specific grade instructional integrated activity bloom’s...

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College and Career Readiness Anchor Standards for Reading Key Ideas and Details (Literature)

Level: Grade 5

Anchor Standards

Specific Grade Standard

Instructional Strategies/Activities The Learner Will….

Integrated Activity Bloom’s Level

Resources Formative Summative Assessment

1. Read closely to determine what the text says explicitly and to make logical inferences from it: cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

RL 1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Vocabulary Inference, drawing conclusions, annotation

• Teach students how to think and search the text for answers (Literacy Stations) • Teach “right there”

questions and “author and me.” • Model note-taking

skills. • Provide background

knowledge before reading text. • Model strategies:

before, during, and after reading text. (Use Literacy Stations) • Model how to use OQI

(Observe, Questions, Infer) chart. • Teach students to make

inferences by connecting clues from the text to personal knowledge or experiences. • Students make predictions

before and during reading. Students confirm and adjust predictions as text is read.

5.H.1 Make a timeline to show key events in the US. 5L 1.2 Make charts showing parts of the systems in the human body. 5H 1.1 Before reading, review the list of facts about groups of people (i.e. European and American Indians). Decide what is true/false. After reading, identify the relationship with groups and tell what is true/false 5L.2.1 Make a double bubble and compare the characteristics of common ecosystems. 5.H.1 Using a bubble map compare European explores and American Indians interaction with each other. 5.L.H.2 Students will distinguish between the systems and tell the life process and functions that systems perform; display on a tree map.

DOK 1 and 3 Understanding Evaluating

Harcourt Trophies: Theme 2: Island of the Blue Dolphins Theme 4: Hattie’s Birthday Box, Satchmo’s Blues. Theme 5: The Fun They Had Other: Appendix B Classroom Libraries www.readwritethink.org Kathy Bumgardner’s Comprehension Strategies www.kbumreading.com

• Completed OQI chart

• Journal response to text

• Student notes with specific evidence

• Create foldables

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2. Determine central ideas or themes or a text and analyze their development; summarize the key supporting details and ideas. Essential Question Which strategy would best help you understand this text?

RL 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. Vocabulary Theme, main idea, character, summarize, paraphrase, poetry, speaker, purpose, point of view, judgment

• Teach students the concept of theme, main idea, and author’s purpose. (Use Literacy Stations)

• Teach students how to use thinking maps to show how characters change from beginning to middle to end of the text. (Flow Chart)

• Teach students how to create a plot diagram.

• Focus on the conflict in the text.

• Teach students to make inferences by connecting clues from the text to personal knowledge or experiences. (Literacy Stations)

• Model by making inferences about character traits and motivation of certain characters, the events, and determining the theme of a section.

• Summarize text using SWBST (Somebody Wanted But So Then)

• Determine theme of a story.

Social Studies Skill: Main Idea and Details Unit 1: Lesson 2 and 3 Unite 2: Lesson 4 and 7 Lesson 3: Lesson 1, 3, 6, 8, & 6 Lesson 4: pp. 185-186 Lesson 1-6 Unit 5: lesson 5 Unit 6: Lesson 1, 3 and 5

DOK 2 and 3 Summarizing Analyzing

Harcourt Trophies: Theme 1: Elena Theme 2: Folktales from Asia, Island of the Blue Dolphin Theme 3: The Fun They Had Other: Classroom Libraries Appendix B www.readwritethink.org Kathy Bumgardner’s Comprehension Strategies www.kbumreading. com Thinking Maps SWBST Fiction Roll Ups Variety of text including poems, drama, and fiction stories.

• Identify conflict and the climax of the text.

• Create plot

diagram. • Answer

question: How does the character react to the problem and challenges in the text? • Develop

flow chart • Response

Journals • Create

comic strip to show sequencing • Assess

student’s ability to identify theme, main idea and point of view.

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Anchor Standards





3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Essential Question What details show how_____ and _____ are alike and different?

RL 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). Vocabulary Character traits, compare, contrast.

• Choose text that can be used easily to make comparison between characters. • Teach characterization,

setting and plot structure to students. • Allow students to

discuss the reasons for a character’s actions. • Support their responses

by referencing the text and connecting to personal experience or knowledge. • Model use of thinking

maps/graphic organizers to compare and contracts characters, settings, or events.

DOK- 2 and 3 Analyzing Remembering Understanding

Harcourt Trophies: Theme 2: Island of the Blue Dolphins Theme 5: Off and Running, Dear Mr. Henshaw, Frindle Theme 6: Across the Wide Dark Sea Other: Classroom Libraries Appendix B www.Readwritethink.org

• Thinking Maps and Graphic Organizers

• Summaries • Response

Journals

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College and Career Readiness Anchor Standards for Reading Craft and Structure- Literature

Level: Grade 5

Anchor Standards



Integrated Activity

Bloom’s Level


4. Interpret words and phrases as they are used in a text, including determining technical connotative, and figurative meanings, and analyze how specific words choices shape meaning or tone. Essential Question How do you know what figurative language means?

RL 4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. Vocabulary: Metaphor, alliteration, simile, figurative language, Onomatopoeia, personification, idiom, hyperbole, sensory language.

