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Curricular Plan for Making Meaning and Making Meaning VocabularyGrade 5
Unit 6: Making Inferences (Fiction and Expository Nonfiction)3 Weeks
Students should understand and be able to:Comprehension Focus
Students make inferences to understand causes and effects in narrative texts. Students continue to use text structure to explore narrative text. Students use schema to articulate all they think they know about a topic before they read. Students read independently.
Social Development Focus Students analyze the effect of their behavior on others and the group work. Students develop the group skill of using prompts to extend a conversation. Students develop the group skills of including one another, contributing to group work, and using prompts to extend
the conversation. Students take responsibility for their learning and behavior. Students have a problem-solving class meeting.
Mentor Texts Richard Wright and the Library Card Wildfires Earthquakes Life in the Rain Forests
Making MeaningWeek 1
Day 1: Read-aloud – Richard Wright and the Library Card
Pair students/Brainstorm prompts to extend conversations
Introduce the story and read aloud
Discuss plot, setting, and character in the story
Reflect on partner conversations
IDR: Document IDR conferences/discuss setting, plot, and characters
Day 2: Guided Strategy Practice
Review using prompts to extend conversations
Highlight clues to inferences from the story
Reread the story Discuss character change Reflect on partner
conversations IDR: Document IDR
conferences/review the reading comprehension strategies chart
Extension: Learn about other African American Authors
Day 3: Guided Strategy Practice
Review using prompts to extend conversations
Introduce exploring causes
Discuss as a whole class IDR: Read
independently/write in IDR journals
Assessment: identify clues from story
Day 4: Independent Strategy Practice
Review the week Read independently Model asking why
questions Reread and ask why
questions Have partners discuss
questions Discuss questions as a
class Reflect on the partner
work
Common Core State StandardsL.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.5.4 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
L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.5.4 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
RF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
strategies.RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.RF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RF.5.4b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsRF.5.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.RL.5.10 By the end of the year, read and comprehend
strategies.RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.RF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RF.5.4b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsRF.5.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.RL.5.10 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
RI.5.10 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.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).RL.5.10 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.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
RL.5.10 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.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a 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.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1b Follow agreed-upon rules and carry out assigned roles.
complexity band independently and proficiently.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a 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.SL.5.1b Follow agreed-upon rules and carry out assigned roles.W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
SL.5.1a 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.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Making Meaning VocabularyWeek 12
Vocabulary Words: jumble, motionless, ordeal, reverie, fanciful, dumbfoundedWord-learning Strategies: Using the suffix –less to determine word meanings, Identifying antonymsDay 1 Introduce and
define new words Vocabulary
activities Review the suffix –
less Discuss words
More Strategy Practice: Discuss words with the suffix -less
Day 2 Review words Vocabulary
activities
Day 3 Introduce and
define new words Discuss words Review antonyms
Day 4 Review words Vocabulary
activities
Day 5 – Ongoing Review Display word cards
and review the words
“Alike or Different”
Assessment: comprehension of word meanings, accurate use of words in writing and conversation
Individual Vocabulary Assessment: Word Check 3 (BLM25)
Student Self-Assessment: (BLM30)
Common Core State StandardsL.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word
L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and
L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word
L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and
L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.L.5.5c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.L.5.6 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).RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse
phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a 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.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making
meanings.L.5.5c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.L.5.6 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).RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse
phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore
meanings.L.5.5c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.L.5.6 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).SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared,
partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a 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.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
comments that contribute to the discussion and elaborate on the remarks of others.
partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a 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.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
Making MeaningWeek 2
Day 1: Read-aloud – Wildfires
Introduce “Group Brainstorming”
Introduce the read-aloud and brainstorm about wildfires
Introduce the reading Read aloud with section
introductions Discuss reading as a
class Reflect on “Group
Brainstorming” IDR: Review and practice
self-monitoring
Day 2: Guided Strategy Practice
Review using prompts to extend conversations
Review the previous reading and introduce today’s reading
Read aloud with section introductions
Discuss effects as a class Reflect on “Heads
Together” IDR: Review previewing a
text before reading/read independently
Extension: Research wildfires
Day 3: Guided Strategy Practice
Review the social skills focus of group work
Review exploring causes and effects
Explore the effects of wildfires
Discuss effects as a whole class
IDR: Read independently/discuss the students’ reading
Assessment: identify clues from text
Day 4: Class Meeting
Gather for a class meeting
Introduce the problem Discuss the problem Discuss solutions Reflect on ground rules
and adjourn the meeting IDR: Document IDR
conferences/write in IDR journals
Common Core State StandardsRF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RF.5.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RI.5.1 Quote accurately from a
RF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.5.4 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
text when explaining what the text says explicitly and when drawing inferences from the text.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.RI.5.10 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.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate
RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.RI.5.7 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.RI.5.10 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.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other
RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.RI.5.10 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.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a 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.SL.5.1b Follow agreed-upon rules and carry out assigned roles.
strategies.RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.RF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RF.5.4b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsRF.5.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RI.5.10 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.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing
on the remarks of others.SL.5.1d Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
their own clearly.SL.5.1a 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.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1d Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Making Meaning VocabularyWeek 13
Vocabulary Words: frugal, hunger, apprehensive, discourteous, prejudice, episodeWord-learning Strategies: Using the prefix dis- to determine word meanings, Recognizing antonyms, Using the prefix pre- to determine word meaningsDay 1 Introduce and
define new words Discuss words
Day 2Review wordsCreate a sentence
Day 3 Introduce new
words Review the prefix
dis- and antonyms Vocabulary
activities Review the prefix
pre- Discuss the words Extension:
Exploring roots
Day 4 Review words Vocabulary
activities
Day 5 – Ongoing Review Display word cards
and review the words
“Does That Make Sense?”
