information presented on charts, maps, and

graphs.

Grammar

Focus:

Types of Sentences

Teacher’s

Manual Bk. 1 pp.T120 –

T123

Spiral Review: Irregular Verbs

Writing Focus: Descriptive

Essay

Teacher’s Manual Bk.1 pp. T124 –

T127

Making Connections

Teacher’s Manual Bk.1

p.T109

Grammar:


Workbook pp.19 - 23

Writing: Plan, prewrite,

draft, revise and publish prompt:

Descriptive Essay


Workbook p.24


descriptive writing from text

(See Teacher’s Manual Bk. 1 T78

– T79)


Teacher’s Manual Bk. 1

p.T127

WriteSmart CD

Harcourt

Grammar Gold

Power Proofreading

Education Place

5.5 g Main ideas 5.8 b adjectives 5.8 h sentences Parts of Speech Parts of Speech 2

Weekly Assessment

2.8 – 2.9

Final Descriptive Essay

VDOE Prompts:

(2 per week required)

Imagine your teacher asks you to bring something special to show the class. Write to describe the item and explain why you would like to show it. (Descriptive Essay)

Think of someone who is brave. Write to describe this person and explain how he or she shows bravery. (Descriptive Essay)

Suggestion: Use writing journal to keep for review prior to Writing SOL Writing rubric/checklist

Week 2





Frame



a. Use context to clarify meaning of unfamiliar words. c. Use knowledge of root words, prefixes, and suffixes;(word origins, synonyms, antonyms, and multiple meaning words, homographs, homophones, word study: analogies) e. Use dictionary, glossary, thesaurus, and other word- reference materials. 5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry. b. Describe character development in fiction. c. Describe the development of plot and explain how conflicts are resolved (narrative elements- character, setting, plot, theme) e. Describe how author’s choice of vocabulary contributes to the author’s style (author’s purpose, point of view, theme, author’s craft, imagery). h. Summarize supporting details from text. i. Draw conclusions and make inferences from text. j. Identify cause and effect relationships. k. Make, confirm, or revise predictions. l. Use reading strategies throughout the reading process to monitor comprehension. m. Read with fluency and accuracy.


and Building

Relationships

Selection: Off and running

Genres: Realistic Fiction

Teacher’s Manual

pp.152-189


Tradebook


pp.158-159


pp.159

Vocabulary Cards:

Teacher’s Manual p. T160-161


Teacher’s Manual pp. 162-163

Comprehension Teacher’s Manual

p.T 171 Tradebook Unit

Activities


5.4 ab context clues 5.4 c roots 5.4 c synonyms 5.4 e dictionary 5.5 b character dev Main ideas Fact Opinion 5.5e Author's Purpose 5.5 j cause effect

Vocabulary Check: Workbook p. 15


Guided Reading

Discussions (oral)

Think and Respond

p. 105, p. 108

Workbook p. 16 (written)


Workbook pp. A13-A16

Tradebook Unit

Quiz Times

Week 3





Frame


5.7 The student will write for a variety of purposes: to describe, to inform, to entertain, and to persuade. a. Identify intended audience. b. Use a variety of prewriting strategies. e. Write multiparagraph compositions. f. Use precise and descriptive vocabulary to create tone and voice. h. Revise for clarity of content using specific vocabulary and information. 5.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing. e. Use quotation marks with dialogue. j. Use correct spelling of commonly used words. 5.9 The student will find, evaluate, and select appropriate resources for a research product. b. Collect information from multiple resources including



Grammar Focus:

Complete Subjects and

Predicates

Using Commas in Compound

Sentences

Writing Focus: Dialogue

Teacher’s


T196

Spiral Review: Writing Titles

Writing Focus: Descriptive

Essay Teacher’s

Manual Bk.2 pp. T198 –

T200 Making


Manual Bk.1 p.T183

Grammar:


Workbook pp.31-35

Writing:

Plan, prewrite, draft, revise and

publish a dialogue

Projectibles

3.9, 3.10, 3.11

Workbook p.36



(See Teacher’s Manual Bk.1 T152 – T153) Writing Traits

Rubric: Teacher’s Manual

Bk.1 p.T201

WriteSmart CD

Harcourt Grammar Gold

Power

Proofreading

Education Place 5.8 b adjectives Parts of Speech Parts of Speech 2

5.8 h sentences

Weekly Assessment 3.12 – 3.13

Final Dialogue

VDOE Prompts:


Imagine you received a package in the mail from a special person. Using details, write about what happened when you opened the package.

(Fictional Narrative) Think of an object that is important to you. Write to describe this object and explain why it is important to you.

(Descriptive Essay)

Suggestion: Planning, draft w/revisions, final in writing journal to keep for review prior to Writing SOL

Writing rubric/checklist

Week 3





Frame



a. Use context to clarify meaning of unfamiliar words. c. Use knowledge of root words, prefixes, and suffixes; (word origins, synonyms, antonyms, and multiple meaning words,homographs, homophones, word study: analogies). e. Use dictionary, glossary, thesaurus, and other word- reference materials. 5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry. b. Describe character development. c. Describe the development of plot and explain how conflicts are resolved (narrative elements- character, setting, plot, theme) e. Describe how author’s choice of vocabulary contributes to the author’s style (author’s purpose, point of view, theme, author’s craft, imagery). f. Identify sensory words and their effect on the reader. h. Summarize supporting details from text. i. Draw conclusions and make inferences from text. j. Identify cause and effect relationships. k. Make, confirm, or revise predictions. l. Use reading strategies throughout the reading process to monitor comprehension. m. Read with fluency and accuracy.


and Building

Relationships

Selection: Double Dutch

Genre:

Narrative Nonfiction

Teacher’s Manual

pp.233 - 263


Tradebook


pp.232-233


pp.236-237

Vocabulary Cards:


Vocabulary

Support PB 39

Comprehension

T256-T257

Tradebook Unit Activities

Reading Response

Journal

5.4 ab context clues 5.4 c roots 5.4 c synonyms 5.4 e dictionary 5.5 b character dev 5.5 c plot 5.5 e point of view 5.5 j cause effect 5.5 k i predictions inferencing

Vocabulary Check: Workbook p. 39


Guided Reading

Discussions (oral)

Stop and Think

PT245-247 Workbook p. 37-38

(written)


Oral Reading Fluency

Assessment:


Tradebook Unit

Test

Week 4





Frame


5.7 The student will write for a variety of purposes: to describe, to inform, to entertain, and to persuade. a. Identify intended audience. b. Use a variety of prewriting strategies. c. Organize information to convey a central idea. d. Write a clear topic sentence focusing on the main idea. h. Revise for clarity of content using specific vocabulary and information. i. Include supporting details that elaborate the main idea. 5.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing.

d. Use apostrophes in contractions and possessives. f. Use commas to indicate interrupters.

h. Edit for fragments and run-on sentences. j. Use correct spelling of commonly used words. 5.9 The student will find, evaluate, and select appropriate resources for a research product.

c. Use technology as a tool to research, organize, evaluate, and communicate information.

Grammar

Focus:

Common and Proper Nouns

Teacher’s

Manual Bk.1 pp.T266 –

T269 Spiral Review:

Commas in sentences

Writing Focus:

Fictional Narrative

Teacher’s Manual Bk.1 pp. T270 –

T273

Making Connections


p.T255

Grammar:


Workbook pp.43-46

Writing:

Plan and prewrite a fictional narrative

Projectibles

4.9, 4.10

Workbook p.47

Daily prompts

related to descriptive

writing from text (See Teacher’s Manual Bk.1 T226 – T227) Writing Traits


Bk. 1 p.T273

WriteSmart CD

Harcourt

Grammar Gold

Power Proofreading

Education Place

5.8 d contractions

5.8 d contractions

5.8 h sentences 5.8 a possessive


Prewrite of Fictional

Narrative


required)

Think about a favorite toy you have now or had when you were

younger.Describe the toy and tell why it is

your favorite. (Descriptive Essay)

Imagine one day you wake up and discover you are invisible. Write to describe where you go and what you do.

(Fictional Narrative)



Week 4





Frame



a. Use context to clarify meaning of unfamiliar words. c. Use knowledge of root words, prefixes, and suffixes; (word origins, synonyms, antonyms, and multiple meaning words, homographs, homophones, word study: analogies) e. Use dictionary, glossary, thesaurus, and other word- reference materials. 5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry.

a. Describe the relationship between text and previously

read material.

b. Describe character development. c. Describe the development of plot and explain how conflicts are resolved (narrative elements- character, setting, plot, theme) e. Describe how author’s choice of vocabulary contributes to the author’s style (author’s purpose, point of view, theme, author’s craft, imagery). h. Summarize supporting details from text. i. Draw conclusions and make inferences from text. l. Use reading strategies throughout the reading process to monitor comprehension. m. Read with fluency and accuracy.