• Teach that authors choose substantive and imaginative words to relay an intended meaning in sentence in order to move a story in a specific direction. Use context clues to determine word meaning.

• Model through interactive “read alouds” how authors choose strong words for their stories and how it affects the reader’s experience.

• Teach students about sensory language/visualization.

• Determine meaning of unknown words, including, figurative language

Integrated • Play RIVIT

using the vocabulary from the Science and Social Studies lesson (RIVIT is a form of hangman)

DOK 1 and 3 Understanding Evaluating

Harcourt Trophies: Theme 2: Island of the Blue Dolphins Theme 4: Hattie’s Birthday Box, Satchmo’s Blues Theme 5: Off and Running Others: Poems

• Students identify and determine meaning of figurative language

• Use context clues. • Response

Journals: Record strong word choices and examples of figurative language. Record meanings of figurative language

• Show the impact of author’s choice of words.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. Essential Question How do we put it together so it makes sense?

RL.5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. Vocabulary: Structure Stanza Chapter Dialogue Scenes

• Provide opportunities for students to read, write, and perform various dramas.

• Read aloud different stories, dramas, and poems. Discuss with students how chapters, scenes, or stanzas contribute to the flow of literature selection.

• Teach text structure for fiction text. • Teach students to analyze the defining

features of a variety of genres, comparing and contrasting multiple texts.

• Model the use of thinking maps to compare and contrast various texts.

5C 1.4 Student will make comic strip showing a cultural expression that reveals, values, life styles, beliefs and struggles of diverse ethnic groups.

DOK 2 and 4 Understanding Analyzing

No Harcourt Alignment Other: Poems Reader’s Theater Field Trips to see plays

• Assess Vocabulary

• Complete graphic organizer

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6. Assess how point of view or purpose shapes the content and style of a text. Essential Question What made the author choose this point of view? (location, personal experience, etc.)

RL6. Describe how a narrator’s or speaker’s point of view influences how events are described.

• Teach students the differences in narrative voices (first person, third person, narrator)

• Teach students to identify the point-of-view of each character and compare and contrast each character’s perspective.

• Teach students to recognize alternative perspectives of an issue based on a reader or writer’s bias or point-of-view.

• Read The True Story of the Three Little Pigs and The Three Little Pigs.

Integrated Social Studies Select a passage from Social Studies and discuss the speaker’s point of view about how/what is going on.


Harcourt Trophies Theme 1: The Hot and Cold Summer Dear Mrs. Parks Theme 5: Dear Mr. Henshaw Frindle Other: The True Story of The Three Little Pigs The Three Little Pigs Use other picture books that are told from different pints of view i.e. Cinderella The Rough Faced Girl etc.

• Graphic Organizers

• Writing showing comparing and contrasting.

• Writing pieces

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College and Career Readiness Anchor Standards for Reading Integration of knowledge and ideas- Literature

Level: Grade 5

Anchor Standards


Instructional Strategies/Activities The Learner Will…



7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. Essential Question How do pictures, movies and other media help you understand the text?

RL.7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, and poem). Vocabulary Visual, audio, or video/film production perception tone

• Teach students to distinguish fact from opinion. • Teach students to identify bias,

propaganda, or media techniques in various mediums. • Teach students to determine the

purpose of the program • Take students to see a film or

staged production of a book or story they have read. • Have students create illustrations

in various artistic and digital media to accompany stories or books they have read. • Write a review of a television,

radio, or video/film production. • Create a multimedia product of a

folktale, myth or poem that you have read.

Integrated Social Studies Draw conclusions from the textbooks showing the significance of major wars or economic development of the US (American Revolution, War of 1812, Mexican War, Civil War)

DOK 4 Evaluate

Harcourt Trophies: The Case of the Flying Saucer People Name This American

• Finished Product: Review of production • Understanding

of terminology.

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

8. (not applicable to literature)

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9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Essential Question How does the theme of _______ compare to that in ________?

RL 9. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. Vocabulary Genre, compare, contrast, theme, topic, drama, mysteries, adventures.

• Teach students to analyze the defining features of a variety of genres, comparing and contrasting multiple texts with bubble map • Use text that can be use to make

comparisons (books with similar settings, characters, themes, etc.) Use character map.

DOK 2 and 3 Analyzing

Harcourt Trophies: The Hot and Cold Summer Sees Behind Trees Elena Folktales from Asia Others: Various text Classroom Libraries

• Graphic Organizers • Writing

Journal: comparing and contrasting genres.

College and Career Readiness Anchor Standards for Reading

Range of Reading and Level of Text Complexity- Informational Level: Grade 5

Anchor

Standards Specific Grade

Standard Instructional

Strategies/Activities The Learner Will….



10. Read and comprehend complex literary and informational texts independently and proficiently. Essential Question Where are you now? Where do you from her?

RL.10 By the end of the year read and comprehends 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.

Conduct one-on-one conferences with students. View reading logs and journals.

Social Studies or Science Students use prior knowledge and demonstrate comprehension by making connections between texts and current units of study.

DOK 1 and 2 Remembering Understanding

Other: Classroom Libraries Self-Selected Books

• Reading Log • Response

Journals • Summaries of

reading

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Key Ideas and Details Structure (Informational) Level: Grade 5

Anchor



Strategies/Activities The Learner Will..