Common Core State StandardsL.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.5.5c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.L.5.6 Acquire and use
L.5.6 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).SL.5.1 Engage
L.5.4 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.L.5.4b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph,
L.5.6 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).SL.5.1 Engage
L.5.4 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.L.5.4a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
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).RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material;
effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a 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.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
photosynthesis).L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.5.5c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.L.5.6 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).RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a 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.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
L.5.6 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).SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a 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.SL.5.1b Follow agreed-
explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a 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.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
Making MeaningWeek 3
Day 1: Read-aloud – Earthquakes
Review “Group Brainstorming”
Brainstorm ideas about earthquakes
Read aloud with section introductions
Discuss the reading as a class
Reflect on group work IDR: Review reading
comprehension strategies
Extension: Research earthquakes
Day 2: Guided Strategy Practice
Review using prompts to extend conversations
Review cause and effect Explore the causes of
earthquakes Discuss causes as a
class Discuss group work IDR: Read
independently/think about inferences
Assessment: identify clues from text, cause and effect
Day 3: Guided Strategy Practice
Add to the “Reading Comprehension Strategies” chart
Review the story Read the excerpt as a
class and individually Discuss the reading as a
class Explore causes and
effects in groups and as a class
Reflect on “Heads Together”
IDR: Document IDR conferences/write in IDR journals
Day 4: Independent Strategy Practice
Review making inferences and cause and effect
Read independently Prepare to reread and
notice inferences or causes and effects
Reread and mark clues Use a double-entry
journal to record thinking Have a check-in class
meeting about a problem
Assessment: inferring causes and effects
Common Core State StandardsRF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the
RF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the
L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing
RF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the
text.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.RI.5.7 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.RI.5.10 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.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with
text.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.RI.5.10 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.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a 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.SL.5.1b Follow agreed-upon rules and carry out assigned
flexibly from a range of strategies.RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.RF.5.4 Read with sufficient accuracy and fluency to support comprehension.RF.5.4a Read on-level text with purpose and understanding.RF.5.4b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsRF.5.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.RI.5.10 By the end of the year, read and comprehend
text.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.RI.5.10 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.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RL.5.10 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.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on
diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1b Follow agreed-upon rules and carry out assigned roles.W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
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.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RL.5.10 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.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a 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.
others' ideas and expressing their own clearly.SL.5.1a 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.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.SL.5.1d Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Making Meaning VocabularyWeek 14
Vocabulary Words: merge, calamity, range, revive, flourish, depriveWord-learning Strategies: Recognizing synonyms, Recognizing words with multiple meaningsDay 1 Introduce and
define new words Discuss words Review synonyms Vocabulary
activities
More Strategy Practice: Discuss multiple meanings of words
Day 2 Review words Vocabulary
activities
Day 3 Introduce and
define new words Discuss words Vocabulary
activities Extension: An
interesting fact about revive
Day 4 Review words Vocabulary
activities
Day 5 – Ongoing Review Display the word
cards and review the words
“Finish the Story”
Assessment: comprehension of word meanings, using context clues, prefixes, and suffixes to determine word meaning independently
Common Core State StandardsL.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.5.5c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the
L.5.6 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
L.5.4 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.L.5.4b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the
L.5.6 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
L.5.4 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.L.5.4b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the
words.L.5.6 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).RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared,
addition).SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a 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.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
meaning of a word (e.g., photograph, photosynthesis).L.5.6 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).RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
addition).SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a 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.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
meaning of a word (e.g., photograph, photosynthesis).L.5.6 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).SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about
having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
SL.5.1a 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.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
the topic to explore ideas under discussion.SL.5.1b Follow agreed-upon rules and carry out assigned roles.SL.5.1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
Helpful TipsMaking Meaning
Decide how you will randomly assign partners to work together during the unit. Prepare the “Clues to Inferences in Richard Wright and the Library Card” chart (Step 2 p. 247) Make transparencies of the “Excerpt from Richard Wright and the Library Card” (BLM20-BLM21) Prepare directions chart for Guided Strategy Practice (Step 3 p. 252) Prepare to model asking why questions in independent reading (Step 3, p. 255) Make a transparency of the “Excerpt from Wildfires” (BLM22) Prepare the directions chart for Guided Strategy Practice (Step 3 p. 271) Decide on a topic for the problem-solving class meeting (See “About Problem-Solving Class Meetings” p. 274) Collect a variety of expository texts at appropriate reading levels for the students to read independently. Prepare the directions chart for Guided Strategy Practice (Step 3 p. 286) Make transparencies of the “Excerpt from Earthquakes.” (BLM23-BLM24) Make transparencies of the “Excerpt from Life in the Rainforests.” (BLM25-BLM26) Collect the read-alouds from Unit 5 and 6 to review making inferences. Review the topic of the problem-solving meeting. Make copies of the Unit 6 Parent Letter to send home at the end of the unit. (BLM15)
Making Meaning Vocabulary Review More Strategy Practice on p. 272 and 312 Preview the “Author’s Note” on p. 32 of Richard Wright and the Library Card. You will read this aloud to students to introduce
the word episode. Collect and use the following word cards for ongoing review: 15, 24, 26, 35, 40, 42, 50, 56, 58, 61, 63, 68, 69, 70, and 72