Theme 1:

School Spirit and


Selections: Elisa’s Diary

Genre: Realistic Fiction

Teacher’s Manual

pp.T305-T335




relationships)

Read Aloud:

Teacher’s Manual pp.T 304-T305


pp.T310-311

Vocabulary Cards:


Vocabulary

Support / Ext: Teacher’s Manual

pp. 308-309

Introduce new tradebook

Reading

Response Journal

5.4 ab context clues 5.4 e dictionary 5.5 b character dev 5.5e Author's Purpose Main ideas 5 k i predictions inferencing

Vocabulary Check:

Workbook p. 51

Comprehension

Check:

Guided Reading Discussions

(oral)

Think and Respond pp. T319,321,322

Workbook p.49,50

(written)



Week

5





Frame


5.7 The student will write for a variety of purposes: to describe, to inform, to entertain, and to persuade. a. Identify intended audience. b. Use a variety of prewriting strategies. c. Organize information to convey a central idea. d. Write a clear topic sentence focusing on the main idea. e. Write multiparagraph compositions. f. Use precise and descriptive vocabulary to create tone and voice. h. Revise for clarity of content using specific vocabulary and information. 5.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing. b. Use adjective and adverb comparisons. h. Edit for fragments and run-on sentences. i. Eliminate double negatives. j. Use correct spelling of commonly used words. 5.9 The student will find, evaluate, and select appropriate resources for a research product. d. Organize information presented on charts, maps, and graphs.

e. Develop notes that include important concepts, summaries, and identification of information sources.

Grammar

Focus:

Plural and Collective

Nouns


pp.T338– T341 Spiral Review:

Double Negatives

Writing Focus:

Fictional Narrative


pp. T342-T345

Making Connections


p.T327

Grammar:


Workbook pp.55-59

Writing:

Draft, revise and publish a fictional

narrative

Projectibles 5.9

Workbook

p.60



(See Teacher’s Manual Bk. 1 T298 – T299) Writing Traits


Bk. 1 p.T345

WriteSmart CD

Harcourt

Grammar Gold

Power Proofreading

Education Place

5.8 a possessive 5.8 h sentences 5.5 g Main ideas 5.8 b adjectives 5.8 h sentences Parts of Speech Parts of Speech 2


Final Fictional Narrative


required)

Imagine you find an old letter tucked inside a library book. The letter reveals that there is a hidden passageway somewhere at your school. Write about your search for the passageway and where it leads.

(Fictional Narrative) Imagine something wonderful happened to you. Write to describe your experience.

(Fictional Narrative) Suggestion: Complete in writing journal to keep for review prior to Writing SOL


Week 5





Frame



a. Use context to clarify meaning of unfamiliar words. c. Use knowledge of root words, prefixes, and suffixes; (word origins, synonyms, antonyms, and multiple meaning words,homographs, homophones, word study: analogies). e. Use dictionary, glossary, thesaurus, and other word- reference materials. 5.6 The student will read and demonstrate comprehension of nonfiction texts.





d. Identify the main idea of nonfiction texts. e. Summarize supporting details in nonfiction texts. f. Identify structural patterns found in nonfiction texts. g. Locate information to support opinions, predictions, and conclusions. h. Identify cause and effect relationships following transition words signaling the pattern. i. Differentiate between fact and opinion. l. Use reading strategies throughout the reading process to monitor comprehension. m. Read with fluency and accuracy.

Theme 2: Wild

Encounters and


Selection: Interrupted

Journey Genre:

Informational Text

Teacher’s Manual

pp.T12-T45

Benchmark Leveled Reader

Tradebook


pp.T12-13


pp.T15-16

Vocabulary Cards:


Vocabulary


pp. T 16-17

Smartboard CD

Comprehension Card 8: Think

Along Teacher’s Manual

p.T51


Reading

Response Journal

5.4 ab context clues 5.4 c synonyms 5.4 c roots 5.4 e dictionary context clues 5.5 g Main ideas 5.5 k i predictions inferencing 5.5 j cause effect 5.6 i fact opinion

Vocabulary Check:

Workbook p. 63


Guided Reading

Discussions (oral)

Workbook p.61-72 (written)



Week 6





Frame


5.7 The student will write for a variety of purposes: to describe, to inform, to entertain, and to persuade. a. Identify intended audience. b. Use a variety of prewriting strategies. c. Organize information to convey a central idea. d. Write a clear topic sentence focusing on the main idea. e. Write multiparagraph compositions. g. Vary sentence structure by using transition words. h. Revise for clarity of content using specific vocabulary and information. 5.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing. h. Edit for fragments and run-on sentences. j. Use correct spelling of commonly used words. 5.9 The student will find, evaluate, and select appropriate resources for a research product.


Grammar

Focus:

Verbs

Teacher’s Manual Bk. 2 pp.T48– T51

Spiral Review:

Complete Sentences

Writing Focus:

Cause and Effect

Paragraph

Teacher’s Manual Bk.2 pp. T52-T55

Making Connections


p.T37

Grammar:


Workbook pp.67-71


draft, revise, and publish a cause

and effect paragraph


Workbook p.72



(See Teacher’s Manual Bk.2

T6 – T7) Writing Traits


Bk. 2 p.T55

WriteSmart CD

Harcourt

Grammar Gold

Power Proofreading

Education Place

5.8 h sentences 5.5 g Main ideas 5.8 b adjectives 5.8 h sentences Parts of Speech Parts of Speech 2


Final Cause and Effect Paragraph


required)

Think about something you would like to change about your school. Write to

explain what you would change and

why.

(Cause and Effect Expository)

People often help one another. Write to explain how you or someone you know helps others.

(Cause and Effect Expository)

Suggestion: Complete in writing journal to keep for review prior to Writing SOL


Week 6





Frame



a. Use context to clarify meaning of unfamiliar words. c. Use knowledge of root words, prefixes, and suffixes; (word origins, synonyms, antonyms, and multiple meaning words, homographs, homophones, word study,: analogies). d. Identify an author’s use of figurative language. e. Use dictionary, glossary, thesaurus, and other word- reference materials. 5.6 The student will read and demonstrate comprehension of nonfiction texts.

c. Skim materials to develop a general overview of content and to locate specific information. d. Identify the main idea of nonfiction texts. e. Summarize supporting details in nonfiction texts. f. Identify structural patterns found in nonfiction. g. Locate information to support opinions, predictions, and conclusions. j. Identify, compare, and contrast relationships

Theme 2: Wild

Encounters

Selection: Old Yeller

Genres:

Historical Fiction

Teacher’s Manual

pp. T 81-T111


Tradebook


pp.202G -202H


pp.202I – 185

Vocabulary Cards:

Teacher’s Manual p. T63

Vocabulary


pp. S52 – S53

Transparencies 77-79 and 84 -85

Comprehension Card 9: Author’s

Craft Teacher’s Manual

p.T52

Tradebook Unit Activities Reading

Response Journal

5.4 ab context clues 5.4 c roots 5.4 c synonyms 5.4 d Figurative Language 5.4 e dictionary Main ideas predictions inferencing Drawing conclusions

Vocabulary Check:

Workbook p. 37


Guided Reading

Discussions (oral)

Think and Respond

pp. 214, 219



Workbook

pp. A33 – A36


Week 7





Frame


5.7 The student will write for a variety of purposes: to describe, to inform, to entertain, and to persuade. a. Identify intended audience. b. Use a variety of prewriting strategies. f. Use precise and descriptive vocabulary to create tone and voice. h. Revise for clarity of content using specific vocabulary and information. 5.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing. f. Use commas to indicate interrupters. h. Edit for fragments and run-on sentences. j. Use correct spelling of commonly used words. 5.9 The student will find, evaluate, and select appropriate resources for a research product. b. Collect information from multiple resources including


and communicate information. d. Organize information presented on charts, maps, and graphs.

Grammar

Focus:

Direct and Indirect Objects

Teacher’s

Manual Bk. 2 pp.T120– T123 Spiral Review:

Kinds of Sentences

Writing Focus:

Poems


pp. T124-T126

Making Connections


p.T109

Grammar:


Workbook pp.79-83


draft, revise and publish a poem


Workbook

p.84


descriptive and expository

writing from text (See Teacher’s Manual Bk.2 T80 – T81)



p.T127

WriteSmart CD

Harcourt

Grammar Gold

Write On

Read Write Think

Power Proofreading

Education Place

5.8 h sentences

5.8 k

conjunctions


Final Poem

VDOE Prompts:


Who is your favorite teacher? Write to describe which teacher you like best and explain what makes him or her special.

(Cause and Effect/ Expository)

Imagine you are any animal you want to be for a day. Write to tell where you live and what you do. Be sure to include details in your story.

(Fictional Narrative/ Descriptive)

Suggestion: Complete in writing journal to keep for review prior to Writing SOL


Week 7





Frame



a. Use context to clarify meaning of unfamiliar words. c. Use knowledge of root words, prefixes, and suffixes; (word origins, synonyms, antonyms, and multiple meaning words, homographs, homophones, word study: analogies). d. Identify an author’s use of figurative language. e. Use dictionary, glossary, thesaurus, and other word- reference materials.

5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry. b. Describe character development in fiction. c. Describe the development of plot and explain how conflicts are resolved (narrative elements- character, setting, plot, theme) e. Describe how author’s choice of vocabulary contributes to the author’s style (author’s purpose, point of view, theme, author’s craft, imagery). f. Identify sensory words and their effect on the reader. h. Summarize supporting details from text. i. Draw conclusions and make inferences from text. j. Identify cause and effect relationships. k. Make, confirm, or revise predictions. l. Use reading strategies throughout the reading process to monitor comprehension. m. Read with fluency and accuracy.