1. Read closely to determine what the text says explicitly and to make logical inferences from it: cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Essential Question Can you tell me the reason you think _______?

RI 1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Vocabulary Informative/expository, Fact, opinion, summary, inference, drawing conclusions, generalization

Teach That: • Inferences, conclusions and

generalizations involve understanding more than the literal meaning.

• When making inferences, make connections with prior knowledge

• A visual image provides a way for readers to understand the text beyond the literal level

• Model note-taking skills • Model the use of a T-Chart Have students quote, paraphrase, and summarize text.

Social Studies/Science After reading common topics, students will compile information to create newscasts or advertisements explaining explicit messages of texts.

DOK 1 & 3 Analyzing Evaluating

Harcourt Trophies: We’ll Never Forget You, Roberto Clemente Iditarod Dream Other: Newspapers Directions for putting something together as a recipe

• Summaries • Notes • Inference grid • Assess student’s

ability to revise inferences when the text does not support the original thought. • T-Chart

2. Determine central ideas or themes or a text and analyze their development; summarize the key supporting details and ideas. Essential Question What is the main text? How do you know?

RI. 2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. Vocabulary: Concept, information, context, cause and effect.

• Model for students how to find main idea. • Identify key details. • Teach students that the

main idea of a text is what is being stated often. • Model for students how to

summarize, paraphrase, and question the author to monitor comprehension. • Teach students the

difference between theme and main idea.

Social Studies/Science Partner read a selection and report to a partner what you have read.

DOK 1 & 4 Understanding Analyze

Harcourt Trophies: Iditarod Dream Woodsong Oceans Seeing Earth from Space Evelyn Cisneros: Prima Ballerina Black Frontiers Other: Informational text Newspaper Magazine articles

• Understanding of vocabulary. • Summaries • Graphic

Organizers • Text Mapping Kathy Bumgardner’s non-fiction roll up www.kbumreading.com

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3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

RI. 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. Vocabulary: Concept, information, context, cause and effect.

• Model how readers form opinion of individuals, events, ideas or concepts in the text. • Teach students how to

select appropriate evidence from the text to support a specific view. • Reading Response

Journal: Write your opinion about the individuals, events, ideas and or concepts of the text. • Write an essay about the

individuals, events, ideas, or concepts. Essay should include support by citing evidence found in the text. • Multi-Flow Map: • Determine cause and

effect of various effects. • Identify details in the text

to support cause and effect relationship

5H1.3 Students will create a chart to show how the US was before the Civil War and after the Civil War 5.C Students will list the parts of the systems of the Human Body

DOK 4 Understanding Analyzing

Harcourt Trophies: We’ll Never Forget You, Roberto Clemente What’s the Big Idea, Ben Franklin? Lewis Clark

• Reader’s response journals • Summaries • Opinions Paper • Essay • Understanding of

vocabulary • Multi-flow chart

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College and Career Readiness Anchor Standards for Reading Craft and Structure (Informational)

Level: Grade 5 Anchor



Strategies/Activities Integrated Activity

Bloom’s Level


4. Interpret words and phrases as they are used in a text, including determining technical connotative, and figurative meanings, and analyze how specific words choices shape meaning or tone.

RI 4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topics or subject area. Vocabulary Figurative language, suffix, domain-specific

• Teach students that key vocabulary are words or terms that are critical for understanding a selection.

• After reading a selection, model the thinking process a reader uses to select vocabulary that is important to the topic.

• Teach students the purposes and the differences among a variety of reference materials.

• Model the use of a glossary, dictionary, and thesaurus

• Teach students to use test features of nonfiction to help identify key vocabulary.

• Teach students to use text features of nonfiction to help identify key vocabulary.

• Teach students to determine meanings of key words by looking for explanations in the text, sidebars, glossaries, pictures, or by using knowledge of word structure.

• Model how to summarize and paraphrase text.

• Teach strategies for determining meaning of unknown words, especially academic and domain-specific vocabulary, such as context, roots and suffixes and reference materials

• Play word games such as rivet; guess the covered word, etc. to help students understanding word meaning.

Social Studies 5.G1 Students read a selection and write down unknown words on “Sticky notes” Students discuss words to determine the meaning

DOK 2 & 4 Understanding Remembering Analyzing

Harcourt Trophies: Dear Mrs. Parks We’ll Never Forget You, Roberto Clemente Iditorod Dream Everglades, Summer of Fire, Oceans, Seeing Earth from Space Williams Shakespeare and the Globe, The World of William Joyce Scrapbook, Evelyn Cisneros: Prima Ballerina Little by Little What’s the Big Idea Ben Franklin? Lewis Clark Black Frontiers

• Pop quizzes • Cloze Activities • Vocabulary

Quizzes • Foldable • Word Maps

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5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

RI.5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

• Teach text structure (e.g. sequence, cause and effect relationships, comparison and contrast, order of importance.)

• Teach that a variety of text is written in chronological order: historical events, directions, change, scientific observations, and other.

• Teach words such as first, second, third, then, next, finally.

• Provide students with a variety of text for comparing and contrasting text structure. Organize thoughts with foldables.

• Teach cause and effect by identifying and explaining the cause of an event and how it creates the effect. Complete a multi-flow chart.

• Teach key words for cause/effect (e.g., because, since, thus, so that, if… then, therefore, nevertheless, consequently, on account of, this led to, as a result of, etc.). Teach that effects can be outcomes, results, and events. Use 2-coumn notes during reading • Teach that key words for

recognizing compare and contrast(e.g., alike, different however, but)

5.H 1.3 Students will debate the institution and expansion of slavery.


Harcourt Trophies: Summer of Fire Oceans Little by Little Other: Recipes Newspaper Article Magazines Informational Text Biographies Classroom Libraries: Shockwaves and the 10. For cause and effect, read the book A River Ran Wild, by Lynne Cherry

• Graphic Organizers • Story Mapping • Flow charts • Multi-flow

charts • Assess student’s

ability to identify the correct text structure • Foldables

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6. Assess how point of view or purpose shapes the content and style of a text.

RI 6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. Vocabulary Similarities, differences, point of view, summary, topic, summary and analysis

• Provide opportunities for students to use various resources to analyze an event or topic. Allow students to compare and contrast the point of view of each resource. • Write an essay making a

comparison between the two resources • Compare televised

information to newsprint, magazines and websites. • Make notes and summarize

what is read and/or researched.

Social Studies 5.G.1 Analyze by mapping and American’s move west for better economic prospects.

DOK 2, 3,4 Evaluating Analyzing

No Harcourt Alignment Other: Newspapers, Magazines, Variety of research resources. Television

• Summary • Notes

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College and Career Readiness Anchor Standards for Reading Integration of knowledge and ideas (Informational)

Level: Grade 5

Anchor Standards


Instructional Strategies/Activities



7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

RI. 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. Vocabulary: Media, medium, digital, WIKI, blog, RopwerPoint

• Provide opportunities for students to experience texts in different formats (i.e., audio books, videos, websites, multi-media presentations) • With the help of your media

coordinator, create a list of several items of information to be located during a scavenger hunt. • Follow county’s guidelines for

technology. (Use media coordinator, technology specialist, other school and county personnel). • Provide opportunities for

students to research a topic Require students to use a variety of sources • Set up a class blog. Require

students to place finished product on the blog as well as respond to the blogs of other classmates.

5G1 Research the years Europeans immigrated to the US. Make a bar graph to show the number of people who settled in the US.

DOK-4 Harcourt Trophies: Everglades Summer of Fire Other: Media Coordinator Technology Specialist

• Scavenger Hunts • Research

Paper • Cited Sources • Class Blog

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8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

RI.8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). Vocabulary: Reasoning, evidence, support, valid.

• Provide opportunities for students to examine ads, commercials, debates for validity and author’s purpose. • Allow students to work in

small groups to read informational text with common points.

Students work in small groups, reading a variety of text on the same topic, group members give oral reports on passages, others record notes. Groups prepare to create presentation or product

DOK 4 Understanding Evaluate

Harcourt Trophies: Dear Mrs. Park We’ll Never Forget You, Roberto Clemente Little by Little

• Debates. • Graphic

Organizer

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

RI 9. Integrate information from several texts in order to write or speak about the subject knowledgeably. Vocabulary: Main idea, integrate, topic, point of view

• Model reading a variety of informational texts on the same topic and picking up the main ideas and supporting details or each.

• Teach students to take notes on information on a specific topic from multiple sources. Record the information on note cards.

• Demonstrate how to take information gathered form multiple sources to sort by similarities.

• Model the integration of information from multiple sources by creating a graphic organizer or spider web, listing the main ideas for the topic in the bubble.

• Integrate short and extend research opportunities into your thematic units that require students to integrate information from multiple sources in a written report.

Assign each student a region from the US. After reading, students will report orally about the cultural, political, economical data.

DOK 3 & 4 Analyzing

No Harcourt Resources Other: Social Studies Book Media Center

• Note cards • Planning sheet • Graphic

organizer • Research

Paper

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College and Career Readiness Anchor Standards for Reading Range of Reading and Level of Text Complexity (Informational)

Level: Grade 5

Anchor Standards



Integrated Activity Bloom’s Level Resources Formative Summative Assessment

10. Read and comprehend complex literary and informational texts independently and proficiently.

RI.10. By the end of year read and comprehend informational texts, including history/social studies, science and technical texts, in the grades 4-5 text complexity band proficiently.

• Conduct one-on-one conferences with students • Choose texts of appropriate

complexity (see Common Core Appendix B) • Provide opportunities for

students to read self-selected text. Keep reading logs and write a summary of specific reading.

Use articles form newspaper/magazine etc. Students show connections made from class study to newspaper by use graph organization

DOK 2 Comprehending

Magazines Newspaper Scholastics Classroom Libraries: Shockwave The 10 Common Core Appendix B

Reading Logs Summaries

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College and Career Readiness Anchor Standards for Reading Phonics and Word Recognition- Foundational

Level: Grade 5

Anchor Standards



Integrated Activity

Bloom’s Level Resources Formative Summative Assessment

RF.3 Know and apply grade-level phonics and word analysis skills in decoding words. • Use combined

knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

• Teach that affixes add meaning to rood words.