Theme 2:

Wild Encounters

Selection: Everglades

Forever

Genres: Narrative

Nonfiction

Teacher’s Manual

pp.T152-T186


Tradebook

Read Aloud:

Teacher’s Manual pp.T158-159


T163

Vocabulary Cards:


Vocabulary


pp. T162

Comprehension Questioning Teachacher’s

Manual p.T164-165

Tradebook Unit

Activities


5.4 ab context clues 5.4 c roots 5.4 c synonyms 5.4 d Figurative Language 5.4 e dictionary 5.5 b character dev 5.5 c plot 5e Author's Purpose 5i Drawing conclusions 5.5 j cause effect

Vocabulary Check:

Workbook p. 87

Comprehension

Check:


(oral)

Workbook pp. 85-

96 (written)



Week

8





Frame


5.7 The student will write for a variety of purposes: to describe, to inform, to entertain, and to persuade. a. Identify intended audience. b. Use a variety of prewriting strategies. d. Write a clear topic sentence focusing on the main idea. e. Write multiparagraph compositions. f. Use precise and descriptive vocabulary to create tone and voice. h. Revise for clarity of content using specific vocabulary and information.

i. Include supporting details that elaborate the main idea.

5.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing. j. Use correct spelling of commonly used words. k. Identify and use conjunctions. 5.9 The student will find, evaluate, and select appropriate resources for a research product. b. Collect information from multiple resources including

online, print, and media. c. Use technology as a tool to research, organize, evaluate, and communicate information.

d. Organize information presented on charts, maps, and graphs.

Grammar

Focus:

Conjunctions


pp.T194– T197 Spiral Review:

Complete Subjects and

Predicates

Writing Focus: Persuasive Paragraph


pp. T198-T200

Making Connections


p.T183

Grammar:


Workbook pp.91-95


draft, revise, and publish

persuasive paragragh


Workbook p.96


descriptive and expository

writing from text (See Teacher’s Manual Bk.2 T80 – T81)



p.T201

WriteSmart CD

Harcourt

Grammar Gold

Write On

Read Write Think

Power Proofreading

Education Place

5.8 h sentences

5.8 k

conjunctions


Final Persuasive Paragraph


required)

What is one item you would like to have? Write to describe the item and explain why you want it. (Persuasive/Expository)

Think about a pet you would like to own. Write to explain what you would choose and why. (Persuasive/Expository)

Suggestion: Planning, draft w/revisions, final in writing journal to keep for review prior to Writing SOL Writing rubric/checklist

Week 8





Frame



a. Use context to clarify meaning of unfamiliar words. c. Use knowledge of root words, prefixes, and suffixes; (word origins, synonyms, antonyms, and multiple meaning words, homographs, homophones, word study: analogies) e. Use dictionary, glossary, thesaurus, and other word- reference materials. 5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry. b. Describe character development in fiction. c. Describe the development of plot and explain how conflicts are resolved (narrative elements- character, setting, plot, theme) e. Describe how author’s choice of vocabulary contributes to the author’s style (author’s purpose, point of view, theme, author’s craft, imagery). f. Identify sensory words and their effect on the reader. h. Summarize supporting details from text. i. Draw conclusions and make inferences from text. j. Identify cause and effect relationships. k. Make, confirm, or revise predictions. l. Use reading strategies throughout the reading process to monitor comprehension. m. Read with fluency and accuracy. 5.6 The student will read and demonstrate comprehension of nonfiction texts.

a. Use text organizers such as type, headings, and graphics to predict and categorize information.

b. Use prior knowledge and build additional background knowledge as context for new learning.


and Theme 2:

Wild Encounters

Benchmark

Leveled Readers

Tradebook

Review vocabulary and

enabling objectives

covered in weeks 1-8

5.4 ab context clues 5.4 c roots 5.4 c synonyms 5.4 e dictionary

5.5 b character dev 5.5 c plot 5.5 e point of view 5.5 g Main ideas 5e Author's Purpose

5.5 j cause effect


Assessment:

Tradebook AR Test

(continued next page)

Week 9





Frame

Reading continued Text Activities Technology

d. Identify the main idea of nonfiction texts. e. Summarize supporting details in nonfiction texts. f. Identify structural patterns found in nonfiction texts. g. Locate information to support opinions, predictions, and conclusions. h. Identify cause and effect relationships following transition words signaling the pattern. l. Use reading strategies throughout the reading process to monitor comprehension. m. Read with fluency and accuracy.

Writing Continued on the next page

Theme 1:

School Spirit and

Theme 2: Wild

Encounters


Tradebook

Review

vocabulary and enabling

objectives covered in weeks

1-8

5.5 g Main ideas 5.5 j cause effect


Assessment:

Tradebook AR Test

Week 9


GRADING PERIOD: 1ST Nine Weeks (continued) Grade 5



Frame

Writing Text Activities Technology 5.7 The student will write for a variety of purposes: to describe, to inform, to entertain, and to persuade. a. Identify intended audience. b. Use a variety of prewriting strategies. c. Organize information to convey a central idea. d. Write a clear topic sentence focusing on the main idea. e. Write multiparagraph compositions. f. Use precise and descriptive vocabulary to create tone and voice. g. Vary sentence structure by using transition words. h. Revise for clarity of content using specific vocabulary and information. i. Include supporting details that elaborate the main idea. 5.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing.

a. Use plural possessives. b. Use adjective and adverb comparisons. c. Identify and use interjections. d. Use apostrophes in contractions and possessives. e. Use quotation marks with dialogue.

f. Use commas to indicate interrupters. h. Edit for fragments and run-on sentences. i. Eliminate double negatives. j. Use correct spelling of commonly used words. k. Identify and use conjunctions. 5.9 The student will find, evaluate, and select appropriate resources for a research product. a. Construct questions about a topic. b. Collect information from multiple resources including

online, print, and media. c. Use technology as a tool to research, organize, evaluate, and communicate information. c. Organize information presented on charts, maps, and graphs

Lessons 1-5 Teacher’s

Manual Book 1 and


Manual Book 2

Review rubrics, graphic writing organizers, and

grammar objectives covered

in weeks 1-8

Sharing of prompt responses from weeks 1-8 with peers or class

Write On

Read Write Think


Power

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Final Drafts with Grading Rubric

For Selected Prompt Responses From

Journals


Week 9


Notes:

Curriculum Framework Reading Blueprint 1 Writing Blueprint ESS will be added when available

GRADING PERIOD: 2nd Nine Weeks Grade 5 English 2013-2014



Frame



a. Use context to clarify meaning of unfamiliar words. c. Use knowledge of root words, prefixes, and suffixes; (word origins, synonyms, antonyms, and multiple meaning words, homographs, homophones, word study: analogies). e. Use dictionary, glossary, thesaurus, and other word- reference materials. 5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry. f. Identify sensory words and their effect on the reader. i. Draw conclusions and make inferences from text. j. Identify cause and effect relationships. k. Make, confirm, or revise predictions. l. Use reading strategies throughout the reading process to monitor comprehension. m. Read with fluency and accuracy.

Theme 2

Selection: Storm

Warriors

Genre: Historical

Fiction

Teacher’s Manual

pp. T 6-T47




relationships)


pp.T232-233


pp.T 238-239

Vocabulary Cards:



Teacher’s Manual T 253

Comprehension Skill: Drawing Conclusions T 256-257

Introduce new tradebook/ tradebook activities Reading

Response Journal Entries

5.4 ab context clues

5.4 c roots2

5.4 e dictionary-reference

5.5 j cause effect 5.5i Drawing conclusions

Vocabulary Check:

Workbook pp99 Comprehension

Check:


(oral)

Think and Respond (written)


Workbook

pp. PB 97-108


Week 10


GRADING PERIOD: 2nd Nine Weeks Grade 5 2013-2014



Frame


5.7 The student will write for a variety of purposes: to describe,

to inform, to entertain, and to persuade. a. Identify intended audience.

b. Use a variety of prewriting strategies. c. Organize information to convey a central idea.

d. Write a clear topic sentence focusing on the main idea. e. Write multiparagraph compositions. f. Use precise and descriptive vocabulary to create tone and

voice. g. Vary sentence structure by using transition words. h. Revise for clarity of content using specific vocabulary and

information. i. Include supporting details that elaborate the main idea. 5.8 The student will edit writing for correct grammar,

capitalization, spelling, punctuation, sentence structure, and paragraphing.

h. Edit for fragments and run-on sentences. i. Eliminate double negatives. j. Use correct spelling of commonly used words. k. Identify and use conjunctions. 5.9 The student will find, evaluate, and select appropriate resources for a research product.

a. Construct questions about a topic. b. Collect information from multiple resources including



Grammar Focus:

Complex Sentences w/ Subordinating Conjunctions, Independent

and Dependent

Clauses


pp.T266 – T269

Spiral Review: Common and Proper Nouns

Writing Focus:

Response to Literature

Teacher’s


T273

Making Connections

Teacher’s Manual

Bk. 2 p.T255

Grammar:


Workbook

pp. 103-107

Writing: Plan and prewrite

a prompt: Response to

Literature

Projectibles 9.9, 9.10

Workbook

p. 108


descriptive and explanatory

writing from text (See Teacher’s Manual T226 –

T227)



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Weekly Assessment:

9.8 – 9.9

Prewrite for Response to

Literature Prompt VDOE Prompts:

(2 per week required) Think of your favorite place to eat. The location could be at home, school, a park, a restaurant, or another place. Write to explain why this is your favorite place to eat.

(Opinion Essay) Your teacher gives you a camera and asks you to take pictures of three things you like at school. Explain what you take pictures of and why you like these things.

(Descriptive Essay)

uggestion: Planning, draft w/revisions, final in writing journal to keep for review prior to Writing SOL

gr 5 rubric/checklist/prompts

Week

10




Frame



a. Use context to clarify meaning of unfamiliar words.

c. Use knowledge of roots, affixes, synonyms, antonyms, and homophones d. Identify an author’s use of figurative language. 5.6 The student will read and demonstrate comprehension of nonfiction texts.

a. Use prior knowledge and build additional background


d. Identify the main idea of nonfiction texts. e. Summarize supporting details in nonfiction texts. f. Identify structural patterns found in nonfiction texts. l. Use reading strategies throughout the reading process to monitor comprehension. m. Read with fluency and accuracy.

Theme 2:

Wild Encounters

Selection: Cougars

Genres:

Nonfiction Informational

Text

Teacher’s Manual

pp. T 298-T335


Tradebook


pp.T304-T305


pp.308-309

Vocabulary Cards:

Teacher’s Manual p. TT306-T307


Teacher’s Manual pp. T308-309

Comprehension

Main Idea+Details

p.T325



5.4 ab context clues 5.4 c synonyms 5.4 c roots2 5.4 c Homophones 5.5 g Main ideas 5.4 d Figurative Language

Vocabulary Check:

Workbook pp. 111

Comprehension

Check:


(oral)

Think and Respond pp. 315, 317, 321

(written)

Workbook pp.108-110

(written)


Workbook

pp. 120


Week 11


GRADING PERIOD: 2nd Nine Weeks (continued) Grade 5



Frame


5.7 The student will write for a variety of purposes: to describe, to inform, to entertain, and to persuade.

a. Identify intended audience. b. Use a variety of prewriting strategies c. Organize information to convey a central idea.

d. Write a clear topic sentence focusing on the main idea. e. Write multiparagraph compositions. f. Use precise and descriptive vocabulary to create tone and voice. g. Vary sentence structure by using transition words. h. Revise for clarity of content using specific vocabulary and

information. i. Include supporting details that elaborate the main idea.

5.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing. e. Use quotation marks with dialogue. j. Use correct spelling of commonly used words.

5.9 The student will find, evaluate, and select appropriate resources for a research product.

a. Construct questions about a topic. b. Collect information from multiple resources including online, print, and media. c. Use technology as a tool to research, organize, evaluate, and communicate information.

e. Develop notes that include important concepts, summaries, and identification of information sources. g. Define the meaning and consequences of plagiarism.

Grammar Focus: Direct

Quotations and Writing

Dialogue


pp.T338 – T341

Spiral Review: Singular and Plural Nouns

Writing Focus:

Response to Literature

Teacher’s


T345

Making Connections

Teacher’s Manual

Bk. 2 p.T327

Grammar: Projectibles

10.6, 10.7, 10.8

Workbook pp. 115-119

Writing:

Draft, revise, and publish a final prompt for the

week: Response to

Literature

Projectibles 10.9

Workbook

p. 120




T299)



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Weekly Assessment: 10.8 – 10.9

Final Response to Literature Prompt

VDOE Prompts:


Imagine a local newspaper reporter wants to know about your favorite school event. Write to describe the event and explain why it is your favorite. (Descriptive/Explanatory

Essay) Think about a time when you were brave. Perhaps you had to speak in front of a class, do something that was difficult, or ride a fast roller coaster. Write about what happened. Be specific and include details.

(Descriptive Essay)

Suggestion: Planning, draft w/revisions, final in writing journal to keep for review prior to Writing SOL gr 5 rubric/checklist/prompts

Week 11





Frame



b. Use context and sentence structure to determine meanings and differentiate among multiple meaning words. e. Use dictionary, glossary, thesaurus, and other word- reference materials. g. Study word meanings across content areas.

5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry. b. Describe character development in fiction. c. Describe the development of plot and explain how conflicts are resolved (narrative elements- character, setting, plot, theme) f. Identify and ask questions that clarify various points of view. i. Draw conclusions and make inferences from text. j. Identify cause and effect relationships. k. Make, confirm, or revise predictions. l. Use reading strategies throughout the reading process to monitor comprehension. m. Read with fluency and accuracy. 5.6 The student will read and demonstrate comprehension of nonfiction texts.

a. Use text organizers such as type, headings, and graphics to predict and categorize information..

d. Identify the main idea of nonfiction texts. h. Identify cause and effect relationships following transition words signaling the pattern. k. Identify new information gained from reading. l. Use reading strategies throughout the reading process to monitor comprehension. m. Read with fluency and accuracy.

Theme 3: Revolution

Selections: Dangerous

Crossing

Genre: Historical

Fiction

Teacher’s Manual

pp. T6-T45


Tradebook

Read Aloud:



pp.T16-T17

Vocabulary Cards:



Teacher’s Manual pp. T35

Comprehension Cause &Effect

Teacher’s Manual p.T38-T39


Reading

Response

5.4 ab context clues 5.4 e dictionary 5.5 c plot 5.5 j cause effect 5.4 d Figurative Language

Vocabulary Check:

T35

Comprehension

Check:


(oral)

Think and Respond pp. 310, 315

(written)

Workbook p. 121-123

(written)



Week 12





Frame



a. Identify intended audience. b. Use a variety of prewriting strategies. c. Organize information to convey a central idea. d. Write a clear topic sentence focusing on the main idea.

e. Write multiparagraph compositions. f. Use precise and descriptive vocabulary to create tone and voice. g. Vary sentence structure by using transition words. h. Revise for clarity of content using specific vocabulary and

information. i. Include supporting details that elaborate the main idea. 5.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing. j. Use correct spelling of commonly used words.

k. Identify and use conjunctions.

5.9 The student will find, evaluate, and select appropriate resources for a research product. (Bold objectives indicate new material). a. Construct questions about a topic. b. Collect information from multiple resources including



Grammar

Focus: Subject and

Object Pronouns

Teacher’s


Spiral Review: Action Verbs

Writing Focus:

Writing Opinion

Paragraph

Teacher’s Manual Bk.3 pp.T52– T55

Making

Connections Teacher’s Manual

Bk. 3 p.T37

Grammar: Projectibles

11.6, 11.7, 11.8


Writing: Prewrite, draft,

revise, and publish a final prompt for the

week: Opinion

Paragragh

Projectibles 11.9, 11.10, 11.11

Workbook p. 132



writing from text (See T. Manual Bk. 3 T6 – T7)

Writing Traits


Bk. 3 p.T55

WriteSmart CD


Power

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Weekly Assessment:

11.9 – 11.10

Writing Prompt: Final Opinion

Paragragh VDOE Prompts:


Suppose you had the opportunity to travel anywhere you wanted. Write to explain where you would go and why. (Descriptive/Explanatory

Essay) Imagine one day you are allowed to create a rule for students to follow. Explain the rule you create and why you choose to make that rule. Be sure to include details.

(Descriptive/ Explanatory Essay)


gr 5 writing rubric/checklist/pro

mpts

Week 12





Frame



a. Use context to clarify meaning of unfamiliar words and phrases. b. Use context and sentence structure to determine meaning and differentiate among multiple meaning words c. Use knowledge of roots, affixes, synonyms, antonyms, and homophones. 5.6 The student will read and demonstrate comprehension of nonfiction texts.

b. Use text organizers such as type, headings, and graphics to predict and categorize information.

g. Locate information to support opinions, predictions, and conclusions.

i. Differentiate between fact and opinion. j. Identify, compare, and contrast relationships. m. Read with fluency and accuracy.

Theme 3: Revolution

Selections: You Can’t

Make Them Behave King

George

Genre: Nonfiction

Informational Text/ Poetry

Teacher’s Manual

pp. T76 -T119


Tradebook


pp.T86-T87


pp. T90-91

Vocabulary Cards:



Teacher’s Manual pp. T114-115

Comprehension Fact & Opinion

Teacher’s Manual

p.T110-T111 Tradebook Unit

Activities


Entries

5.4 ab context clues 5.4 e dictionary-reference 5.6 i fact opinion Compare/contrast Graphic organizers

Vocabulary Check:

Workbook 135


Guided Reading

Discussions (oral)

Think and Respond

p. 169. 170, 173 (written)

Workbook PB 135

(written)


Oral Reading

Fluency Assessment:

Teacher’s Manual

p.T201

Tradebook Unit Test

Week 13





Frame


5.7 The student will write for a variety of purposes: to describe, to inform, to entertain, and to persuade. a. Identify intended audience. b. Use a variety of prewriting strategies.

c. Organize information to convey a central idea. d. Write a clear topic sentence focusing on the main idea.


information. i. Include supporting details that elaborate the main idea. 5.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing. j. Use correct spelling of commonly used words. 5.9 The student will find, evaluate, and select appropriate

resources for a research product. (Bold objectives indicate new material).

a. Construct questions about a topic. c. Use technology as a tool to research, organize, evaluate,


Grammar

Focus: Verb Tenses

Teacher’s

Manual Bk.3 pp.T120-T123

Spiral Review: Helping Verbs

Writing Focus:

Writing Problem-Solution

Composition


pp.T124– T127

Making Connections

Teacher’s Manual

Bk. 3 p.T109

Grammar:





week: Problem-Solution

Composition

Projectibles 12.9, 12.10, 12.11

Workbook p. 144

Daily prompts related to descriptive and explanatory writing from text (See T. Manual Bk. 3 T80 – T81)



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5.5 g Main ideas 5.8 b adjectives 5.8 h sentences Parts of Speech Parts of Speech 2 5.5e Author's Purpose 5.4 c 5.4 c Homophones

Weekly Assessment:

12.8 – 12.9

Writing Prompt: Final Problem-

Solution Composition

VDOE Prompts: (2 per week required) Think about a special event you experienced. Write to explain the event and why it was important to you. (Descriptive/Explanatory

Essay) Think of a time when someone did something special for you. Perhaps the person sent a card, helped with homework, or cooked a food you like. Write about this time and include details.