• Teach the meaning of a variety of prefixes and suffixes in the context of material that has been read aloud, independently read by students, or read during small group instruction.

• Teach Greek and Latin root words in order that students use this knowledge to unlock the meaning of unknown words.

• Model the thinking good readers do when they come to a word in their reading (e.g., look for prefixes and suffixes and think about their meanings, look for known root words and think about their meanings, apply syllabication rules, and read around unknown word for context clues).

• Read aloud various genres to demonstrate how the complexity of word structure impacts comprehension.

• Word Wall • Games: scrabble, hangman, guess

the word. • Give students 2-5 root words a

week. • Implement Word Work I literacy

stations

N/A Understanding Analyzing

Harcourt Trophies: The hot and cold summer sees behind trees Yang the Third and Her impossible family Dear Mrs. Parks Elena We’ll never forget you, Roberto Clemente Folktales form Asia Iditarod Dream Woodsong Island of the Blue Dolphins Everglades Summer of fire. Ocean seeing earth from space The case of the Flying Saucer People Hattie’s Birthday Box William Shakespeare and the Globe3

• Foldable • Quizzes • Graphic

Organizers • Word Map

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College and Career Readiness Anchor Standards for Reading Fluency- Foundational

Level: Grade 5

Anchor Standards





RF. 4 Read with sufficient accuracy and fluency to support comprehension. • 4a Read grade-

level text with purpose and understanding.

• 4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.

• 4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

• Provide access to a wide range of reading materials for modeled, shared, guided, and independent reading.

• Provide frequent and dedicated time for individual student reading.

• Literacy Centers • Teacher keeps running records

of student reading fluency. • Books on tape. • Model fluent reading. • Graph fluency Student • Use increasingly more precise

and purposeful vocabulary in speaking and writing. • Identify examples of enriched

vocabulary in own writing. • Read with rhythm and flow to

sound like everyday speech. • Book Talks • Reader’s Theater • Whisper Read

Read selected passages from Social Studies and Science

Understanding Analyzing

Harcourt Trophies: We’ll Never Forget You, Roberto Clemente Oceans Williams Shakespeare and the Globe Woodsong What’s the Big Idea, Ben Franklin? Other: Classroom libraries

• Read with fluency • Self correct • Graphic • Organizers • Running

Records • Graphs

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College and Career Readiness Anchor Standards for Writing Text Types and Purposes

Level: Grade 5

Anchor Standards





1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W. 1 Write opinion pieces or topics or texts, supporting a point of view with reasons and information. • 1.a Introduce the

topic or text clearly, state an opinion, and crate an organizational structure in which ideas are logically grouped to support the writer’s purpose.

• 1b Provide Logically ordered reasons that are supported by facts and details

• 1c Link opinion and reasons using words, phrases, and clauses (e.g., consequently. Specifically).

• 1d Provide a concluding statement or section related to the opinion presented.

• Teach students the process of writing

• Model the writing process for students.

• Model the use of transition words in writing.

• Model different types of text structure writings (e.g. cause and effect, compare/contrast, etc.)

• Read aloud and provide independent reading with books addressing an opinion of an author and evaluating evaluations of characters.

• Share examples of writing. • Set up a class blog, Allow

students to write their opinions about particular pieces of writings on the blog.

Vocabulary Fact, opinion, evidence.

Social Studies Imagine that you could visit one of the Native American groups. Write a letter that describes the group’s daily life. Science Write a report explaining why organisms differ from or are similar to their parents base on characteristics of the organism.

Understanding Evaluating Creating

Kathy Bumgardner’s Writing Tools www.kbumreading.org Social Studies Text Science Text

• Blog • Writings • Published

Work • Letter to

Editor • Notes for

debate • Participation

in debate • Persuasive

speech

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College and Career Readiness Anchor Standards for Writing Text Types and Purposes

Level: Grade 5

Anchor Standards



Integrated Activity

Bloom’s Level


2. Write informative /explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

2W Write informative/explanatory texts to examine a topic and convey ideas and information clearly. • 2a Introduce a topic

clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings). Illustrations, and multimedia when useful to aiding comprehension.

• 2b Develop the topic with facts, definitions, concrete details, quotations, or o the information and examples related to the topic.

• 2c Link ideas within and across categories of information using words, phrase, and clauses (e.g., in contrast, especially).

• 2d Use precise language and domain- specific vocabulary to inform about or explain the topic.

• 2e Provide a concluding statement or section

• Teach the writing process. • Model and guide student’s

opportunities to use various forms of technology to aid in writing.

• Model the use of word phrases and clauses to link sentences and paragraphs.

• Plan informative/explanatory pieces by developing key questions (e.g. What are the causes of ______? How do/does_______ work? What is __________? What would happen if ___________?

• Write introductory paragraphs to engage readers and focus attention on topics.

• Complete web organizers to plan and structure informative/explanatory writing.

Social Studies Students can choose a Native American group, research to learn of history, cultural traditions, food and other ways of life. Students will write a research paper using a PowerPoint to share with students. Science Write about one type of ecosystem (terrestrial or aquatic) using text, notes, research to explain. Use heading to explain each biome that is in the chosen ecosystem.