(Descriptive/ Explanatory Essay)


gr 5 writing rubric/checklist/prompts

Week 13





Frame



a. Use context to clarify meaning of unfamiliar words and phrases. b. Use context and sentence structure to determine meaning and differentiate among multiple meaning words. e. Use dictionary, glossary, thesaurus, and other word- reference materials. f. Develop vocabulary by listening to and reading a variety of texts. 5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry. m. Read with fluency and accuracy.

5.6 The student will read and demonstrate comprehension of nonfiction texts. e. Summarize supporting details in nonfiction texts

f. Identify structural patterns found in nonfiction. g. Locate information to support opinions, predictions, and conclusions. h. Identify cause and effect relationships following transition words signaling the pattern.

Theme 3: Revolution

Selections: They called Her Molly

Pitcher

Genre: Narrative

Nonfiction

Teacher’s Manual

pp. T148-T187


Tradebook

Read Aloud:

Teacher’s Manual pp.158-159


pp.162-163

Vocabulary Cards:

Teacher’s Manual p. TT160-161



Comprehension

Drawing Conclusions




5.4 ab context clues 5.4 e dictionary-reference 5.5 j cause effect 5.6 i fact opinion

Vocabulary Check:

Workbook pp. T147


Guided Reading

Discussions (oral)

Think and Respond p. T 169, 170,173

(written)

Selection Test of Vocabulary and Comprehension: Workbook pages

145-156


Week

14





Frame



a. Identify intended audience. b. Use a variety of prewriting strategies.


e. Write multiparagraph compositions. f. Use precise and descriptive vocabulary to create tone and



5.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing. g. Use hyphen to divide words at the end of a line. i. Eliminate double negatives. j. Use correct spelling of commonly used words. k. Identify and use conjunctions.

5.9 The student will find, evaluate, and select appropriate resources for a research product. (Bold objectives indicate new material). a. Construct questions about a topic. b. Collect information from multiple resources including


and communicate information. e. Develop notes that include important concepts, summaries, and identification of information sources. f. Give credit to sources used in research.

Grammar

Focus: Regular and

Irregular Verbs


pp.T192-T195

Spiral Review: Coordinating Conjunctions

Writing Focus:

Persuasive Letter

Teacher’s

Manual Bk.3 pp.T196– T199

Making


Bk. 3 p.T181

Grammar:





week: Persuasive Letter

Projectibles 13.9, 13.10, 13.11

Workbook p. 156


descriptive and compare/contrast writing from text (See T. Manual

Bk. 3 T152 – T153)



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5.5 g Main ideas 5.8 b adjectives 5.8 h sentences Parts of Speech Parts of Speech 2 5.5e Author's Purpose 5.4 c Homophones

Weekly Assessment:

13.15 – 13.16

Writing Prompt: Final Persuasive

Letter VDOE Prompts:

(2 per week required) Think about a time you practiced or prepared for an important event. Write about what happened. Be sure to include details. (Descriptive/Explanatory

Essay) Think about a time you were kind. Write to describe the situation and what happened as a result of your kindness. (Descriptive/Explanatory

Essay)


Gr 5 writing rubric/checklist/prompts

Week 14





Frame



a. Use context to clarify meaning of unfamiliar words and phrases. c. Use knowledge of roots, affixes, synonyms, antonyms, and homophones. f. Develop vocabulary by listening to and reading a variety of texts. 5.6 The student will read and demonstrate comprehension of nonfiction texts. a. Use text organizers such as type, headings, and graphics to predict and categorize information. e. Summarize supporting details in nonfiction texts. f. Identify structural patterns found in nonfiction texts. m. Read with fluency and accuracy.

Theme 3: Revolution

Selections:

James Forten

Genre: Biography

Teacher’s Manual

pp.T 220-T261


Tradebook


pp.T230-T231


pp.T234-235

Vocabulary Cards:

Teacher’s Manual p. T232-T233


Teacher’s Manual pp. T240.244,246

Comprehension Sequencing

Teacher’s Manual p.T254-T255

Tradebook Unit

Activities


Entries

5.4 ab context clues 5.4 c synonyms 5.4 c roots2 5.5 k i predictions inferencing

sequencing

Vocabulary Check:

Workbook pp. 159


Guided Reading

Discussions (oral)

Think and Respond

p. T240.242, 244,246,248

(written)

Selection Test of Vocabulary and Comprehension: Workbook pages

157-168 Tradebook Unit

Quiz Times

Week 15





Frame








resources for a research product. (Bold objectives indicate new material). b. Collect information from multiple resources including online, print, and media. c. Use technology as a tool to research, organize, evaluate, and communicate information.

Grammar

Focus: Active and

Passive Voice


pp.T264-T267

Spiral Review: Complex

Sentences

Writing Focus: Plan and

Prewrite a Persuasive

Essay


pp.T268– T271

Making Connections

Teacher’s Manual

Bk. 3 p.T253

Grammar:



Writing: Plan and Prewrite a prompt for the

week: Persuasive Essay


Workbook p. 168


descriptive, explanatory and compare/contrast writing from text (See T. Manual

Bk. 3 T224 – T225)



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5.5 g Main ideas 5.8 a possessive 5.8 b adjectives 5.8 h sentences Parts of Speech Parts of Speech 2 5e Author's Purpose

5.4 c Homophones


Writing Prompt:

Prewrite of Persuasive Essay

VDOE Prompts:


Write about a time you worked hard for something. For example, you may have worked hard to win a game, make money for something, or earn a reward in class. Tell what you did and how you felt. (Descriptive/Explanatory

Essay)

Think about a time something exciting or funny happened. Write about the funny or exciting experience and what happened. (Descriptive/Explanatory

Essay)



Week 15





Frame



a. Use context to clarify meaning of unfamiliar words and phrases. c. Use knowledge of roots, affixes, synonyms, antonyms, and homophones. d. Identify an author’s use of figurative language. g. Study word meanings across content areas

5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry. e. Describe how an author’s choice of vocabulary contributes to the author’s style 5.6 The student will read and demonstrate comprehension of nonfiction texts. a. Use text organizers, such as type, headings, and graphics, to predict and categorize information in both print and digital texts. c. Skim materials to develop a general overview of content and to locate specific information. d. Identify the main idea of nonfiction texts. e. Summarize supporting details in nonfiction f. Identify structural patterns found in nonfiction. g. Locate information to support opinions, predictions, and conclusions. h. Identify cause and effect relationships following transition words signaling the pattern. i. Differentiate between fact and opinion. j. Identify, compare, and contrast relationships

Theme 4: What’s Your

Story

Selections: We Were There Too

Genre:

Realistic Fiction

Teacher’s Manual

pp. T2-T43


Tradebook


pp.T302-303


T 306-307

Vocabulary Cards:

Teacher’s Manual

p. T304-305

Vocabulary Support / Extension: Teacher’s Manual pp. T325

Comprehension Compare and

Contrast Teacher’s Manual

p.312,314,316, 318,320



5.4 ab context clues

5.4 c roots2 5.4 c synonyms 5.4 d Figurative Language 5.5e Author's Purpose 5.5i Drawing conclusions 5.5 j cause effect 5.5 g Main ideas

Vocabulary Check:

Workbook 171


Guided Reading

Discussions (oral)


Workbook

pp. 169-180


Week 16





Frame







information. i. Include supporting details that elaborate the main idea. 5.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing. e. Use quotation marks with dialogue. g. Use hyphen to divide words at the end of a line. h. Edit for fragments and run-on sentences. i. Eliminate double negatives. j. Use correct spelling of commonly used words. 5.9 The student will find, evaluate, and select appropriate


Grammar

Focus: Easily

Confused Verbs

Teacher’s


Spiral Review:

Writing Correct

Sentences

Writing Focus: Draft, revise and publish a

Persuasive Essay

Teacher’s

Manual Bk.3 pp.T342– T345

Making


Bk. 3 p.T327

Grammar:



Writing: Plan and Prewrite a prompt for the

week: Persuasive Essay

Projectibles 15.9

Workbook p. 180


descriptive, explanatory and compare/contrast writing from text (See T. Manual

Bk. 3 T296 – T297)



WriteSmart CD

Harcourt

Grammar Gold

Power Proofreading

Education Place

5.5 g Main ideas 5.8 a possessive 5.8 b adjectives 5.8 h sentences 5.8 h sentences Parts of Speech 2 5.5e Author's Purpose 5.4 c Homophones


Writing Prompt:

Final of Persuasive Essay

VDOE Prompts:


If you could make one wish that would help others, what would you wish for and why? Write to explain what wish you would make and how it would help others. Be sure to include details. (Descriptive/Explanatory

Essay)

There is a saying that time goes by quickly when you are having fun. Write about an exciting event in which the time seemed to go by faster than usual. (Descriptive/Explanatory

Essay)



Week 16





Frame



a. Use context to clarify meaning of unfamiliar words and phrases. c. Use knowledge of roots, affixes, synonyms, antonyms, and homophones. e. Use dictionary, glossary, thesaurus, and other word- reference materials. g. Study word meanings across content areas 5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry.

a. Describe the relationship between text and previously

read material.

b. Describe character development.

h. Summarize supporting details from text i. Draw conclusions and make inferences from text. k. Make, confirm, or revise predictions. 5.6 The student will read and demonstrate comprehension of nonfiction texts. a. Use text organizers, such as type, headings, and graphics, to predict and categorize information in both print and digital texts. m. Read with fluency and accuracy.

Theme 4: Express Yourself

Selections:

Lunch Money Genre:

Realistic Fiction

Teacher’s Manual

pp. T12-38


Tradebook

Read Aloud:



pp. T16-17

Vocabulary Cards:

Teacher’s Manual p. T 14.15



Comprehension Author’s Purpose Teacher’s Manual

T36-37


Reading


5.5 b character dev 5.5 c plot 5.5i Drawing conclusions 5.5 k i predictions inferencing 5.5e Author's Purpose

Vocabulary Check:

Workbook 183


Guided Reading

Discussions (oral)

Workbook 181-192 (written)


Workbook

Tradebook Unit

Test

Week

17





Frame










Grammar

Focus: Adjectives

Teacher’s


Spiral Review:

Kinds of Pronouns

Writing Focus: Friendly Letter

Teacher’s Manual Bk.4 pp.T50– T53

Making


Bk. 4 p.T35

Grammar:




and revise a prompt for the

week: Friendly Letter

Projectibles 16.9, 16.10, 16.11

Workbook p. 192


descriptive, explanatory and compare/contrast writing from text (See T. Manual Bk. 4 T6 – T7)



WriteSmart CD

Harcourt

Grammar Gold

Power Proofreading

Education Place

5.5 g Main ideas 5.8 a possessive 5.8 b adjectives 5.8 h sentences Parts of Speech Parts of Speech 2 5.5e Author's Purpose 5.4 c Homophones

Weekly Assessment:

16.9 – 16.10

Writing Prompt: Final of Friendly letter

VDOE Prompts:


Think about a trip you went on with your class, family, friends, or a group. Write about what happened on the trip. (Descriptive/Explanatory

Essay)

Imagine you are going on a field trip in a bus created especially for kids. Describe this bus and explain why kids will like it. (Descriptive/Explanatory

Essay)



Week 17





Frame


Review Skills for the 9 weeks DWAP testing 5.4 The student will expand vocabulary when reading.

a. Use context to clarify meaning of unfamiliar words. b. Use context and sentence structure to determine meanings and differentiate among multiple meanings of words. c. Use knowledge of root words, prefixes, and suffixes; (word origins, synonyms, antonyms, and multiple meaning words. homographs, homophones, word study: analogies). d. Identify an author’s use of figurative language. e. Use dictionary, glossary, thesaurus, and other word- reference materials. f. Develop vocabulary by listening to and reading a variety of texts. g. Study word meanings across content areas. 5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry.

a. Describe the relationship between text and previously read materials.

b. Describe character development in fiction. c. Describe the development of plot and explain how conflicts are resolved (narrative elements- character, setting, plot, theme). d. Describe the characteristics of free verse, rhymed, and

patterned poetry.

e. Describe how author’s choice of vocabulary contributes to

Theme 3:

Revolution and

Theme 4: Big Idea

Benchmark

Leveled Readers

Tradebook


enabling objectives


5.4 ab context clues 5.4 c roots 5.4 c synonyms 5.4 e dictionary

5.5 b character dev 5.5 c plot

5.5 j cause effect


Assessment:


Tradebook AR Test

Week 18


Reading Review con’t week 18 the author’s style (author’s purpose, point of view, theme, author’s craft, imagery). f. Identify sensory words and their effect on the reader. g. Identify main idea. h. Summarize supporting details from text. i. Draw conclusions and make inferences from text. j. Identify cause and effect relationships. k. Make, confirm, or revise predictions. l. Use reading strategies throughout the reading process to monitor comprehension. m. Read with fluency and accuracy. 5.6 The student will read and demonstrate comprehension of nonfiction texts.





c. Skim materials to develop a general overview of content

and to locate specific information.

d. Identify the main idea of nonfiction texts. e. Summarize supporting details in nonfiction texts. f. Identify structural patterns found in nonfiction texts. g. Locate information to support opinions, predictions, and conclusions. h. Identify cause and effect relationships following transition words signaling the pattern. i. Differentiate between fact and opinion. j . Identify, compare, and contrast relationships. k. Identify new information gained from reading. l. Use reading strategies throughout the reading process to monitor comprehension. m. Read with fluency and accuracy.





Frame


5.7 The student will write for a variety of purposes: to describe, to inform, to entertain, and to persuade. a. Identify intended audience. b. Use a variety of prewriting strategies. c. Organize information to convey a central idea. d. Write a clear topic sentence focusing on the main idea. e. Write multiparagraph compositions. f. Use precise and descriptive vocabulary to create tone and voice. g. Vary sentence structure by using transition words. h. Revise for clarity of content using specific vocabulary and information. i. Include supporting details that elaborate the main idea. 5.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing.






Manual Book 2

and Lessons 11-15

Teacher’s Manual Book

3 and

Lesson 16 Teacher’s

Manual Book 4

Review rubrics, graphic writing organizers, and

grammar objectives


Sharing of

prompt responses from

weeks 10-17 with peers or class

Write On

Read Write Think


Power

Proofreading

Education Place

Final Drafts with Grading Rubric

For Selected Prompt Responses From

Journals

gr 5 writing rubric/checklist/pro

mpts

Week 18

Curriculum Framework Reading Blueprint 1 Writing Blueprint ESS

GRADING PERIOD: 3rd Nine Weeks Grade 5 English 2013-2014



Frame



a. Use context to clarify meaning of unfamiliar words.

c. Use knowledge of roots, affixes, synonyms, antonyms, and homophones e. Use dictionary, glossary, thesaurus, and other word- reference materials. 5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry. b. Describe character development. c. Describe the development of plot and explain how conflicts are resolved (narrative elements- character, setting, plot, theme) i. Draw conclusions and make inferences from text. j. Identify cause and effect relationships. k. Make, confirm, or revise predictions. l. Use reading strategies throughout the reading process to monitor comprehension. m. Read with fluency and accuracy.

Theme 4: Big Idea

Selections:

LAFF

Genres: Science Fiction

Teacher’s Manual pp. T73-

T119


Tradebook


pp. 84-85 Prepare to Read: Teacher’s Manual

pp. 88-89 Vocabulary:


Teacher’s Manual p. T164 (cards)



Comprehension Support


Teacher’s Manual pp. S138 – S139

Introduce new

tradebook/ tradebook activities Reading


5.4 ab context clues 5.5 b Character Dev 5.5 c Narrative Elements 5.5 d Poetry 5.5 f Point of View 5.5 g Main Idea 5.5 I Draw Conclusions 5.5 j Cause Effect 5.5 k Predictions 5.5 m Readers Theatre SOL practice SOL Vocabulary Resources Teacher Direct

Vocabulary Check:

Workbook p. 195


PB 193-194


(oral)

Comprehension Focus:

Infer/Predict



Week 19


GRADING PERIOD: 3rd Nine Weeks Grade 5 2012-2013



Frame









b. Use adjective and adverb comparisons. h. Edit for fragments and run-on sentences. j. Use correct spelling of commonly used words. k. Identify and use conjunctions. 5.9 The student will find, evaluate, and select appropriate resources for a research product.

b. Collect information from multiple resources including online, print, and media.


f. Give credit to sources used in research.

Grammar Focus:

Adverbs


pp.T122 – T125

Spiral Review: Simple Verb

Tenses

Writing Focus: Write to Narrate:

Character Description

Teacher’s


T129 Making


Manual Bk. 4 p.T111

Grammar:


Workbook

pp. 199-202

Writing: Write to Narrate:

Character Description


Workbook

p. 203




T79)



Write On

Read Write Think

Harcourt

Grammar Gold

Power Proofreading

Education Place

Weekly Assessment:

17.9 – 17.10

Write to Narrate Prompt

VDOE Prompts:


There are many different kinds of entertainment, such as music, games, books, or movies. Explain your favorite type of entertainment and why you like it. (Opinion/Descriptive Essay) What is something you would like to learn to do? Explain what you would like to learn and why. (Opinion/Descriptive)



Week

19




Frame

Reading 3rd nine weeks Text Activities Technology


a. Use context to clarify meaning of unfamiliar words. and differentiate among multiple meanings of words. c. Use knowledge of root words, prefixes, and suffixes; (word origins, synonyms, antonyms, and multiple meaning words, homographs, homophones, word study: analogies). f. Develop vocabulary by listening to reading a variety of texts. 5.6 The student will read and demonstrate comprehension

of nonfiction texts.

e. Summarize supporting details in nonfiction text i. Differentiate between fact and opinion.

Theme 4: Big idea

Selections:

The Dog Newspaper

Genres:

Autobiography

Teacher’s Manual

pp. 149-189


Tradebook


pp. 160-161


pp. 164-165

Vocabulary: Teacher’s Manual

pp. 164 and

p. T162-163 (cards)



Comprehension Support/

Extension: Teacher’s Manual

pp. 182-183


Reading Response Journal Entries

5.4 ab context clues 5.4 c Synonyms and antonymns 5.4c SuffixesPrefixes 5.5 b Character Dev 5.5 c Narrative Elements 5.5 f Point of View 5.5 g Main Idea 5.5 I Draw Conclusions 5.5 j Cause Effect 5.5 k Predictions 5.5 m Readers Theatre SOL practice Teacher Direct

Vocabulary Check:

Workbook p. 207

Comprehension

Check:


(oral)


Fact/Opinion Workbook p.205-

206 (written)


Workbook

pp. 205-216


Week 20


GRADING PERIOD: 3rd Nine Weeks (continued) Grade 5



Frame









b. Use adjective and adverb comparisons. c. Identify and use interjections. d. Use apostrophes in contractions and possessives. e. Use quotation marks with dialogue. f. Use commas to indicate interrupters. h. Edit for fragments and run-on sentences. j. Use correct spelling of commonly used words. k. Identify and use conjunctions. 5.9 The student will find, evaluate, and select appropriate resources for a research product.