Evaluating Creating

Six-Traits of Writing Kathy Bumgardner’s Writing Tool www.kbumreading.com Internet

• Clarification Essay

• Newspaper Article

• Research Paper

• Graphic Organizer

• Informative/ explanatory Essays

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related to the information or explanation presented.

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. • 3a Orient the reader by

establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

• 3b Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.

• 3c Use concrete a variety of transitional woes, phrases, and clauses to manage the sequence of events.

• 3d Use concrete words and phrases and sensory details to convey experiences and events precisely.

• 3e Provide a conclusion that follow from the narrated experiences or events

• Teach writing Process • Encourage students to use

the style and voice of their favorite author.

• Provide a list of transition words to students.

• Include a plot, point of view, setting, conflict, and/or significant events in the writing.

• Create epilogue for favorite text

• Compare/contract characters in different stories.

Social Studies Imagine that you are traveling with one of the explorers, write a journal entry describing the places you have been. 5C1.4 Students will write a brief skit depicting an event or process such as a meeting of the Iroquois League, construction of a tepee, or a whale hunt. A model can be created.

Creating Understanding

Six-Traits of Writing Kathy Bumgardner’s Writing Tool www.kbumreading.com Appendix B (examples of writing)

• Personal Narrative

• Epilogue • Poetry Writing • Assess writing

process • Products

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College and Career Readiness Anchor Standards for Writing Production and Distribution of Writing

Level: Grade 5

Anchor Standards





4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W. 4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

• Provide models of good writings.

• Ensure that students complete all steps of the writing process.

• Have students write routinely for a variety of purposes

Social Studies Write a paragraph giving the important information about one of the major battles of the American Revolution. Include when/where took place/which side won. Science Students will write a paragraph predicting the weather events from weather data called through observations & measurements

Creating Appendix B Six-Traits of Writing Kathy Bumgardner’s Writing Tool www.kbumreading.com

• Blogs • Final product

5. Develop and strengthen writing as needed by planning, rewriting, or trying a new approach

W. 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing, or trying a new approach.

• Teach writing process. • Demonstrate ways to plan

and draft writing including using graphic organizers and writing planning sheets.

• Writing Workshop: Conferences, peer editing, technology.

Model planning/reviewing /editing Students pick a topic and show how they plan. (Topics vary) After planning, students use work already written and revised/edited by switching with a partner.

Six-Traits of Writing Kathy Bumgardner’s Writing Tool www.kbumreading.com

• Writing Workshop

• Portfolio

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6. Use technology, including the internet, to produce and publish writing and to interact and collaborate with others.

6. With some guidance and support from adults, use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

• Provide opportunities for students to publish work using various type of technology. (online graphic organizers)

• Provide opportunities for students to communicate using various forms of technology (e.g., e-mail Google docs. Blogs)

• Virtual Field trips • Create a collaborative

project.

Social studies & Science • Produce/Publish

writings from # 1,2,or 3

• Students share with other classmates

• Research the Lost Colony of Roanoke. Use findings to create and give a presentation using visual aids. Contract through e-mail/website and get information form them.

Evaluating Creating

www.readwritethink.org Media Coordinator Technology Specialist www.themes.pppst.com/ graphic-organizers.html

• Blogs • Documents • Graphic

organizers • Collaborate

project

College and Career Readiness Anchor Standards for Writing Research to Build and Present Knowledge

Level: Grade 5

Anchor Standards





7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

W. 7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic

• Provide opportunity for students to conduct research on a topic of interest.

• Model for students how to correctly acknowledge information obtained from sources on index cards.

Social Studies/Science Research cultural narratives using technology, book to reveal the values lifestyles of ethnic groups 5E.1 Students will research weather instruments. Explain what they do.

Understanding Remembering

Media Center Reference Materials Technology

• Research Project

• Cited Work

• Notes

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8. Gather relevant information from multiple print and digital sources, assesses the credibility and accuracy of each source, and integrates the information while avoiding plagiarism.

W. 8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

• Provide opportunity for students to research.

• Provide students with various print and digital resources to aid in the research.

• Provide students with first-hand experiences to write about (i.e., school assembly, pep rally, etc.)

5.C1 Students will research an assigned region and write notes along with a list of sources using text books, library resources 5.E1.2 Students will research atmospheric conditions/cloud types write up notes and provide sources

Remembering Understanding

Media Center Reference Materials Technology

• Summaries • Finished

Writings • Cited sources • Writing

process

9. Draw evidence from literacy or informational texts to support analysis, reflection, and research.

W. 9. Draw evidence from literary or informational texts to support analysis, reflection and research. • 9a Apply grade 5

Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in story or a drama, drawing on specific details in the text (e.g., how characters interact:)

• 9b Apply grade 5 Reading standards to

• Provide opportunities for students to compare and contrast different characters, settings, or events in literature.

Vocabulary Teach vocabulary: compare, contrast, reflect

Social Studies Students should compare & contrast the Articles of Confederation the Constitution

Media Center Reference Materials Technology Short Text

• Reading response journals

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informational texts (e.g., “Explain how an author uses reasons and evidence to support particular pints in a text, identifying which reasons and evidence support which points”)

College and Career Readiness Anchor Standards for Reading Range of Writing Level: Grade 5

Anchor



Strategies/Activities Integrated Activity Bloom’s

Level Resources Formative

Summative Assessment

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 tasks, purposes, and audiences.