Grammar

Focus: Prepositions

and Prepositional

Phrases


pp.T192 – T195

Spiral Review: Verbs in the

Present

Writing Focus: Personal Narrative

Teacher’s


T199 Making


Manual Bk. 4 p.T181

Grammar:


Workbook

pp. 211-214

Writing: Personal Narrative

Projectibles

18.9, 18.10,18.11

Workbook p. 215

Daily prompts (See Teacher’s Manual T154 –

T155)



Write On

Read Write Think

Harcourt

Grammar Gold

Power Proofreading

Education Place

5.8 h sentences

Weekly Assessment:

18.13 – 18.14

Final Copy of Personal Narrative

VDOE Prompts:


Imagine someone made an exciting announcement at school. Write about the announcement and what happened next. (Narrative) Suppose a door suddenly appears as you are walking down the hall. Write about what happens when you open the door. (Narrative)


Writing

rubric/checklist

Week 20





Frame



a. Use context to clarify meaning of unfamiliar words. b. Use context and sentence structure to determine meanings and differentiate among multiple meaning words. c. Use knowledge of root words, prefixes, and suffixes; (word origins, synonyms, antonyms, and multiple meaning words, homographs, homophones, word study: analogies). 5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry.

b. Describe character development e. Describe how an author’s choice of vocabulary contributes to the author’s style h. Summarize supporting details from text. i. Draw conclusions and make inferences from text. j. Identify cause and effect relationships. l. Use reading strategies throughout the reading process to monitor comprehension. m. Read with fluency and accuracy.

5.6 The student will read and demonstrate comprehension of nonfiction texts. c. Skim materials to develop a general overview of content and to locate specific information i. Differentiate between fact and opinion.

Theme 5: Big idea

Selections:

Darnell Rock Reporting

Genres: Realistic Fiction

Teacher’s Manual

pp. 220-272

Benchmark

Leveled Readers

Tradebook


pp. 230-231


pp. 234-235


pp. 232-233


Teacher’s Manual pp. 260

Comprehension

Support / Extension:

Teacher’s Manual pp. 256



5.4 ab context clues 5.4 c Synonyms and antonymns 5.4c SuffixesPrefixes 5.5 b Character Dev

5.5 c Narrative Elements

5.5 d Poetry 5.5 f Point of View 5.5 g Main Idea 5.5 I Draw Conclusions

5.5 j Cause Effect 5.5 k Predictions SOL practice Teacher Direct

Vocabulary Check:

Workbook p. 219


Guided Reading

Discussions (oral)


Persuasion/ Summarizing


Selection Test of Vocabulary and Comprehension


Week 21





Frame


5.7 The student will write for a variety of purposes: to describe, to inform, to entertain, and to persuade. a. Identify intended audience.


d. Write a clear topic sentence focusing on the main idea. e. Write multiparagraph compositions. f. Use precise and descriptive vocabulary to create tone and voice. g. Vary sentence structure by using transition words. h. Revise for clarity of content using specific vocabulary and



a. Use plural possessives. b. Use adjective and adverb comparisons. h. Edit for fragments and run-on sentences. j. Use correct spelling of commonly used words. 5.9 The student will find, evaluate, and select appropriate resources for a research product.

a. Construct questions about a topic. b. Collect information from multiple resources including online, print, and media.


d. Organize information presented on charts, maps, and graphs. e. Develop notes that include important concepts,

summaries, and identification of information sources.

Grammar

Focus: Pronouns

Teacher’s


T269

Spiral Review: Verbs in the Present and Past Tenses

Writing Focus:

Personal Narrative

Teacher’s


T272 Making


Manual Bk. 4 p.T255

Grammar:


Workbook

pp. 223 - 227



Workbook

p. 228


T225)



Write On

Read Write Think

Harcourt

Grammar Gold

Power Proofreading

Education Place

Weekly Assessment:

19.8 – 19.9


VDOE Prompts:


Imagine a fish popped its head out of the water and said something. What would you do? Write a story about what happened. Be sure to include details in your story. (Narrative) Imagine yourself as a superhero. You might be able to see through walls, fly, or swim like a fish. Write about your superhuman power and what happens when you use it. (Narrative)



Week 21





Frame


Preparing for SOL writing Optional: Reader’s Theatre

5.4 ab context clues 5.5 b Character Dev 5.5 c Narrative Elements 5.5 g Main Idea 5.5 I Draw Conclusions 5.5 j Cause Effect 5.5 k Predictions 5.5 m Readers Theatre SOL practice SOL Vocabulary Resources Teacher Direct

Week 22



SOL / Enabling Objectives Resources Assessments Time

Frame Writing Text Activities Technology 5.7 The student will write for a variety of purposes: to describe, to inform, to entertain, and to persuade. a. Identify intended audience. b. Use a variety of prewriting strategies. c. Organize information to convey a central idea. d. Write a clear topic sentence focusing on the main idea. e. Write multiparagraph compositions. f. Use precise and descriptive vocabulary to create tone and voice. g. Vary sentence structure by using transition words. h. Revise for clarity of content using specific vocabulary and information. i. Include supporting details that elaborate the main idea. 5.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing.





Writer’s

workshops – peer sharing, revising,

and editing

Analyze released anchor papers

Review planning

organizers

Teacher created proofing exercises

SOL practice

Teacher Direct

Teacher made tests Teacher Observation Student Journals – revise earlier prompt responses Writing Rubric/checklists VDOE sample and released items grade_5_checklist_for_writers

Week 22





Frame



a. Use context to clarify meaning of unfamiliar words and phrases. c. Use context and sentence structure to determine

meanings and differentiate among multiple meaning words.

f. Develop vocabulary by listening to and reading a variety of texts. 5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry.


b. Describe character development.

c. Describe the development of plot and explain how conflicts are resolved (narrative elements- character, setting, plot, theme.

g. Identify main idea. h. Summarize supporting details from text. i. Draw conclusions and make inferences from text. j. Identify cause and effect relationships. k. Make, confirm, or revise predictions. l. Use reading strategies throughout the reading process to monitor comprehension. m. Read with fluency and accuracy.

Theme 5: Big Idea

Selection:

Don Quixote

Genre: Humorous

Fiction

Teacher’s Manual

pp. 294-335


Tradebook



pp. 308-309


pp. 306-307


Teacher’s Manual pp.332-333

Comprehension Support / Extension:

Teacher’s Manual

p. 328-329



5.4 ab context clues 5.4 e Dictionary 5.5 I Draw Conclusions .5.5 k Predictions SOL practice SOL Vocabulary Resources

Teacher Direct

Vocabulary Check: Workbook p. 231 Comprehension

Check:


(oral)


Character Development

Workbook p. 229

(written) Selection Test of Vocabulary and Comprehension:

Workbook

pp. 229-240


Assessment: Teacher’s Manual

pp. T304 Tradebook Unit

Test

Week 23





Frame






information. i. Include supporting details that elaborate the main idea. 5.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing.


f. Use commas to indicate interrupters. h. Edit for fragments and run-on sentences. j. Use correct spelling of commonly used words. k. Identify and use conjunctions. 5.9 The student will find, evaluate, and select appropriate resources for a research product. a. Construct questions about a topic. b. Collect information from multiple resources including


Grammar Focus:

Contractions


pp.T338– T341

Spiral Review: Easily

confused verbs

Writing Focus:

Personal Narrative

Teacher’s

Manual Bk. 4 pp.T342-T345

Making


Manual Bk. 4 p.T327

Grammar:


Workbook

pp. 235 - 238


Projectible

20.9

Workbook p. 239-240


T299)



SOL practice Teacher Direct

Write On

Read Write Think


Power

Proofreading

Education Place

Weekly Assessment:

20.8 – 20.9


VDOE Prompts:


Imagine you and a friend found a spaceship. The door opened and you looked inside. Write about what happened. (Fictional Narrative) Imagine your friend has a car that talks and flies. The car can do other amazing things, too. Your friend takes you for a ride. Write to tell what happened when your friend took you for a ride in the car. (Fictional Narrative)



Week 23

(cont. next page)


and communicate information. e. Develop notes that include important concepts,

summaries, and identification of information sources. g. Define the meaning and consequences of plagiarism.





Frame



a. Use context to clarify meaning of unfamiliar words and phrases. c. Use knowledge of roots, affixes, synonyms, antonyms, and homophones. d. Identify an author’s use of figurative language. e. Use dictionary, glossary, thesaurus, and other word- reference materials. f. Develop vocabulary by listening to and reading a variety of texts. 5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry.

b. Describe character development. e. Describe how an author’s choice of vocabulary contributes to the author’s style h. Summarize supporting details from text. j. Identify cause and effect relationships. m. Read with fluency and accuracy.

5.6 The student will read and demonstrate comprehension of nonfiction texts. a. Use text organizers, such as type, headings, and graphics, to predict and categorize information in both print and digital texts. d. Identify the main idea of nonfiction texts. e. Summarize supporting details in nonfiction t

Theme 5:

Our Country is Always

Changing

Selections: Tucket’s Travels

Genres:

Historical Fiction


Benchmark

Leveled Readers

Tradebook



pp. 16-17


pp. 14-15



Comprehension Support / Extension:


Tradebook Unit

Activities


Entries

5.4 ab context clues 5.6 a Graphic Organizers .6 a Structural Patterns 5.5 g Main Idea 5.5 j Cause Effect 5.6 f fact-opinion SOL practice SOL Vocabulary Resources Teacher Direct

Vocabulary Check:

Workbook p. 243


Guided Reading

Discussions (oral)


Sequence of Events Workbook p.241-

242



Week 24





Frame


5.7 The student will write for a variety of purposes: to describe, to inform, to entertain, and to persuade. a. Identify intended audience. b. Use a variety of prewriting strategies. c. Organize information to convey a central idea. d. Write a clear topic sentence focusing on the main idea. e. Write multiparagraph compositions. f. Use precise and descriptive vocabulary to create tone and voice.

g. Vary sentence structure by using transition words. h. Revise for clarity of content using specific vocabulary and


d. Use apostrophes in contractions and possessives. f. Use commas to indicate interrupters. h. Edit for fragments and run-on sentences. j. Use correct spelling of commonly used words. k. Identify and use conjunctions. 5.9 The student will find, evaluate, and select appropriate resources for a research product. a. Construct questions about a topic. b. Collect information from multiple resources including



g. Define the meaning and consequences of plagiarism.

Grammar

Focus: Verbs ‘Be’ and

‘Have’

Teacher’s Manual Bk. 5 pp.T50– T53

Spiral Review: Adjectives and

Adverbs

Writing Focus: Write to Inform

Teacher’s


Making


Manual Bk. 5 p.T39

Grammar:


Workbook

pp. 247 - 250

Writing: Write to Inform

Projectible

21.9, 21.10, 21.11

Workbook p. 251

Daily prompts

(See Book 5 Teacher’s Manual

T6 – T7)



SOL practice

Teacher Direct

Write On

Read Write Think

Harcourt

Grammar Gold

Power Proofreading

Education Place

Weekly Assessment:

21.9 – 21.10


VDOE Prompts:

(2 per week required) Imagine a helicopter with a famous person on board landed near your school. The person was coming to visit your class. Who was the person, and what happened when he or she came to your classroom? (Fictional Narrative) Imagine one day you were outside and came across a vine-covered stone wall. In the middle of the wall was a locked wooden gate with a golden key hanging next to it. Using details, write a story about what happened. (Fictional Narrative)


Week 24





Frame



a. Use context to clarify meaning of unfamiliar words and phrases. b. Use context and sentence structure to determine meanings and differentiate among multiple meaning words.

e. Use dictionary, glossary, thesaurus, and other word- reference materials 5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry. b. Describe character development. e. Describe how an author’s choice of vocabulary contributes to the author’s style. h. Summarize supporting details from text. i. Draw conclusions and make inferences from text 5.6 The student will read and demonstrate comprehension of nonfiction texts.

a. Use text organizers such as type, headings, and graphics to predict and categorize information.

m. Read with fluency and accuracy.

Theme 5

Selections: The Birchbark

House

Genres: Historical

Fiction

Teacher’s Manual

pp. 78 – 117

Benchmark

Leveled Readers

Tradebook

Read Aloud: pp. 88-89

Prepare to Read: T93

Vocabulary: Teacher’s Manual 90-91

Vocabulary Support / Extension: Teacher’s Manual

pp. 116-117 Comprehension

Support / Extension: Teacher’s Manual

pp. 112-113


Reading


5.4 ab context clues 5.4 c Synonyms and antonymns 5.4c SuffixesPrefixes 5.6 a Graphic Organizers 5.5 g Main Idea 5.5 k Predictions 5.5 j Cause Effect 5.6 f fact-opinion 5.6 j compare-contrast SOL practice SOL Vocabulary Resources Teacher Direct

Vocabulary Check:

Workbook p. 255

Comprehension

Check:


(oral)


Infer/Predict

Workbook p. 253-254

(written)


Workbook

pp. 253-264


Week 25


GRADING PERIOD: 3rd



Frame








b. Use adjective and adverb comparisons. h. Edit for fragments and run-on sentences. j. Use correct spelling of commonly used words.

5.9 The student will find, evaluate, and select appropriate resources for a research product. a. Construct questions about a topic. b. Collect information from multiple resources including online, print, and media. c. Use technology as a tool to research, organize, evaluate, and communicate information.

Grammar

Focus: Perfect Tenses

Teacher’s

Manual Bk. 5 pp.T122– T125

Spiral Review: Adjectives and

Adverbs

Writing Focus: Write to Inform

Teacher’s


Making


Manual Bk. 5 p.T111

Grammar:


Workbook

pp. 259 - 262


Compare/Contrast

Projectible 22.9, 22.10, 22.11

Workbook

p. 263

Daily prompts (See Book 5

Teacher’s Manual T82 – T83)

Writing Traits


Bk. 5 p.T129

SOL practice

Teacher Direct

Write On

Read Write Think

Harcourt

Grammar Gold

Power Proofreading

Education Place

Weekly Assessment:

22.9 – 22.10

Final of Compare/Contrast Expository Prompt

VDOE Prompts:

(2 per week required) Imagine you were awakened one morning by a talking parrot. “I know where a treasure is buried,” it squawked. Using details, write a story about what happened. (Fictional Narrative) Think about your favorite year in school. Was it kindergarten, first grade, second, grade, or another grade? Write to explain why the year you chose was your favorite. (Personal Narrative)


Week 25





Frame


SOL Writing Test Week

SOL

WRITING TEST

Week

26





Frame


SOL Writing Test Week

SOL WRITIG TEST

SOL practice

Teacher Direct

Week 26





Frame



a. Use context to clarify meaning of unfamiliar words. b. Use context and sentence structure to determine meanings and differentiate among multiple meanings of words. c. Use knowledge of root words, prefixes, and suffixes; (word origins, synonyms, antonyms, and multiple meaning words, homographs, homophones, word study: analogies). d. Identify an author’s use of figurative language. e. Use dictionary, glossary, thesaurus, and other word- reference materials.

f. Develop vocabulary by listening to and reading a variety of texts.

g. Study word meanings across content areas.

5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and poetry.


b. Describe character development in fiction. c. Describe the development of plot and explain how conflicts are resolved (narrative elements- character, setting, plot, theme).

d. Describe the characteristics of free verse, rhymed, and patterned poetry.

e. Describe how author’s choice of vocabulary contributes to the author’s style (author’s purpose, point of view, theme, author’s craft, imagery).

f. Identify and ask questions that clarify various points of view.

g. Identify main idea.

Theme 5: Our Country

is always Changing

Tradebook


enabling objectives


SOL practice

Teacher Direct

5,5 c Idioms 5.4 ab context clues 5.4 c Synonyms and antonymns 5.4 e Dictionary 5.4c SuffixesPrefixes 5.5 b Character Dev 5.5 c Narrative Elements 5.5 d Poetry 5.5 f Point of View 5.5 g Main Idea 5.5 I Draw Conclusions 5.5 j Cause Effect 5.5 k Predictions 5.5 m Readers Theatre 5.6 a Graphic Organizers 5.6 a Structural Patterns 5.6 f fact-opinion 5.6 j compare-contrast

3rd Nine Weeks

Testing (1 day for reading)

Oral Reading

Fluency Assessment:

STAR Test

Tradebook AR Test (continued on next page)

Week 27


h. Summarize supporting details from text. i. Draw conclusions and make inferences from text. j. Identify cause and effect relationships. k. Make, confirm, or revise predictions. l. Use reading strategies throughout the reading process to monitor comprehension. m. Read with fluency and accuracy. 5.6 The student will read and demonstrate comprehension of nonfiction texts.





c. Skim materials to develop a general overview of content

and to locate specific information.

d. Identify the main idea of nonfiction texts. e. Summarize supporting details in nonfiction texts. f. Identify structural patterns found in nonfiction texts. g. Locate information to support opinions, predictions, and conclusions. h. Identify cause and effect relationships following transition words signaling the pattern. i. Differentiate between fact and opinion. j. Identify, compare, and contrast relationships. k. Identify new information gained from reading. l. Use reading strategies throughout the reading process to monitor comprehension. m. Read with fluency and accuracy.





Frame







5.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing. b. Use adjective and adverb comparisons.

f. Use commas to indicate interrupters. h. Edit for fragments and run-on sentences. j. Use correct spelling of commonly used words. k. Identify and use conjunctions.

5.9 The student will find, evaluate, and select appropriate

resources for a research product. a. Construct questions about a topic. b. Collect information from multiple resources including online, print, and media.

c. Use technology as a tool to research, organize, evaluate, and communicate information. d. Organize information presented on charts, maps, and graphs. e. Develop notes that include important concept, summaries, and identification of information sources.

Grammar

Focus: Transitions

Teacher’s

Manual Bk. 5 pp.T194– T197

Spiral Review: Prepositions

Writing Focus:

Write to Inform

Teacher’s


Making


Manual Bk. 5 p.T183

Grammar:


Workbook

pp. 271 - 274


Compare/Contrast

Projectible 23.9, 23.10, 23.11

Workbook

p. 275

Daily prompts (See Book 5

Teacher’s Manual T154 – T155)

Writing Traits

Rubric: Teacher’s Manual Bk. 5 p.T201 SOL practice Teacher Direct

Write On

Read Write Think


Power

Proofreading

Education Place

Weekly

Assessment: 23.9 – 23.10

Final of

Compare/Contrast Expository Prompt

Week 27

first nine weeks grade 5 - lynchburg city schools · curriculum framework reading blueprint 1 ...

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