W. 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.

• Provide frequent opportunities for students to write. This could be in the form of a quick write, exit tickets, 3-2-1 summaries, reflections, etc.)

• Provide feedback to students frequently.

• Allow students to write in a range from short responses to research papers for writing portfolios

Social Studies 5.H.1 Students will write in a journal of a week telling how life was for them as an European explorer interacting with American Indian Science Student journal daily weather (using weather station) including-clouds/types, temperature, wind, rain.

Understanding Media Center Reference Materials Technology

• Response journals

• Writing portfolio

• Quick Writes

• 3-2-1 summary

• Reflections

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College and Career Readiness Anchor Standards for Speaking and Listening Comprehension and Collaboration

Level: Grade 5

Anchor Standards





1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively

SL. 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. • 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.

• Allow students to work in different groupings (pairs, groups, whole group) (Think, pair, share)

• Provide topics for discussions

• Set guidelines for how discussions should be conducted (respect others; do not talk white others are speaking, etc.) Prepare questions.

Vocabulary Teach vocabulary: discussion, evidence, collaborate, brainstorm, diverse.

Social Studies Discuss the relationship between different cultural groups Europeans/Americans/Indians) and how they can have positive & negative effects based upon their interactions with one another using leadership belief & fears. Students write questions from text to ask each other. From discussion students will come to a conclusion to the relationship of these groups. Science Explain sun’s energy impacts process of the water cycle.

DOK Applying

Guest Speakers School Personnel

Speeches Questions for guest

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• 1b Follow agreed-upon rules for discussions and carry out assigned roles.

• 1c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

• 1d Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

SL. 2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

• Teach summarizing strategies. • Have students conduct surveys • Allow students to use diverse

media Vocabulary: Summarize and paraphrase (make sure students understand the difference between summarizing and paraphrasing).

Social Studies & Science Create and share PowerPoint to summarize read aloud text. After presentations/assign groups. Students will work with a partner to identify and summarize key points citing evidence from presentations to justify main points.

Understanding Evaluating

• Summaries • Surveys • Visual Aids

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3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

SL. 3. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

• Model summarizing the claims made by the speaker or presenter and then explain how each claim is supported by evidence.

• Provide opportunities for students to listen to a speaker so that students can summarize main points

Understanding Evaluating

Speaker • Graphic Organizers

College and Career Readiness Anchor Standards for Speaking and Listening

Presentation of Knowledge and Ideas Level: Grade 5

Anchor


Standard Instructional Strategies/Activities Integrated Activity Bloom’s



4. Present Informational, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

SL. 4. Report on a topic or text, or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace..

• Provide students with the opportunities to speak publicly (i.e., morning announcements, school assemblies, class presentations)

• Use note cards to prepare presentations.

Science Research/create a flow map of a food chain including parts with explanations/drawing share with the class. Social Studies Create a timeline of Americans moving west and share with the class

Applying Creating

Harcourt Grammar Book

• Presentations • Note cards

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

SL. 5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

• Use rubric as a guideline for student products.

• Require that student use diverse medium to present information (graphs, charts, etc.)

Use activities from # 4 and make a PowerPoint to go along with written work.

Applying Creating

Technology specialist Computer lab Media Center

• Presentations • Use of Multi-

media components

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6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

SL.6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

• Provide instruction to students in Language Standards 1 and 3.

• Incorporate grammar and conventions in daily instruction.

• Model through read alouds a wide variety of speech in context (i.e., figurative language, idioms, dialect, etc.)

Social Studies Studies read a portion on the Constitution, then put it in their own words

DOK Applying

Daily oral language picture book

• Response Journals

• Grammar checks

• Speeches and Presentations

College and Career Readiness Anchor Standards for Speaking and Listening

Conventions of Standard English Level: Grade 5

Anchor Standards


Instructional Strategies/Activities Integrated Activity Bloom’s Level


1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking • 1a Explain the

function of conjunction, prepositions, and interjections in general and their function in particular sentences.

• 1b Form and use the perfect (e.g., I had walked; I have waked; I will have walked) verb tenses.

• 1c Use verb tense to convey various times, sequences

• Provide instruction in the parts of speech (e.g., noun, pronoun, verb, adverb, adjective, conjunction, preposition, interjection). Explain the function of each in a sentence. Identify parts of the speech.

• Teach that there are irregular verbs in the English language (i.e., I speak, yesterday, I spoke, I have spoken)

• Use students writing to model the correct use of troublesome verbs.

• Model the correct use of troublesome verbs and pronouns by using examples from children’s literature that demonstrate the targeted grammar to be taught.

N/A DOK Remembering Understanding

• Grammar Checks

• Teacher made quizzes.

• Grammar exercises

• Essays and writing

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states, and conditions

• 1d Recognize and correct inappropriate shifts in verb tense.*

• 1e Use correlative conjunctions (e.g. either/or neither/nor).

• Teach students about subject/verb agreement.


Conventions of Standard English Level: Grade 5

Anchor



Strategies/Activities Integrated Activity Bloom’s



2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing .

L. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. • 2a Use

punctuation to separate items in a series.*

• 2b Use a comma to separate an introductory element from the rest of the sentence.

• 2c Use a comma to set off the

• Teach conventions through mini-lessons that address capitalization and punctuation.

• Provide opportunities for students to revise writings. Focus on capitalization, punctuation, and spelling.

• Teach spelling rules that are consistent in the English language (e.g., Qu rule: always put a u after q; ei rule: I before e, except after c, etc.)

• Model spelling strategies through direct instruction.

• Use correct capitalization such as names of magazines, newspapers, and organizations.

• Use correct punctuation such as colon to introduce list and commas used in compound

Use writing activities and demonstrate conventions. Students can use writing to show class their correct use of conventions by showing work on document camera and highlight examples of each bullet under # 2 standards.

DOK 1 Remembering Understanding Applying

Daily Oral Language Working With Words by Patricia Cunningham Harcourt Grammar Book 500 Most Frequently Used Word List Rules for English

• Writing Workshop

• Spelling Test • Response

Journal • Writing rubric

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words yes and no (e.g. Yes, thank you) to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., is that you, Steve?).

• 2d Use underlining quotation marks, or italics to indicate titles of works.

• 2e Spell grade- appropriate words correctly, consulting references as needed.

sentences. • Check and revise spelling in

writing,

Language

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College and Career Readiness Anchor Standards for Reading Knowledge of Language

Level: Grade 5

Anchor Standards


Instructional Strategies/Activities Integrated Activity

Bloom’s Level


3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

L.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. • 3a Expand,

combined and reduce sentences for meaning, reader/listener interest, and style.

• 3b Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.

• Teach conventions through mini-lessons

• Provide students with rubrics for things to check in their writing

• Teach students how to create meaningful sentences.

• Model how to combine, expand, and reduce sentences for meaning, reader/listener interest, and style.

Social Studies and Science Using students work (writings), cut up sentences, then students collaborate to expand and reduce newly formed sentences. Groups can share on document camera. Use thesauruses to change words that are used over and over in a passage.

DOK 4 Applying

Harcourt Grammar Book 500 Most Frequently Used Word List Rules for English Language

• Completed writings

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College and Career Readiness Anchor Standards for Reading Vocabulary Acquisition and Use

Level: Grade 5

Anchor Standards





4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

L. 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 4 reading and content. Choosing flexibly from an array of strategies. • 4a Use context (e.g.

cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.

• 4b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

• Teach that affixes add meaning to root words.

• Teach the meaning of a variety of prefixes and suffixes in the context of material that has been read aloud, independently read by students, or read during small group instruction.

• Teach Greek and Latin root words In a order that students use this knowledge to unlock the meaning of unknown words.

• Model the thinking good readers do when they come to a word in their reading (e.g., look for prefixes and suffixes and think about their meanings, look for known root words and think about their meanings, apply syllabication rules, and read around unknown word for context clues).

• Model how to use context clues to find the meaning of a word

• Provide a variety of reference material for student use: dictionary, glossaries, thesauruses, appendices.

Social Studies/Science Use vocabulary from each standard. Students should use the following for meanings: • Tree map • Dictionaries • Glossaries • Thesauruses

DOK 1 Remembering Understanding

Harcourt Trophies: Sees Behind Trees We’ll Never Forget You, Roberto Clemente Folktales from Asia Iditorod Drams Island of the Blue Dolphins Summer of Fire Oceans Seeing Earth from Space The case of the Flying-Saucer William Shakespeare and the Globe The World of William Joyce Scrapbook Dear Mr. Henshaw Black Frontiers

• Journal • Writing

Portfolio

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Level: Grade 5

Anchor Standards




5. Demonstrate understanding of word relationships and nuances in word meanings.

RL 5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings. Interpret figurative language, including similes and metaphors, in context. • 5a Recognize and

explain the meaning of common idioms, adages, and proverbs.

• 5b Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

• Model use and understanding of figurative language, word relationships, similes and metaphors.

• Guide students in identifying various types of figurative language.

• Provide opportunities for students to brainstorm about the connotations of words to ensure that they are applying this concept correctly.

• Require students to translate meanings of figurative expressions.

Vocabulary Instruct students on the relationships between and among words, such as synonyms, antonyms, homophones.

N/A DOK 1 Remembering Understanding Applying

Harcourt Trophies: Themes 1, 2, 3, 4

Identify figurative language and meaning

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Level: Grade 5

Anchor Standards




6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in fathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

RL 6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationship (e.g., however, although, nevertheless, similarly, moreover, in addition).

• Expose students to a wide variety of words, both formal and informal.

• Provide daily instruction in grammar and conventions.

• Read a variety of text and incorporate new words and phrases into oral and written language.

Social Studies and Science Students demonstrate use of academic vocabulary while recording information in Cross Curriculum Journals

DOK 1 Remembering Understanding

Harcourt Grammar Book

• Assess student knowledge of the foundations of grammar

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5th Grade Resources

Science Macmillan McGraw-Hill

Social Studies

The United States, Canada, Mexico and Central America Harcourt

www.eharcourtschool.com www.edhelper.com

www.readinga-z.com